SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Life and Environmental Sciences 
SAQA QUAL ID QUALIFICATION TITLE
110744  Higher Certificate in Life and Environmental Sciences 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 10 - Physical, Mathematical, Computer and Life Sciences  Environmental Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-09-11  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This Higher Certificate in Life and Environmental Sciences is an entry level to higher education qualification designed to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for Higher Education studies in life, environmental and related fields. The qualification emphasises general scientific principles, concepts, and theories that will improve the students' ability to grasp scientific concepts at higher levels. It exposes the learners to techniques for higher education studies in life, environmental and related fields. Qualifying learners would have attained a basic level of higher education knowledge and competence in life and environmental sciences, and will be capable of applying such knowledge and competence in the workplace. It is therefore meant for those who do not meet the requirements for entry into the Diploma qualifications to gain enough competency to be admitted into such. Students who complete the qualification are able to articulate into Diploma, Bachelor of Consumer Sciences and Bachelor of Administration (BA) in Environmental Management qualifications.

Rationale:
This qualification is aimed at facilitating access to environmental sciences qualifications for potential learners. There is currently a large number of learners who either wish to enrol for environmental science Degrees but do not have the necessary entry-level knowledge and skills, or who do enrol only to find themselves inadequately prepared for the higher education context. This certificate will equip learners with the necessary fundamental knowledge and skills to register for and succeed in further environmental qualifications, thus enhancing throughput in the higher education environment. The certificate will also aim to develop well-rounded "graduates" who have achieved the numeracy, literacy and other skills required to enable them to undertake further studies in Environmental Sciences. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Learners can achieve this qualification in part through Recognition of Prior Learning.

RPL for formal learning (Credit recognition):
Learners may apply for credits or exemptions for subjects already passed in-house or at other recognised institutions.

RPL for informal and non-formal learning (Access):
Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the RPL process for access into the qualification.

Entry Requirements:
  • National Senior Certificate or equivalent, National Qualifications Framework (NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5 totalling 120 Credits:
  • End-user Computing, National Qualifications Framework (NQF) Level 5, 12 Credits.
  • Information Literacy, NQF Level 5, 12 Credits.
  • Basic Numeracy, NQF Level 5, 12 Credits.
  • Elementary Quantitative Methods, NQF Level 5, 12 Credits.
  • English for academic purposes, NQF Level 5, 12 Credits.
  • Environmental Literacy, NQF Level 5, 12 Credits.
  • Environmental Geology, NQF Level 5, 12 Credits.
  • Introduction to Applied Sciences, NQF Level 5, 12 Credits.
  • Basic Biology, NQF Level 5, 12 Credits.
  • World Issues: A geographical perspective, NQF Level 5, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply basic calculations, mathematical and statistical techniques to solve simple mathematical and financial problems.
    2. Apply academic literacy strategies to collect, evaluate and organise information and communicate the findings in academic writing.
    3. Explain the subsystems of the earth system and its interactions that control geological processes, and identify the potential impact of geological processes on environmental sustainability.
    4. Identify and explain the basic linkages between human- environment interaction and environmental degradation and identify solutions for sustainable development.
    5. Identify and explain basic concepts and principles of plant taxonomy, anatomy and physiology.
    6. Identify and explain the basic principles of chemistry, physics and physiology and indicate how these will be applied in various contexts.
    7. Use basic computer applications as a study, work and communication tool.
    8. Apply the principles of resource conservation and management in everyday living in South Africa. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcome 1:
  • Basic mathematical operations are performed correctly.
  • Equations, formulae and graphs are applied to solve every day numerical and financial problems.
  • Basic modelling is applied using mathematical concepts.
  • Basic concepts of financial mathematics are applied to solve elementary financial problems.
  • Basic techniques of descriptive statistics are correctly applied to a small data set.
    > Range: Basic techniques include simple sampling techniques, graphic representations of data, frequency table, mean, mode, medians, variants, standard deviation, quartiles, and coefficient of variations.

    Assessment Criteria for Exit Level Outcome 2:
  • Reading strategies are applied to read more efficiently and increase comprehension.
  • An information task is planned and the information obtained is appropriately organised, reported in writing and correctly referenced.
  • Written texts are produced that meet specified criteria related to content, organisation, vocabulary, language usage and writing conventions, and that are socially appropriate for the given context.

    Assessment Criteria for Exit Level Outcome 3:
  • Subsystems of the earth system and its interactions that control geological processes are explained.
  • The potential impact of geological processes is identified and discussed, showing the ethical implications of human conduct in the context of environmental geology.

    Assessment Criteria for Exit Level Outcome 4:
  • The basic linkages between human- environment interaction and environmental degradation are identified and discussed.
  • The different viewpoints on sustainable development as solution to prevent environmental degradation are motivated.
  • The impact of human activities that leads to various environmental issues is displayed by geographical techniques and aids and correctly analysed.
  • Elementary statistical information to generate solutions to prevent environmental degradation is interpreted and synthesised.

    Assessment Criteria for Exit Level Outcome 5:
  • Different methods of naming and classifying crops are identified and explained with the aid of examples.
  • Different structures of a plant are identified and the function of each is explained.
  • The different physiological processes that take place in a plant are identified and explained and it is indicated how they are affected by the immediate environment.

    Assessment Criteria for Exit Level Outcome 6:
  • The basic concepts and principles of chemistry are identified and explained, and applied in the context of nutrition, food processing and clothing and textiles.
  • The basic concepts and principles of physics are identified and explained, and applied in the context of nutrition, food processing and clothing and textiles.
  • The basic concepts and principles of human physiology are identified and explained, and applied in the context of nutrition, food processing and clothing and textiles.

    Assessment Criteria for Exit Level Outcome 7:
  • The concepts of end-user computing are discussed and applied to a study and work environment using appropriate terminology.
  • The Internet and e-mail are used efficiently.
  • The Microsoft Windows operating system is effectively used to manage and work with electronic files.
  • Microsoft Word and Excel are used effectively.
  • Appropriate computing tools for common end-user computing tasks are selected and integrated.
  • Electronic objects are interchanged between various computing applications.

    Assessment Criteria for Exit Level Outcome 8:
  • The interrelationship between humans and their environment and the resulting environmental impact are explained.
  • The importance of biodiversity conservation is appropriately motivated in the Southern African context.
  • The principles of bio-resource conservation and management are effectively applied in the immediate environment.
  • A responsible approach to the utilisation of consumer products is developed.
  • Waste minimisation and responsible disposal are promoted by managing waste effectively.

    Integrated Assessment:
    Applied competence-that is, the integration of foundational, practical and reflective competence-will be assessed in a variety of ways and instances during the course of the qualification. For example, learners will be asked to propose practical solutions to environmental problem scenarios and to evaluate their own proposed solutions and their learning in the process, thus involving knowledge, the application of knowledge, as well as reflection.

    In the various modules of the qualification, learners will be required to provide evidence of integrated knowledge, skills and values, which will be assessed in various ways:
  • In every module, learning resources (print-based or web-based) will be used that will include a variety of activities for learning facilitation and for learner self-assessment. These activities will be varied and will include scenarios and case studies.
  • Formative assessment will be conducted by means of two assignments. The assignments will take a variety of forms, and will include multiple-choice questions, and short and long essay type questions.
  • Each module will have a summative written examination that will contain a range of different types of questions. Examinations will be marked internally and moderated externally.

    All assessment will meet the criteria of the relevant institution's policies and procedures. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification and the component modules have been compared with similar qualifications and training courses (formal and informal) from the following countries:

    United Kingdom:
    The following courses are similar to the Certificate in Life and Environmental Sciences in certain respects, but differ from this one-year qualification course in the sense that they form an integral part of a Bachelor of Science (BSc) Degree, which is a three-year qualification:

    Studies Foundation Year, University of Salford:
    This course is offered by the University of Salford, Manchester. It is designed as a preliminary year during which a learner will gain broad, basic knowledge of environmental studies so that he/she can continue into the first year of one of the BA/BSc (Hons) Degree courses in environment, geography or wildlife. It is designed to help learners with no scientific background.

    This course is ideal if a learner does not meet the entry requirements for direct entry, but still wishes to eventually proceed to Postgraduate studies, which is also the purpose of Higher Certificate in Life and Environmental Sciences.

    BSc Earth and Environmental Sciences with Foundation Year, University of Leeds:
    This course is offered by the University of Leeds and generally concentrates on basic sciences without inclusion of any language or numeracy skills. Therefore, the Higher Certificate in Life and Environmental Sciences will provide a broader basic curriculum.

    The BSc Earth and Environmental Sciences is a four year extended Degree. It is designed for applicants who do not meet admissions criteria for direct entry to a Degree and who can benefit from a qualification that begins with a foundation year which provides intensive, well-structured support to enable development of scientific skills and knowledge.

    During the foundation year of the qualification strong emphasis is placed on developing participants' general scientific skills and knowledge. It is delivered by the University's Lifelong Learning Centre (LLC). Learners progress from the foundation year to a range of Degree qualifications in the earth and environmental sciences or geography.

    Environmental Science Pre-University Foundation Certificate, Cambridge Seminars College:
    This course prepares learners for undergraduate qualifications in the environmental sciences and includes the fundamentals of biology, geography, mathematics and English language. It thus differs from the HCLES in that it has a narrower focus in terms of the scientific fields covered, and also does not include computer literacy.

    Courses similar to the one above are offered by Cambridge Regional College (Environmental Science Access to Higher Education Certificate), Yale College of Wrexham (Access to Higher Education - Biological and Environmental Science) and David Game College in London (Conservation Biology University Foundation Qualification). All these qualifications are roughly comparable to the Higher Certificate in Life and Environmental Sciences, but differ in their balance between foundation science skills and general numeracy, literacy and computing skills.

    Australia:
    In Australia, many educational institutions offer foundation qualifications that entail general language, literacy and numeracy skills and foundational science skills. However there are not many of these qualifications that contain environmental science knowledge and skills specifically.

    A number of vocationally oriented courses do integrate general and environmental science skills, for example:

    Diploma of Science, James Cook University:
    This is a one-year graduate certificate offered by James Cook University and serves as pathway into other qualifications offered by accredited tertiary education institutes in Australia. It covers a wide range of basic sciences (chemistry, physical, mathematical, earth, human and engineering), including basic language, mathematical and computing proficiencies. In content it is thus quite similar to the Higher Certificate in Life and Environmental Sciences.

    Diploma in Environmental Science, Australian Catholic University, Sydney:
    This course was designed for international learners who completed a qualification equivalent to year 12 of schooling in order to position them for studies in the Environmental Sciences. It is a 1 year full-time offering with 8 modules. The curriculum covers fundamental chemistry, biodiversity, ecology, earth sciences and environmental issues. While the course contains fundamental scientific knowledge, it does not include the generic numeracy and academic literacy skills involved in the Higher Certificate in Life and Environmental Sciences.

    New Zealand:
    As in the case of Australia, many New Zealand educational institutions offer general foundation qualifications and foundation qualifications for sciences.

    Some examples are:
    Certificate in Foundation Studies - Sciences, Unitec Institute of Technology:
    This course involves basic academic study skills and mathematics, and a selection of other basic science courses. It does not however include environmental studies as such.

    Certificate of Foundation Studies, Lincoln University:
    This one-year qualification consists of English, Mathematics, Computing and Study Skills, with a number of science-oriented electives that include Environmental Sciences.

    Certificate in Natural Resources, Lincoln University:
    This one-year course combines a study skills subject with electives from fist-year science courses, which include Environmental Management.

    Certificate of Applied Science, Auckland University of Technology:
    In this year course, learners have to select 8 courses from a menu of 11, which contain foundation courses in mathematics, academic writing, and several science courses, including Ecology.

    As can be seen from the above, a feature of the New Zealand courses is that they are generally flexible: they contain a number of compulsory generic courses but the scientific fields in which these generic skills will be applied are then open to choice. This differs from the Higher Certificate in Life and Environmental Sciences, which is very environmentally-specific and therefore contains no electives.

    Canada:
    Certificate in Applied Earth and Environmental Studies, Geoscience Option, Northwest Community College.

    This one-year certificate combines a module in English writing with basic science courses such as Principles of Ecology, Introductory Biology, Physical Geography, etc. The certificate emphasises practical application and prepares learners for entry-level careers in the environmental industry, but can also be used as a preparation for further study.

    Northwest Community College also offers a two-year 'Associate of Science' Degree in which 40% of credits are allocated to basic English, Mathematics and Arts electives, while 60% of credits are for basic Science electives, with a specialisation provided in Environmental Geosciences. Graduates may proceed either to the workplace or, on completion of the degree, may enter into the third year of a four-year Bachelor's Degree at a university.

    College and Career Preparation Qualification, Georgian College, Ontario:

    This qualification combines modules in basic communication studies, computing and general career skills with foundation modules in mathematics, physics, biology and chemistry. It gives access to university Degrees. It does not however have a specific focus on environmental studies.

    A number of other institutions in Canada offer university and college preparation qualifications that prepare learners for academic studies in the sciences, but many do not have a specific environmental focus.

    Conclusion:
    The Higher Certificate in Life and Environmental Sciences is similar to other international foundation qualifications, but is more specific in terms of its science and environmental components, and does not contain electives as many international courses do. The contextualisation of the skills in the Certificate in Life and Environmental Sciences also differs as the certificate is aimed at equipping learners to study and work in the Southern African environment. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation possibilities:

    Horizontal Articulation:
  • National Certificate: Environmental Education, Training and Development Practice, Level 5.

    Vertical Articulation:
  • Diploma in Nature Conservation, Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of South Africa 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.