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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Environmental and Natural Resource Science 
SAQA QUAL ID QUALIFICATION TITLE
110808  Bachelor of Environmental and Natural Resource Science 
ORIGINATOR
University of Venda 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-08  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to equip learners with a proper understanding of all the abiotic and biotic factors involved and their interactions; how previous and even current rapacious actions have affected biodiversity and harmed the environment; and how we can reverse this process of degradation and at least attempt to restore our earth to a condition that would favour life as we know it. Qualifying learners should be able to analyse local conditions and practices to identify problems and propose more ecologically friendly practices. The qualification outcomes were designed to:
  • Develop thorough understanding of social-ecological systems.
  • Instil critical thinking skills.
  • Develop a solid grounding in the relevant natural sciences, as well as economics and environmental law.
  • Train problem-solving ability.
  • Develop research and analytical skills.
  • Develop the ability to plan for a sustainable future.
  • Develop the ability to see the bigger picture.

    Upon completion, the qualifying learners will be able to:
  • Demonstrate up to date knowledge of the field of study, of field and research practice and its application.
  • Demonstrate the ability to evaluate different sources of information and select those, which are relevant and reliable.
  • Select the appropriate procedure in a given situation even when confronting unfamiliar problems in practice.
  • Demonstrate an ability to use a range of specialised skills.
  • Identify, analyse and address complex problems, drawing on his/her specialised knowledge of the field.
  • Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems in specific contexts.
  • Access, process, and manage information: the learner can critically gather information, synthesise data, select suitable procedures and develop a creative solution to problems.
  • Present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.
  • Operate effectively within a system or manage a system based on an understanding of the roles and relationships between elements within the system.

    Rationale:
    With unprecedented changes in climate and land-use patterns, a decrease in global biodiversity and ecosystem services has been occurring at an alarming rate, causing widespread damage to the life-support systems upon which every living organism depends. By 2030, the world rural and urban population is predicted to increase to 3.4 and 5.1 billion, respectively, with approximately 60% of urban land predicted to be underbuilt infrastructure. As a result, environmental scientists and city planners are faced with increasing pressure to protect ecosystems to ensure a continued supply of ecosystem services (e.g., food, quality water, and flood attenuation). This will ensure that the needs of the current and future generations are met. There is worldwide concern in informed circles about the degradation of the environment caused by humans which has now reached a life-threatening order. To halt and even reverse ecosystem degradation, it is essential that we understand the principles which operate in the world ecosystem. Global warming is just one of the effects of our abuse of the Earth, but it affects many aspects of life, including food production and general health.

    In South Africa major environmental problems are caused by the mining industry. SA relies on coal for electricity generation, and therefore it contributes a disproportionate amount of greenhouse gasses. On the other hand, SA has a lot which needs protection: wildlife, the fynbos, Namaqualand, marine biodiversity. SA needs people who have the requisite knowledge, skills and vision to solve the above problems and protect the treasures the country still has. Someone who can research the deeper causes of the problems, contribute to policy development, give environmental management advice, find innovative solutions and monitor and manage protected areas. Thus this qualification is designed to equip learners to become the persons who are needed to solve South Africa's environmental problems.

    There is a demand for this qualification, especially from the industry. Furthermore, all the modules in this qualification speak to the National Development Plan 2030, African Agenda 2063 and the sustainable development goals. Most entry-level jobs in environmental management require a Bachelor's qualification in Environmental Science or related field such as microbiology, chemistry, physics, geosciences, or engineering. Learners enrolled in this environmental science qualification will study the sciences broadly, taking modules in biology, chemistry, geology, and physics which equips them for the typical job market as environmental scientists and managers.

    SACNASP has reviewed and approved the content of the qualification.

    The new era of environmental science has brought about new needs, for example doing proper environmental impact assessments since 1998; legislation is now forcing everybody to not only conduct impact assessments but also to appoint environmental officers and the demand for a "general specialist" in environmental science is increased radically. These "general specialists" are better equipped for the job than those qualifications which focused on one or two areas, e.g. BSc qualifications with Zoology and Botany as majors etc. This qualification trains a general specialist rather than a narrow-focused specialist which meets the needs in the sector better than the qualifications which typically have two majors only.

    Learners may come from a variety of backgrounds, but most of the learners will be Grade 12 learners who meet the entry requirements, will be equipped to become environmental officers at mines, in the energy sector or industry, government officials responsible for environment at the local, provincial or national level, employees of environmental NGOs, environmental consultants or conservation specialists.

    Learning pathways are formulated within the rules of combination. Learners may articulate from other similar qualifications like the Bachelor of Environmental Science qualification to this qualification where credits are provided for similar modules already completed, and learners may be exempted from repeating all modules.

    The most popular career field for learners is to become an environmental scientist. While seemingly broad, this category can include entry-level careers in environmental research, zoology, marine biology and meteorology and health sciences. Professionals working in any of these fields can contribute data and information to teams that are working towards a greater understanding of the environment and the beings within it. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The admission of learners via prior leaning is according to the institution's official policy on Assessment and Recognition of Prior Learning (RPL) as contained in the institution calendar which falls in line with South African Qualifications Authority (SAQA) RPL requirement for prior learning, particularly those learners who have working experience in the natural environment and are equipped to successfully complete the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 480 Credits.

    Compulsory Modules, Level 5: 100 Credits:
  • English communication skills (ECS 1541), 5 Credits.
  • The Natural Environment as a System, 10 Credits.
  • The environment and sustainability, 10 Credits.
  • Physics for Environmental and Agricultural Sciences I, 5 Credits.
  • Diversity of Life, 10 Credits.
  • General Chemistry for applied sciences, 10 Credits.
  • English communication skills (1646), 10 Credits.
  • Ecological principles for environmental sustainability, 10 Credits.
  • Basic Statistical Analysis and Computer Applications, 10 Credits
  • Physics for Environmental and Agriculture Sciences II, 5 Credits.
  • Ecology, adaptation and evolution, 10 Credits.
  • Organic Chemistry for applied sciences, 5 Credits.

    Elective Modules, 20 Credits (Select 20 Credits):
  • Mathematics for life and earth science, 5 Credits.
  • Basic statistics, 5 Credits.
  • Integrated study of major world environments, 10 Credits.
  • Mathematics for Bio and life science 11, 5 Credits.
  • Basic statistics inference, 5 Credits.
  • Major world environments 2, 10 Credits.

    Compulsory Modules, Level 6, 90 Credits:
  • Principles of Sustainable Resource Use, 10 Credits.
  • Environmental Degradation and Rehabilitation, 10 Credits.
  • Community Ecology, 10 Credits.
  • Organic Chemistry II, 5 Credits.
  • Ecology, 10 Credits.
  • Pollution and Environmental Quality, 10 Credits.
  • Introduction to geographic information system (GIS) and Remote Sensing, 10 Credits.
  • Introduction to Evaluation and Conservation of Biodiversity, 10 Credits.
  • Environmental Chemistry Fundamentals, 5 Credits.
  • Conservation Biology, 10 Credits.

    Elective Modules, 30 Credits (Select 30 Credits):
  • Quantitative and qualitative research methods, 5 Credits.
  • Multiple Regression, 10 Credits.
  • Multivariable calculus, 10 Credits.
  • Spatial organisation of society, 10 Credits.
  • Patterns and processes of physical geography, 5 Credits.
  • Analytical Chemistry: Classical techniques, 5 Credits.
  • Probability distribution/introduction to research, 10 Credits.
  • Ordinary differential equations, 10 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Resource Evaluation and Information Systems, 15 Credits.
  • Analytical Techniques for Pollutants, 15 Credits.
  • Climate Change 1, 15 Credits.
  • Introduction to the Principles of Agroecology, 15 Credits.
  • Environmental Impact Assessment, 15 Credits.
  • Climate Change 2, 15 Credits.
  • Research Methodology, 15 Credits.
  • Environmental Economics and the Green Economy, 15 Credits.

    Compulsory Modules, Level 8, 90 Credits
  • Advanced GIS and Remote Sensing, 15 Credits.
  • Environmental Pollution and Control, 15 Credits.
  • Agroecology, 15 Credits.
  • Research and Mini-dissertation, 30 Credits.
  • Habitat and biodiversity conservation, 15 Credits.

    Elective Modules, Level 8: 30 Credits (Select two modules):
  • Ecotoxicology, 15 Credits.
  • Energy resources, 15 Credits.
  • Wildlife and Rangeland Ecology, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, assess, formulate and solve a range of ecological and biodiversity problems creatively and innovatively.
    2. Apply knowledge of biology, basic science and statistics to solve ecological and biodiversity problems.
    3. Design and conduct investigations and experiments in the laboratory or the field.
    4. Use appropriate ecological methods, skills and tools, including those based on information technology.
    5. Communicate effectively, both orally and in writing, with biological audiences and the broader community.
    6. Demonstrate critical awareness of the impact of human activity on the social, industrial and physical environment.
    7. The ability to work effectively as an individual, in teams and multidisciplinary environments.
    8. Engage in independent learning through well-developed learning skills.
    9. Demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The problem is analysed and defined, and the criteria for an acceptable solution are identified.
  • Approaches to the solution of problem are generated and formulated.
  • Solution(s) are modelled and analysed.
  • Possible solutions are evaluated, and the best solution is selected.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate mix of biological, geographical and statistical knowledge and methods are used to analyse ecological/biodiversity situations.
  • Knowledge is coherently and systematically organised, covering the fundamentals of the discipline.
  • Fundamental principles and theories of the discipline are critically understood.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A literature search is conducted, and material is critically evaluated.
  • Identify possible solutions to the situation/problem under investigation and design the appropriate procedure to test for the best solution.
  • The design process focuses on important issues, while practical constraints are noted and properly managed.
  • Impacts and benefits of the proposed solution are assessed.
  • Investigations and experiments are planned and conducted.
  • Conclusions based on evidence are clearly stated and properly defended.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The appropriate method(s) of ecological analysis is/are selected and used.
  • The limitations (e.g. physical or financial) of the selected method of analysis are recognised and clearly stated.
  • The results of the investigation are critically tested and assessed.
  • Computer software to model and/or simulate the situation and proposed solution are employed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Appropriate structure, style and language for the specific purpose and audience are used to communicate concepts, ideas and theories.
  • Effective graphical support is used in the presentation of the design and the information (to be) collected.
  • The whole project is presented in written format by the requirements of standard practice in rated subject journals.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The impact of technology on society and the environment is understood.
  • Occupational and public health and safety legislation is applied.
  • The personal, social and cultural values and requirements of affected communities by ecological and/or conservation activities are understood.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Objectives are identified and focused on to work strategically.
  • Tasks are executed effectively to deliver completed work on time.
  • Critical functions are performed.
  • Work of fellow team members is motivated to gain the support of team members.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Learning is reflected upon, and learning requirements and strategies are determined.
  • Knowledge acquired outside formal instruction is accessed, comprehended and applied.
  • Assumptions are critically challenged, and new thinking is embraced. In complex, ill-defined contexts personal responsibility and initiative is shown.
  • Learning requirements are accurately self-evaluated, and responsibility for learning is taken.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Requirements to maintain continued competence is understood and displayed.
  • Understanding of the system of and the need for on-going professional development is displayed.
  • Responsibility for own actions is accepted.
  • Judgment in decision-making during problem-solving, ethical aspects in case study contexts and design is displayed.

    Integrated Assessment:
    Formative Assessment is done through individual or small group exercises, usually in the form of short assignments, or using impromptu class tests (which are not scored). This informs the lecturer of any shortcomings in the teaching and/or misconceptions among leaners. It also informs the learners of lack of knowledge and understanding of the aspects tested.

    Summative Assessment is done using:
  • Short class tests of limited scope.
  • One major test covering at least half of the theory work.
  • An exam on all the work covered in the module is conducted at the end of each semester.
  • The written field report (fourth-year) tests the practical application of a wide range of skills, i.e. the application of theoretical knowledge in a practical, real-life situation. 
    		•

    INTERNATIONAL COMPARABILITY 
    The principles taught are applicable internationally, but are also applied to local situations. Comparability was done by comparing with similar qualifications internationally as follows:
  • University of Zimbabwe.
  • University of Connecticut.

    University of Connecticut offers an Environmental Studies Qualification:
    The Environmental Studies major is an interdisciplinary qualification designed to provide learners with the knowledge, skills, and perspectives needed to understand the interactions between human society and the environment. Understanding the ethical and cultural dimensions of our relationship with the environment, as well as the challenges of protecting it, requires insights from multiple perspectives, including the humanities, the social sciences, and the natural sciences. Core courses in the major ensure familiarity with basic principles from these three areas. With this shared core of knowledge, majors will focus their studies on an area of special interest, taking electives and related courses that allow greater specialisation. Among the many possibilities are environmental sustainability, issues concerning public policy and environmental justice, and the literary and philosophical legacy of human encounters with the non-human world. A capstone course will allow each learner to research a distinct perspective on a contemporary environmental issue. A major in Environmental Studies might lead to a career in a variety of fields, including public policy, environmental education, eco-tourism, marketing or consulting journalism, or advocacy.

    The major leads to a Bachelor of Arts degree in the College of Liberal Arts and Sciences (CLAS) or the College of Agriculture, Health and Natural Resources (CAHNR). The learner's choice of colleges should be made in consultation with faculty and advisors based upon the learner's interests and career goals.

    All majors must complete a capstone research project, which fulfils the Writing in the Major and the Information Literacy requirements for the major.

    Additional requirements for the major:
    Also, environmental studies majors in CLAS must take nine credits of electives at the 2000 level or above, plus an additional 12 Credits of related courses, approved by the learner's advisor. These courses must be designed to form a coherent set of additional courses that will provide the learner with a focus or additional depth in an area of interest related to the major. They must be chosen in consultation with the learner's faculty advisor and be approved by the advisor. Courses that are not used to meet the core requirements may be used to meet this requirement. Total credits (2000-level or above): 30, plus 12 Credits of related courses.

    Other areas of recommended preparation (not required):
  • Physical Science:
  • Earth Science:
  • Economics:

    University of New England, Environmental Studies Curriculum:
    Since 1991 the faculty of the College of Arts and Sciences has defined environmental awareness as a major theme in the College's Core Curriculum and asked the Department of Environmental Studies to deliver the course Introduction to Environmental Issues to all Undergraduates regardless of major. The UNE College of Arts and Sciences is one of the few in the nation that requires formal instruction in environmental studies as a requirement for graduation.

    Modules:
  • Introduction to Environmental Issues.
  • Biology I: Ecology/Evolution.
  • Biology II: Cellular/Molecular.
  • Literature, Nature and the Environment.
  • Economics in Context.
  • Conservation and Preservation.
  • Environmental Policy in Comparative Perspective.
  • Society, Population and Environment: A Global Perspective.
  • Capstone in Environmental Studies.
  • Wetland Conservation and Ecology.

    Learners wishing to pursue teacher certification in Life Science can complete a double major with Environmental Science and Secondary Education OR a major in Secondary Education and a concentration in Environmental Science. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Environmental Health, NQF Level 8.

    Vertical Articulation:
  • Master of Environmental Sciences, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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 Venda 


    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.