SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Environmental Science in Disaster Risk Reduction

SAQA QUAL ID	QUALIFICATION TITLE
112111	Bachelor of Environmental Science in Disaster Risk Reduction
ORIGINATOR
University of Venda
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 10 - Physical, Mathematical, Computer and Life Sciences		Environmental 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	2019-09-18	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 primary purpose of the Bachelor of Environmental Sciences in Disaster Risk Reduction is to educate and train learners who can contribute to skills and knowledge for the reduction and management of natural and human induced hazards and disaster risk. It prepares learners to work as experts with knowledge on how to reduce and manage disaster risk and avoid losses of lives and livelihoods. It is geared towards risk reduction and avoidance to ensure sustainable development of communities and the country as a whole.

The qualification addresses the need for skilled human capital to address Scientific knowledge on hazards and disasters and the application of knowledge to issues of preparedness (risk and vulnerability assessment and early warning systems) response (mitigation and adaptation) and recovery (damage assessment, resilience evaluation, rehabilitation, reconstruction). It also addresses development of research skills and community engagement capacities. Disasters are complex and hence this qualification is multi - disciplinary in nature emphasising both Scientific knowledge and application to reduce disaster risk.

Rationale:
In recent times, the world has faced many disasters and losses. Knowledge on disaster risk and implications for development is crucial towards the achievement of the sustainable development goals of the United Nations. Most qualifications in disaster Risk studies in South Africa are offered at a Postgraduate and Diploma levels hence the need to offer this qualification at the undergraduate level. It will provide skills to address the reduction of these risks grounded on an understanding of the nature and processes that lead to disasters in order to appropriately plan and reduce their impacts in society at national, regional, provincial and local levels. The qualification is informed by the short and long term global agenda of the Sendai Framework for disaster Risk Reduction 2015 -2030 a successor of the Hugo Framework and the revised South African disaster management framework.

Every year natural disasters are ravaging communities across many nations in the world. In recent times the world has witnessed disasters associated with climate change in the form of hazards related to severe weather events. Human induced hazards are also affecting millions of people the worst affected being the most vulnerable in society. Disasters affecting South Africa, the SADC region and other African countries include extreme temperatures, drought, floods and storms. Vulnerability, lack of information, lack of resources, weak or non-existent early warning systems and fragile infrastructure all contribute to disaster situations. Disasters affect livelihoods, cause losses in lives, assets, the economy and the environment. The capacity to cope with disasters is further accentuated by population growth, disease outbreaks conflict and civil unrest. Different countries in Africa are devising various responses including prioritising training, research and community engagements to meet their capacity needs.

The South African National Disaster Management Centre is responsible to promote the implementation of Disaster Management (Act 57 of 2002) through establishment of an integrated and co-ordinated system of disaster management, with special emphasis on risk reduction, which includes disaster prevention, preparedness and mitigation by national provincial organs of state, statutory functionaries, national government line departments, other role players in disaster management and communities. The Centre further supports the implementation of education, training and public awareness supported by scientific research.

In 2010, the National Disaster Management centre conducted a National Education, Training and Research Needs and Resource Analysis (NETaRNRA). The results show that there is a need to develop a national disaster risk management education and training framework and to design disaster risk management education qualification that form part of the formal education system. Creation of awareness, establishment of media relations and establishment of research qualifications were also identified as crucial.

Due to the critical need for disaster management expertise and research knowledge to manage disaster risk within the development spectrum, the need was identified to support higher education institutions in this regard.

The Sendai Framework for Disaster Risk Reduction 2015-2030 outlines seven clear targets and four priorities for action to prevent new and reduce existing disaster risks: (i) Understanding disaster risk; (ii) Strengthening disaster risk governance to manage disaster risk; (iii) Investing in disaster reduction for resilience and(iv) Enhancing disaster preparedness for effective response, and to "Build Back Better" in recovery, rehabilitation and reconstruction. It aims to achieve the substantial reduction of disaster risk and losses in lives, livelihoods and health and the economic, physical, social, cultural and environmental assets of persons, businesses, communities and countries over the next 15 years. The Framework was adopted at the Third UN World Conference on Disaster Risk Reduction in Sendai, Japan, on March 18, 2015.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Prospective learners who have the required Science background and have 5 years' professional experience in disaster risk reduction fields may apply for access or exemption based on their qualifications and relevant experience as per the institution's Recognition of Prior Learning (RPL) policy.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, Level 4 granting access to Bachelor studies.
Or

National Certificate Vocational, Level 4 granting access to Bachelor studies.
Or

Senior Certificate with endorsement.
Or

Five year's assessed professional experience.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Apply knowledge in disaster risk science, disaster reduction strategies, research practice and its application and relevance to communities, nature of both the natural and built environment.
2. Evaluate different sources of information and select those which are relevant and reliable in disaster risk reduction.
3. Analyse the complexity of procedures, can select the appropriate procedure in a given situation even when confronting unfamiliar problems in practice.
4. Identify, analyse and address complex problems, drawing from Environmental Science knowledge and disaster reduction.
5. Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems in specific contexts.
6. Gather information, synthesise data, select suitable procedures and develop a creative solution to problems.
7. 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.
8. Operate effectively within a system and manage a system based on an understanding of the roles and relationships between elements within the system.
9. Apply learning strategies to effectively address professional and ongoing learning needs.
10. Take full responsibility for work, decision-making and use of resources, and accept full accountability for the decisions and actions of others where appropriate.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify and discuss the different types of hazards and associated disasters, vulnerability assessment methods.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify, compare and evaluate the relevance and reliability of existing information for solving disaster situations.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply the methods and procedures for developing a disaster risk and vulnerability profile for a defined geographical area.

Associated Assessment Criteria for Exit Level Outcome 4:

Using remote sensing and GIS identify environmental hazards at the district level, establish levels of vulnerability and develop early warning systems for disaster risk reduction.

Associated Assessment Criteria for Exit Level Outcome 5:

Identify and address ethical issues related to disaster planning, preparedness and response within the context of Western and African indigenous value systems.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify a disaster situation as a result of an environmental hazard and provide a clear statement of the problem, collect and analyse data using appropriate procedures and produce an acceptable research report.

Associated Assessment Criteria for Exit Level Outcome 7:

Summarise research findings, prepare and share a PowerPoint presentation with various stakeholders.

Explain the South African Disaster Management Framework at a disaster management forum.

Associated Assessment Criteria for Exit Level Outcome 8:

Develop and implement a credible intervention to solve specific disaster-related problems (floods, pollution, landslide).

Motivate and justify the need for standards, guidelines and procedures to develop a disaster response strategy.

Associated Assessment Criteria for Exit Level Outcome 9:

Apply critical Environmental Science and disaster management knowledge in disaster preparedness, response and recovery plans through Work Integrated Learning (WIL).

Associated Assessment Criteria for Exit Level Outcome 10:

Identify and discuss key performance areas when faced with a disaster situation

Identify and discuss the key result areas that will lead to the desired actions to reduce and manage the event while being cognisant of the impacts of one's decisions and actions.

Integrated Assessment:
The qualification complies with the institution's assessment policy which includes formative and summative assessment methods. The assessment aims to establish the extent to which the learner has mastered the theoretical knowledge and its application in the workplace.

Integrated Assessment:
The qualification assessment criteria are aligned to the learning outcomes and qualification purpose according to the institution's assessment policy. The taught modules enhance theoretical competency while the internship and the research dissertation enhance the practical competency.

The policy for summative and formative assessment will be according to the institution's rules and regulations. In the case of all taught modules where learners will be expected to earn 50% to pass. Where learners earn less than 50%, they will be allowed to rewrite the paper. Examinations in the final year will be examined externally while those of the other years will be marked and moderated internally. The assessment will, integrate a range of formative and summative addressing key issues in environmental science and applications in disaster risk reduction. Work-integrated learning is assessed through on the job evaluation by supervisors and professors, visits, keeping of a personal record of activities, assessments and production of a report at the end of the WIL. The learners also will carry our self-assessment of performance which will be compared with the other assessments for feedback purposes.

Fairness is ensured through transparent assessment criteria, e.g. the use of an assessment rubric and timely feedback. Internal and external moderation processes ensure reliability for assessments. Validity is ensured by setting assessments in line with the Exit Level Outcomes.

An institutional moderating committee will moderate all formative assessment in the third and fourth year. All exam papers are externally moderated.

INTERNATIONAL COMPARABILITY

The Bachelor of Environmental Science in Disaster Risk Reduction is comparable to the following qualification in terms of addressing hazards and disasters and their reduction.

Bachelor of Science in Disaster Risk Management and Sustainable Development at Bahir-Dar University in Ethiopia.

Bachelor of Science in Disaster Preparedness and Engineering Management, Masinde Muliro University of Science and Technology, Kenya.

Bachelor of Science in Disaster Mitigation and Sustainable Development, Masinde Muliro University of Science and Technology, Kenya.

Similarities between the qualification and the international other disaster-related qualifications have been noted in the contents covered in these qualifications.

Similarities have also been found with the purpose or description among the qualifications. It has also been noted that learners learn both theory and practical skills in an integrated manner. Other similarities include entry requirements which make provision for school leavers and RPL. After completion learners may find employment in similar sectors.

The major differences are that in the South African Environmental Science (DRR) qualification the:

Modules are more in-depth, with emphasis on the environmental and socio-economic issues related to hazards and disasters affecting southern Africa.

The structure is such that the curriculum comprises three main components (knowledge, practical, Research and work experience modules).

Learners are only permitted to sit for the final summative assessment after the successful completion of all the above components.

Modules include professional ethics which instil a culture of ethical and professional behaviour.

The qualification combines the study of hazards and disasters with applications of research and community engagement towards reduction of disasters.

The qualification puts emphasis on the scientific understanding of disasters towards their reduction rather than just the management aspects only.

In conclusion, while the three international qualifications are academically designed, the South African qualification is both academic and occupationally directed which addresses the country's environmental, social, economic and developmental needs while meeting the comprehensive mandate of the institution.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Environmental Management, Level 8.

Postgraduate Diploma in Disaster Risk Management, Level 8.

Bachelor Honours in Ecology and Resource Management, Level 8.

Vertical Articulation:

Master of Philosophy in Disaster Risk Science and Development, 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.

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