SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Environmental Management

SAQA QUAL ID	QUALIFICATION TITLE
118966	Master of Environmental Management
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 01 - Agriculture and Nature Conservation		Nature Conservation
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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
100754	Master of Environmental Management	Not Applicable	NQF Level 09	180	Complete
78752	Master of Technology: Environmental Management	Level 8 and above	NQF Level 09	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Master of Environmental Management is to produce qualifying learners that will be able to reflect critically on a range of environmental management theory and practice and their application at a professional level. Qualifying learners would be able to:

Deal with complex issues both systematically and critically to be able to supervise and evaluate the research and evidence of others.

Handle complex environmental management related problems, both systematically and creatively, design and critically appraise the research, make sound judgments using data and communicate their findings clearly to specialist and non-specialist audiences.

Conduct independent planning and implementation of research projects with a theoretical scientific underpinning.

Apply a systematic understanding of research methodology, research design, data collection and analysis.

The qualification is designed to extend learners' knowledge and skills by providing them with a deeper and systemic understanding of the current thinking, practice, theory and methodology within the field of environmental management both in a South African and international context. Learners will read extensively within the scope of the field of practice of the research project and thus develop a thorough understanding of current practices and knowledge.

The qualification will produce functional environmental professionals with the requisite knowledge and skills in environmental management to analyse and evaluate complex and interrelated environmental issues within the legislative framework of South Africa.

The qualification is structured to provide learners with a set of core competencies such as critical thinking, problem-solving, scientific and quantitative reasoning, ethical decision making, communication skills, creativity, innovation, teamwork, and technological awareness. Through the research process, qualifying learners will demonstrate a depth of understanding of current and developing environmental issues and a professional-level research approach.

The qualification targets two types of learners, namely, those who graduated with a level 8 Postgraduate Diploma in Environmental Management or a BSc Honours or equivalent (NQF Level 8) in Environmental Management and in environmental management related fields who wish to acquire deepened environmental management knowledge and skills by contributing to disciplinary knowledge.

Rationale:
South Africa is known to be a water-scarce country and the relationship between climate and the hydrological cycle means that water resources will be impacted by climate change, which may threaten the future availability of the country's water resources. It is predicted that by 2025 South Africa could have used most of its surface water resources (DWAF, 2009). For example, one focus that learners might take to be able to respond adaptively is to study climate change, the impacts of climate on the water sector, groundwater recharge, consequences for water quality, as well as conflicts over shared international waters and vulnerability of communities needs to be monitored and mitigated.

This qualification aims to produce a professional with the knowledge and skills to work within the water sector to address these issues. However, the other discipline-specific industries and cross-disciplinary professions are discussed next that this qualification seeks to provide qualifying learners.
The National Scarce Skills List of 2014 indicates that Environmental Managers (80), Water Quality Analysts (86), SHEQ Practitioners (37) and Health and Safety Managers(86) are occupations that are considered in short supply within South Africa. As the curriculum was designed taking into account the occupational needs of the country graduates will have the knowledge and skills to contribute to the sustainable development of South Africa.

The qualification would be welcomed by stakeholders as providing articulate, evidence-based scientific citizens and practitioners that have a research-founded skillset encompassing, inter-alia: new and novel developments of the body of knowledge in Environmental Management; Environmental Marine and Coastal Management, Water Resources Management, Environmental Law, Environmental Resources Management, Environmental Chemistry, Environmental Economics and GIS.
The discipline of Environmental Management does not have a statutory regulatory body, the South African Council for Natural Scientific Professions (SACNASP) requirements for registration were used as a guideline in the development of the curriculum. Therefore, the curriculum addresses the needs of the industry and is relevant to what is required of an environmental management professional in the job market.

The curriculum was designed, taking into account the needs of all stakeholders, namely current learners, staff, both at this institution and other Higher Education institutions, alumni, advisory board, job advertisements and different sectors of industry both nationally and internationally. Stakeholders that were consulted include The Department of Agricultural and Rural Development, Rural Development and Land Reform, Water and Environmental Science and Technology, and different municipalities namely, the City of Cape Town and the City of Tshwane Metropolitan Municipality. Companies that were consulted include Engen, Eskom, CA mining, Gecko (Namibia), Shell (Brazil) and consultancy companies such as Avifauna, Chand Environmental Consultants, Eco-SA Environmental Consultants, Terraworks and SRK Consulting.

The feedback from the various stakeholders highlighted that graduates required a good working knowledge of the following: Environmental Law, Environmental Management Assessments (EMA's), Environmental Management Systems, Environmental Management Plans, Geographic Information Systems (GIS), waste management, environmental resources, environmental occupational health and safety and environmental economics. This was addressed in the curriculum where supervisors of these topics were identified. Employment opportunities for the graduates exist in government departments such as the Department of Environmental Affairs and Planning, Water Affairs and Forestry, private sector Industries, academic and educational sectors, and consulting companies. Qualifying learners will be able to find employment in an Environmental prosperous and self-reliant nation-state that safeguards its democracy by meeting the fundamental human needs of its people, managing its limited ecological resources responsibly for current and future generations, and advancing efficient and effective integrated planning and governance through national, regional, and global collaboration".

Environmental sustainability is high on the South African government agenda. The importance of protecting the environment for future generations is embedded in the constitution of South Africa (Constitution of the Republic of South Africa, 1996: Chapter 2). In addition, the principles of sustainable development are also entrenched in the legislation of South Africa which further emphasises the South African government's commitment to sustainable development. To achieve the goals, set in the NSSD1 the country needs to train environmental professionals who can provide leadership within the field. The qualification has been designed to address this need by ensuring that the curriculum is relevant to the needs of industry, South Africa, and future developments.

Most environmental management decisions that are made require moral, social, political, legal, scientific, technological, and economic expertise from a wide range of disciplines (Vogel, C., Scott, D., Culwick, C., & Sutherland, C. (2016). Environmental problem-solving in South Africa: harnessing creative imaginaries to address 'wicked' challenges and opportunities. South African Geographical Journal, 515-530).

The focus of the qualification is on the management of the environment as an integrated system. Environmental professionals should have advanced knowledge of both the biophysical and human aspects of environmental systems to be able to participate actively in environmental decision making. Consequently, the learners must be exposed to a wide range of disciplines as a means of better understanding the complexity and interaction of the environment that they are being trained to manage.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL is a process of identifying the knowledge and skills of an applicant against the admission requirements of the qualification or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal or formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of applicants and is handled following an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Learners may obtain access to a postgraduate qualification through recognition of prior learning using a portfolio of evidence of relevant work experience and scholarship. The institution will evaluate the portfolio of evidence against the relevant SAQA Level Descriptors. Upon Faculty Board approval, the application should be considered at the institutional level by the Higher Degrees Committee and approved by Senate.
RPL for access:

RPL is applied for learners who do not have the formal academic achievement to gain access to the qualification and advanced standing can be granted.

RPL for credit exemption:

Candidates may apply for exemption from certain modules on grounds of prior qualification study achieved.

Recognition of Prior Learning learner must comply with all the requirements stated in the learning modules and qualifications as well as the institution's RPL policy.

RPL for credits:

To be awarded a qualification, a candidate must complete the requisite academic modules resulting in the completion of sufficient approved credits in the approved period.

Some of the credits for these modules can be granted in recognition of formal learning from another qualification or approved short learning qualification.

For a module or course to be recognised for academic credit there needs to be sufficient equivalence between the module or course completed and the outcomes and level of the module for which credit is sought.

Entry Requirements:

Bachelor's Honours Degree, NQF Level 8.
Or

Postgraduate Diploma, NQF Level 8 in the field of study or related field(s) of study.
Or

A Professional Bachelor's Degree (480 SAQA Credits), NQF Level 8 in this field of study or related field(s) of study.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification consists of compulsory modules at NQF Level 9, totalling 180 Credits.

Full Dissertation, 180 Credits.
Or

Course work and Mini Dissertation, 180 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an interrelated knowledge of the current thinking, practice, theory, legislative framework, and research methodology within the field of Environmental Management.
2. Execute a research project and dissertation in the discipline of Environmental Management.
3. Demonstrate the required disciplinary knowledge and professional (behavioural and ethical) skills in Environmental Management.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Display a comprehensive understanding of the foundations, paradigms, and nature of research relevant to the academic discipline, the field of study and professional practice.

Apply key aspects of research design, such as exploration, description and explanation, and the research process to plan and successfully execute a research project.

Locate, analyse, critically appraise, and synthesise information from a wide variety of sources to compile the literature review of the research proposal and to make informed decisions regarding research design and methodology.

Select a research topic and evaluate the suitability of the research topic using criteria relevant to the field of study such as scope, relevance, significance, feasibility, ethics, objectivity, originality, etc. in consultation with the supervisor(s).

Formulate a clear and concise research problem statement and sub-problems using appropriate criteria and guidelines relevant to the field of study and in consultation with the supervisor(s).

Generate research question(s), aims and objectives of the study and hypotheses (if applicable) based on relevant criteria and guidelines relevant to the field of study and in consultation with the supervisor(s).

Demonstrate a deep understanding of the use of appropriate research methods and techniques relevant to the field of study including aspects such as qualitative, quantitative, and mixed-methods research methods, sampling techniques, data generation and data analysis, including statistical methods (if relevant to the field of study).

Compile a research proposal based on institutional and faculty criteria, procedures, and guidelines relevant to the field of study and in consultation with the supervisor(s).

Demonstrate the ability to use a range of advanced and specialised skills and discourses appropriate to the field of study, discipline, and professional practice to present the research proposal in written and oral format to a range of audiences, including peers and examiners.

Demonstrate the ability to operate independently and to take full responsibility for his/her work while managing resources (e.g., time, budget, technology, equipment, etc.) in compiling the research proposal.

Work within the ethical framework as defined in institutional criteria, procedures, and guidelines in terms of plagiarism and copyright, confidentiality, ownership, and professionalism and obtain permission and ethical clearance from relevant authorities to execute the research project.

Associated Assessment Criteria for Exit Level Outcome 2:

Select relevant sources drawing on the work of leading scholars in the field of study and/or discipline and produce a comprehensive literature review on different perspectives in the field of study and/or discipline that shows originality.

Use written communication and technical skills relevant to the discourse of the discipline and choose an appropriate genre to communicate effectively with specialist and non-specialist audiences.

Use the prescribed referencing technique of the institution correctly and accurately.

Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these and apply them appropriately to investigate the research problem.

Assimilate data where different data collection methods were used, (e.g., qualitative, quantitative, experimental and simulation methods) to present a coherent representation of data analysis.

Analyse, interpret and synthesise data using an appropriate computer software programme(s), (if relevant to the chosen research problem).

Compile a coherent and sustained argument that is supported by research results and conclusions in the research report.

Present in verbal, written and/or visual form, the research results, and conclusions of the study to specialist audiences emphasising the contribution to knowledge production in the field of study, discipline and/or profession.

Present in verbal, written and/or visual form, the research results, and conclusions of the research project to non-specialist audiences emphasising the contribution the study makes to society/community in general.

Consider issues of confidentiality (if applicable) and adhere to institutional/professional requirements in this regard.

Identify a range of channels relevant to the field of study that can be used in disseminating the research results and conclusions (e.g., conference poster, conference paper, journal article, etc.).

Prepare an article for publication in a nationally accredited journal or peer-reviewed conference paper in consultation with the supervisor(s) based on relevant criteria.

Associated Assessment Criteria for Exit Level Outcome 3:

Describe options for better environmental management or sustainable living within a variety of geographical, social, and economic contexts.

Generate solution-based approaches to environmental management problems.

Critically contribute to the development of ethical standards in a specific context (where applicable in terms of the research project).

Identify, conceptualise, design, and implement methods of enquiry to address complex and challenging problems within the field of study relevant to the research project and show an understanding of the consequences of any solutions or insights generated within a specialised context.

Use conceptual and procedural knowledge to construct logical and coherent arguments relating to contemporary environmental and sustainability issues.

Make and record autonomous ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.

Exercise informed judgement in relation to ethical, cultural, research and professional issues relevant to the chosen research problem.

Integrated Assessment:
The integrated assessment aims to assess the learner holistically and contributes to the learner's personal and professional development in the field of study in terms of foundational, practical, and reflexive competence. The execution of the research project and production and acceptance of the dissertation constitutes the total of a combination of formative, summative and integrated assessment methods at this level of study.

In executing the research project and dissertation, learners will:

Compile a scientific research proposal through integration and application of knowledge and skills within the area of specialisation in the field of study.

Demonstrate in-depth learning with abstraction and understanding knowledge of the field/area of investigation using a well-structured literature review.

Develop critical research skills and attributes in planning and research in the field of horticulture by applying knowledge, research methods and techniques appropriately and correctly.

Dealing with unpredictability in problem-solving, extracting, interpreting, and analysing research results accurately.

Taking responsibility and autonomy in the research process in drawing conclusions and reporting research results in both scientific article and dissertation formats.

Display a professional attitude, ethical behaviour, and values in presenting results to a scientific audience in reflecting on professional practice.

INTERNATIONAL COMPARABILITY

The international comparison was conducted to determine the extent of the qualification and subject structures compared with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education institutions internationally; the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

The international comparison exercise included the following higher education institutions:

The University of Nottingham and the University of Reading (United Kingdom) offer a 180-Credit MSc in Environmental Management, while Coventry University (United Kingdom) also offers an MSc in Environmental Management with specialisation in industrial and natural environments, Geographic Information Systems, Environmental Law and Policy.

The University of Maryland (USA) offers a 180-credit Master of Science in Environmental Management with various areas of specialisation.

The University of Queensland (Australia) offers a coursework-based Master of Science in Environmental Management with a total of 180 credits comprised of options of areas of specialisation.

Differences:
Unlike some of these, this qualification does not offer specialisations within it but is research-led by approved dissertation content.

In conclusion, internationally, there are both coursework based Masters and full research/dissertation Masters. This qualification aims to provide a 100% dissertation that allows learners to complete an end-depth body of work and demonstrate mastery.

ARTICULATION OPTIONS

The qualification allows possibilities for both vertical and horizontal articulation options:

Horizontal Articulation:

Master of Arts in Environmental Management, NQF Level 9.

Master of Science in Environmental Management, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Environmental Management, NQF level 10.

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.

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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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