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:

Postgraduate Diploma in Conservation Science

SAQA QUAL ID	QUALIFICATION TITLE
119820	Postgraduate Diploma in Conservation Science
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
Postgraduate Diploma	Field 01 - Agriculture and Nature Conservation		Nature Conservation
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Postgraduate Diploma in Conservation Science will provide a stand-alone qualification for those in the conservation industry who wish to further their careers by expanding their theoretical framework and developing appropriate high-level skills in an applied setting.

The qualification aims to develop the theoretical knowledge and underpinning of the discipline of conservation science to provide the industry with professional and competent qualifying learners with the scientific background and research skills who will be able to manage and facilitate activities within their organisations. Qualifying learners will have in-depth knowledge of the scientific process as applied to the discipline of conservation biology, the sourcing and collating of peer-reviewed scientific information, the compiling and evaluation of scientific reports, understand and be able to apply statistics to data, and have a firm grasp of discipline-specific techniques in their chosen field of specialisation such as mammals, plants, and marine conservation.

The qualification aims to provide an opportunity for mature professionals to deepen their knowledge of the scientific underpinning of their profession.
Upon completion of this qualification, qualifying learners will be able to:

Express an understanding and explain the development of science.

Be conversant with some of the 'classics' within the field of conservation science.

Manipulate and interpret conservation data using the appropriate statistical tests.

Understand the theory of and accurately make use of the appropriate methods for their chosen conservation science field.

Access, summarise and collate available peer-reviewed scientific knowledge from the fields of Ecological Theory and Conservation Biology, and within the learner's chosen context.

Make use of effective tools to communicate scientific information in both formal and popular contexts.

Rationale:
To address the issues that arise during the progression or movement of learners in the Universities of Technology (UOTs) during their postgraduate studies, the South African Higher Education Qualifications Sub-Framework (HEQSF), has introduced a process that should improve and facilitate the articulation of learners through their programmes and to help them to potentially move from one qualification to another or one university to another during both their academic and professional careers (Government Gazette No. 36721 (02 August 2013).

South Africa contains a disproportionately high number of the world's species, habitats, and ecosystems within its land and sea borders. This places a significant responsibility on the country to conserve these for the continued healthy functioning of our ecological systems as well as for future generations of our citizens and the world. These ecological systems are fragile, complex, and subject to an ever-increasing impact because of population growth and economic development. Many parts of the South African environment are or are becoming, areas of contestation between conservation and various types of human-induced change. Therefore, there is a need to train scientists with the requisite skills to investigate, analyse, and creatively propose solutions to complex problems in this arena.

The necessity for graduates with this qualification is evident from a consideration of the prevailing environmental and economic status in South Africa and the world. An estimated 40% of the global economy is based on biological products and processes, and South Africa is a particularly biodiverse country (the 3rd most biologically diverse country in the world, after Indonesia and Brazil).
The appropriate and sustainable management of the unique biodiversity of South Africa is important for the economic development of the conservation industry and related industries such as ecotourism, water management, etc. According to the Government Gazette number 41728: DHET National List of Occupations in High Demand (2018), the following are recognized as being in high demand: Biologists General, Marine Biologists, Zoologists, Life Science Technician, Environmental Science Technician, Environmental Education Manager and Environmental Manager. This qualification will equip successful learners to enter these fields.

The industry stakeholders such as South African National Parks, City of Cape Town Biodiversity Branch, Cape Nature, Cape Town Environmental Education Trust, and Nature Conservation Corporation were consulted in the conceptualisation of the qualification, as well as the compilation of desired outcomes. This took the form of Advisory Committee meetings as well as a structured workshop. This group, therefore, included representatives of National, Provincial, and Local government structures, as well as non-profit and private sector organisations. All the industry partners supported the need for the type of qualification proposed and their input was incorporated into the proposed new qualification. This qualification will provide qualifying learners with the necessary theoretical tools to advance further within their chosen fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules:

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

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

Advanced Diploma in Nature Conservation, NQF Level 7.
Or

Bachelor of Social Science in Environmental Studies, NQF Level 7.
Or

Bachelor of Social Science in Geography and Environmental Management, NQF Level 7.
Or

Bachelor of Environmental Sciences, NQF Level 7.
Or

Bachelor's Degree in a cognate field, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits:

Philosophy of Science, 10 Credits.

Statistics for Conservation Science, 15 Credits.

Conservation Science Techniques, 15 Credits.

Ecological Theory, 25 Credits.

Conservation Biology, 25 Credits.

Research project, 30 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a comprehensive, systematic, and critical knowledge and understanding of the principles, scope, theories, development, and epistemologies of conservation science.
2. Demonstrate the ability to manage conservation data using the appropriate statistical tests.
3. Apply and address complex and multidisciplinary management issues in conservation science.
4. Demonstrate an understanding of the theory of and accurately apply the appropriate methods to the chosen conservation science topics.
5. Apply ethical considerations and take the necessary steps to mitigate any ethical concerns.
6. Access, summarise, and collate available peer-reviewed scientific knowledge from the fields of Ecological Theory and Conservation Biology.
7. Demonstrate an understanding of conservation science and apply multiple views and perspectives in addressing problems.
8. Demonstrate the ability to carry out supervised research in a suitable research project under direct supervision and communicate the output with the assistance of a supervisor or designate.
9. Communicate own ideas in writing and verbally, to both community and science/nature conservation audiences using logically structured argumentation, appropriate discourse, suitable audio-visual tools, and technology, as well as appropriate referencing conventions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss concepts, theories, and methods in the management of protected areas and natural resources in detail concerning current literature.

Integrate and use knowledge from the major disciplines within nature conservation to sustain and support a discussion of the roles of communities in nature conservation.

Evaluate current and contemporary issues in nature conservation regarding relevant concepts, theories, and methodological approaches.

Associated Assessment Criteria for Exit Level Outcome 2:

Collect, analyse, and interpret data applicable to the research methods.

Identify and apply specified methods so that collected data could be used in a scientific article.

Critique current research and advanced scholarship in the science area of Specialisation and make sound theoretical judgements based on evidence.

Identify, select, and apply a range of research methodologies and methods/techniques to research problem/s in their science area of Specialisation.

Associated Assessment Criteria for Exit Level Outcome 3:

Identify and discuss challenges facing the conservation sector regarding community and governmental involvement.

Manage complex problems, integrate alternative ideas, and apply knowledge from conservation science.

Apply fundamental and specialist knowledge in nature conservation in familiar and unfamiliar contexts, to address current problems at the intersection of people and conservation.

Evaluate and use the latest advances in the discipline to support recommendations.

Acknowledge the provisional nature of knowledge and incorporate it into written work.

Associated Assessment Criteria for Exit Level Outcome 4:

Integrate theoretical knowledge and apply this knowledge to problems within own specific chosen field.

Present seminars outlining the research project proposal and the research findings.

Identify appropriate legislation regarding conservation of vegetation, animal monitoring and water quality.

Evaluate current issues in conservation science regarding relevant concepts, theories, and methodological approaches.

Associated Assessment Criteria for Exit Level Outcome 5:

Manage uncertainty, incomplete data, and limited information in the decision-making process.

Use science and technology in complex and challenging contexts and make autonomous ethical decisions on complex professional issues in accordance with recognised professional and/or ethical standards.

Reflect on social and ethical issues and include them in all recommendations and proposed solutions to problems.

Evaluate ethical considerations and take the necessary steps to mitigate any ethical concerns.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify, analyse, synthesise, and undertake an independent evaluation of quantitative and/or qualitative data, and engage with and evaluate current research and scholarly or professional literature in their respective discipline/field.

Conduct a comprehensive literature review, draw information from a range of primary sources, and critically evaluates that information.

Associated Assessment Criteria for Exit Level Outcome 7:

Gather and evaluate the views of all stakeholders as part of the decision-making process.

Identify, manage, and solve complex problems through the application of advanced methods.

Manage complex problems, integrate alternative ideas, and apply knowledge from nature conservation.

Identify and evaluate challenges of sustainable development regarding conservation strategies.

Associated Assessment Criteria for Exit Level Outcome 8:

Plan, execute and write up a scientific report on a selected conservation science topic.

Conduct unique research in the conservation of the biodiversity of one of the world's most diverse and highly threatened biomes-fynbos.

Collect and analyse data or information following the project proposal and plan.

Interpret and integrate data into the existing body of knowledge.

Analyse and report on research in the context of conservation science.

Support recommendations proposed by the data and ensure they are formulated.

Write the research report that adheres to the provided guidelines and includes no plagiarism.

Demonstrate evidence of the ability to work independently, albeit under supervision.

Associated Assessment Criteria for Exit Level Outcome 9:

Communicate results from the research project to both professional and community audiences using appropriate language and technology.

Apply effective tools to communicate scientific information in both formal and popular contexts.

Present and communicate ideas and texts, offering professional insights, interpretations and solutions to problems and issues appropriate to the scientific context.

INTEGRATED ASSESSMENT
Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner-centred learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable, and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. These may include draft reports, discussion groups, informal presentations, class tutorials and small class assignments.

Integrated assessment is aimed at holistic development and contributes to learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence.
Integrated assessment in this qualification will take place continuously and learners will be assessed holistically by means of project reports. Although each subject will be assessed separately, assessments will be integrated particularly within the final research report (summative assessment) and will include elements of statistics, research techniques, scientific writing, data analysis and research outcome presentation. Learners will also present several seminars including a research proposal and paper presentations about Conservation Biology and Ecological Theory. These paper presentations will allow for formative feedback from academic staff.

Learners will write a formal three-hour summative assessment in each of the modules 'Ecological Theory' and 'Conservation Biology'. In these assessments, learners will need to demonstrate an understanding of the theoretical underpinnings of the subject area as well as the ability to integrate theoretical knowledge and apply this knowledge to problems within their own specific chosen field.

INTERNATIONAL COMPARABILITY

The qualification has been compared with similar qualifications offered by the following international countries.

Country: United Kingdom
Institution: University of Oxford
Qualification Title: Postgraduate Diploma in International Wildlife Conservation Practice
NQF Level: Regulated Qualifications Framework (RQF) Level 7
Duration: Eight months Full Time

Key features of the UO qualification are:

Understanding the theory behind a range of robust techniques for data collection and analysis.

Independently plan, implement, and assess own conservation research.

Learning to interpret scientific data and reports, draw conclusions and apply new knowledge to conservation action.

Learning through interactive problem-solving and case studies, to facilitate understanding, application, and adaptation of new skills to a range of conservation scenarios.

Developing professional skills such as project management, fund-raising, proposal writing and communication.

Using mammalian, and particularly carnivore case studies - especially emphasising wild felids - as exemplars of conservation issues relevant to wider fauna and flora. Such mammals often function as umbrella species, and by protecting them and their habitat, wider biodiversity conservation goals can be fulfilled.

Experience different perspectives on conservation and learn how approaches from other countries can be adapted to conservation problems.

Continue to build own role as a field biologist and conservation practitioner, working within national wildlife management and protected area systems, for NGOs or as an independent practitioner. The qualifications give learners the scientific, communication and fund-raising skills to make a difference.

Qualification structure:
The residential component consists of taught courses (four months) and independent research on two projects (three months). The qualification consists of the following five compulsory modules, under two principles:

Principle One:

Ecology, population biology and habitats.

Wildlife Ecology and Behaviour.

Species and Biodiversity Monitoring.

Population Management.

Habitat Assessment.

Principle Two:

Conservation as an interdisciplinary field.

Human Populations/Actions and Conservation.

Similarities:
The University of Oxford (UO) and the South African (SA) qualifications require applicants who hold an undergraduate degree.

The UO and SA qualifications focus on the global dimensions of wildlife conservation, and the survey and analysis methods commonly used in the study of terrestrial mammals. The qualifications are intended for early-career conservationists, working with government agencies or recent graduates with considerable field experience, particularly in developing nations.

Both the UO and SA qualifications will equip learners with the practical skills and theoretical understanding to enable learners to contribute effectively to conservation research and action in the developing world.

The qualifications are suitable for those already working in conservation, and for recent graduates, provided they have gained field experience during the first year of the qualification. Although a degree is required to register for this qualification, an exception may be made if the learner demonstrates equivalent accomplishment and aptitude for field-based conservation.

Upon completion of both the UO and SA qualifications, qualifying learners to have a comprehensive knowledge of globally occurring terrestrial conservation problems likely to impact mammals, and especially felids, the most widely adopted solutions to these problems, and barriers to their effectiveness. Learners apply the scientific method to conservation research and critically evaluate such research.

Learners apply standard methods of biodiversity and population monitoring and use the associated specialised equipment and can select appropriate field techniques depending on the information they need, and will have the technical expertise to plan, implement, analyse, and draw conclusions from the fieldwork. Learners understand how to use a variety of different reporting styles, both written and verbal, to get their message across to a variety of audiences, be they scientists, government staff, donors, or the public.

Assessment:
Integrated assessment in both UO and SA qualifications will take place continuously and learners will be assessed holistically by means of project reports. Assessment in the UO qualification is through the two reports of the independent research project and four assignments. The project reports will be a maximum of 7,000 words, and each is worth 30% of the final mark. The assignments will be up to 2,000 words, and each is worth 10% of the final mark. Most module assignments will be short-answer questions, presenting data to be analysed, scientific research to critique, a problem for which learners will design solutions or information to be synthesised into a brief report/recommendation.

Differences:
The UO qualification is offered in eight months, whereas the SA qualification is offered in one-year full time.

Country: New Zealand (NZ)
Institution: University of Otago
Qualification Title: Postgraduate Diploma in Wildlife Management

Purpose/Rationale:
Wildlife management involves managing the densities of target species: sustaining or increasing numbers of rare or threatened species; reducing excess numbers, controlling, or eradicating pest species; or maintaining numbers of a harvested species. A fundamental decision relates to the level of intervention needed to achieve the stated objectives, from simply monitoring to ensure desirable densities, distributions, and population structures through to highly intensive interventions such as captive breeding and reintroduction. Deciding on the appropriate level of intervention and assessing the effects of that intervention are the stuff of day-to-day wildlife management. The ways in which learners investigate these needs and outcomes are the techniques of wildlife management.

Qualification structure:
The structure of the curriculum for the NZ and SA qualifications is the same but differ in the allocation of credits in the following compulsory modules.

Principles of Wildlife Management, 20 Credit Points.

Techniques of Wildlife Management, 20 Credit points.

Data Analysis for Wildlife Management, 20 Credit points.

Conservation Biology for Wildlife Management, Credit 20 points.

Wildlife Management Research Placement, 40 Credit points.

Similarities:

The University of Otago (UO) and the South African (SA) qualifications have 120 points/credits.

Both the NZ and SA qualifications are offered in one-year full-time.

The University of Otago and the SA qualifications require applicants who have completed the Bachelor of Science, or equivalent, in Zoology, Biology, or Ecology; or have alternative qualifications or experience in wildlife management or administration.

The major objective of the NZ and SA qualifications is to train learners with the skills necessary for employment in some aspect of wildlife or ecological management or research. Learners will develop the following:

An understanding of the ecological basis of conservation, harvest management and pest control.

Skills in handling, marking, observing, and censusing wild animals.

An appreciation of the practical realities of wildlife management from the administrative and legal points of view.

Knowledge of the biology, ecology, and behaviour of wild animals in the country.

Skills in communicating about the management of, and scientific research of, ecological communities.

Verbal presentations, debating, dealing with the media, popular science writing and scientific report writing are all emphasised and taught.

Statistical and analytical skills to collect, analyse, and interpret ecological data.

Critical evaluation of existing wildlife management practices and options for the future.

An ability to co-operate well in teams, as well as work on one's own.

An appreciation of the different roles and needs of managers and researchers.

The NZ and SA qualifications are ideal for those seeking employment as:

Conservation Officers.

Fish and Game Officers.

Pest Control and Resource Managers.

Scientific Research Technicians.

Scientific advisers for government and non-government research and conservation organisations.

The structure of the curriculum for the NZ and SA qualifications is the same but differ in the allocation of credits in the following compulsory modules.

Graduates with NZ and SA qualifications can progress directly to a master's degree.

Differences:
The NZ qualification consists of the research project with 40 credits relating to some aspect of wildlife management conducted as placement within a host organisation whereas the SA qualification consists of the research project with 30 credits without placement in an organisation.

Learners spend approximately eight weeks working on an applied research project within a wildlife management organisation. The placement aims to provide an opportunity to apply learning, skills and wider knowledge to design and conduct research, including the critical evaluation of relevant literature, the formulation of a robust research protocol and the collection, analysis, interpretation, and presentation of quantitative data relating to some aspect of wildlife management.

Country: China
Institution: The University of Hong Kong
Qualification Title: Postgraduate Diploma in Conservation

Qualification structure:
The qualification consists of nine compulsory modules. These compulsory modules provide the essential framework for understanding cultural heritage principles and practices, especially those related to architecture in Hong Kong, Macau, and Mainland China. The elective course allows learners to choose modules that are of relevance to their professional fields and interests. Fieldwork is an integral part of each core course. There are 200 contact hours in the qualification.

Compulsory Modules:

Conservation workshop, 3 Units.

Architectural heritage and the built environment, 3 Units.

Charters and legislation of conservation, 3 Units.

Management and practice in conservation, 3 Units.

Materials and techniques of conservation, 3 Units.

Field study I: Macau, 1 Unit.

Field study II: South China or East Asia, 2 Units.

Cultural landscapes, 3 Units.

Conservation management planning, 4 Units.

Similarities:

The University of Hong Kong (UHK) and the South African (SA) qualifications are offered over one academic year of study.

The UHK and SA qualifications are open to postgraduate learners and practising professionals who hold a recognized bachelor's degree in a relevant discipline or qualifications deemed to be equivalent

To be eligible for admission to the curriculum leading to the Postgraduate Diploma in Conservation, a candidate shall:

Comply with the General Regulations.

Hold a bachelor's degree in a relevant field of this University or from a comparable institution accepted for this purpose.

Demonstrate a good command of spoken and written English as a prerequisite for acceptance

Differences:

The UHK qualification consists of nine compulsory modules with a total of 27 units whereas the SA qualification consists of six compulsory modules for a total of 120 credits.

The UHK qualification does not include a research component in the curriculum but consists of field study modules whereas the SA qualification consists of a compulsory research module.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Diploma in Environmental Management, NQF Level 8.

Bachelor of Arts Honours in Environmental Sciences, NQF Level 8.

Bachelor of Science Honours in Biodiversity and Conservation, NQF Level 8.

Bachelor of Social Science Honours in Geography and Environmental Management, NQF Level 8.

Bachelor of Science Honours in Biodiversity and Conservation Biology, NQF Level 8.

Bachelor of Science Honours in Zoology, NQF Level 8.

Vertical Articulation:

Master of Conservation Science, NQF Level 9.

Master of Nature Conservation, 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.

NONE