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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Diploma: Education: Environmental Education 
SAQA QUAL ID QUALIFICATION TITLE
15723  Postgraduate Diploma: Education: Environmental Education 
ORIGINATOR
University of Pretoria 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  140  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This integrated whole qualification aims to expose graduates who have previously studied towards a four year degree qualification in the Education field to the trans-disciplinary fields of Environmental Studies, Environmental Management and Environmental Education. It is suited for learners who wish to re-direct their acquired skills towards addressing the complex environmental questions faced by civil society as highlighted by the Tbilisi, Moscow and Tessalonikki Conferences on Environmental Education.

The first purpose of the qualification is to provide learners with the required research and analytical expertise and skills to gather, analyse, process and interpret complex and multi-dimensional environmental issues both at national and at international levels.

The second purpose of the qualification is to provide South Africa with a cadre of environmental experts and educationists, capable of assuming leadership roles and who possess the required conflict resolution and negotiation skills for addressing local, regional and national environmental issues.

The third purpose of the qualification is to provide real-life, trans-disciplinary team-building, - research and project management experiences through exposure to graduates from a variety of scientific disciplines and backgrounds that bring disparate experiences and perceptions into a single multi-disciplinary programme.

The fourth purpose of the qualification is to provide learners with an adequate background in the complex relationships between societies and their environments to allow them to pursue further qualifications in appropriate M Ed and Ph D programmes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate
First degree: Any undergraduate degree such as a B Sc, B Com, BA or equivalent, or combined undergraduate teaching qualification such as a B Ed or BA (Ed).
Honours degree: B Ed (Postgraduate), any appropriate Honours or equivalent qualification.
Other:
Before application for admission to the M Ed and PGDE in Environmental Education, candidates must be in possession of a four-year degree qualification (B Ed Postgraduate, B Ed (Hons)) or equivalent and appropriate subjects in Education. Final admission is subject to the approval by the Director of the Centre for Environmental Studies and the Head of the Department of Teaching and Training Studies. 

RECOGNISE PREVIOUS LEARNING? 
N 

EXIT LEVEL OUTCOMES 
Postgraduate Diploma in Education
(PGDE) with specialisation in Environmental Education

Learning outcomes:
Environmental Education
Knowledge requirements:
  • Disciplinary perspectives about environmental issues
  • Established mechanisms for environmental assessment and management
  • Principles of environmental governance and diplomacy
  • The fundamental principles of negotiation and conflict resolution
  • Principles of univariate and multivariate statistics, ordination and spatial statistics
  • Environmental education paradigms
  • Environmental education and learning principles
  • Teaching strategies and methods
  • Facilitative learning for Environmental Education
  • Co-operative learning in Environmental Education
  • Continuous assessment in Environmental Education

    Skills development:
  • Experiential learning activity design
  • Outcome based education design
  • Continues assessment and progress maps
  • Employing portfolio assessments
  • Co-operative learning strategies
  • Spatial statistical manipulation
  • Univariate and multivariate statistics, ordination analysis
  • EIA, GIS, remote sensing, Strategic environmental planning,
  • Environmental integration
  • Negotiation and conflict resolution

    Values development:
  • Appreciate the environmental ethic
  • Comprehend the co-evolutionary nature of environment-society-economic relationships
  • Condone the value of a holistic approach towards environmental problem solving while also appreciating the inherent value contained in a reductionist scientific approach towards environmental problem solving
  • Value team-work in addressing
    Environmental problems
  • Viewing negotiation and conflict resolution as effective tools in the environmental field

    Critical cross-field outcomes:
  • Identify and solve problems in a manner indicative that responsible decisions using critical and creative thinking has been applied to all aspects of EE.
  • Reflecting on and exploring a variety of strategies to learn effectively in EE.
  • Collecting, analysing, organising and critically evaluating information in EE.
  • Work effectively with others as a member of a team, group, organisation, community regarding all issues applicable to EE.
  • Identifying comparative differences between regions and interpreting these differences in terms of changing and evolving landscapes related to EE.
  • Organising and managing oneself and one's activities responsibly and effectively regarding EE.
  • Communicating effectively using visual mathematical and language skills during oral and written presentations applicable to EE.
  • Exploring environmental patterns in EE across scales.
  • Exploring education and career opportunities in EE.
  • Demonstrating an understanding of the environmental world as a dynamic interactive entity that does not exist in isolation from human kind
  • Demonstrating effective and responsible decision making in EE.
  • Stimulating and developing creative thinking patterns for EE.
  • Using technology effectively and responsibly for pursuing goals and objectives in EE.
  • Interpreting media-based information.
  • Remaining receptive and responsive to emerging trends and developments in EE. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
  • Generating critical essays (formative and summative)
  • Computer based analytical assessment (formative and summative)
  • Simulated exercises in problem solving (formative and summative)
  • Written tests (summative)
  • Written examinations (summative)
  • Individual project report generation (formative and summative)
  • Team project report generation (formative and summative)
  • Assessments of oral presentation of project results (summative)
    Learners will be assessed in terms of the following. The same applies to the dissertation of limited scope:
  • Appropriate selection of relevant and contemporary research techniques and strategies appropriate to Environmental Education (EE) research.
  • Clear communication of the assumptions, research findings and recommendations in the official language.
  • Correct use of appropriate sources to support or reject arguments in EE.
  • Correct analysis of EE text and appropriate formulation of relevant conclusions.
  • Correct use of reference techniques for EE.
  • Correct and appropriate scientific communication through the use of diagrams, tables, sketches and equations, with specific reference to EE.
  • Ability to infer from logical arguments and to support recommendations and theoretical implications to all fields of EE.
  • Maximising the scientific contribution to the field or area of specialisation as applicable to classroom teaching, management, curriculum development and advisory functions.
  • Ability to work in a group and submit group work (group projects) related to EE.
  • Effective utilisation of information sources in the development of curricula, learning programmes and assessment strategies for EE.
  • Thorough understanding of the foundations of Outcomes-based Education (OBE), the theoretical underpinning of the paradigm and appropriate applicability to science education.
  • Thorough understanding the development of Competence-based education, the identification of competences for excellence in science education and the development of unit standards to achieve such outcomes.
  • Realistic contribution towards the expansion the spectrum of science education in general, and more specifically in terms of the areas of specialisation of the learner, in terms of the required level description.

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations
    Other:
    Essay writing
    Computer based analytical assessments
    Assessment of an approved group project submitted and researched by the M Ed (EE) and M Sc (EE) group of students 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    B Ed Postgraduate
    B Ed (Hons)
    Ph D
    M Sc with specialisation in Environmental Education

    B Ed Postgraduate serves as an entry point to the related qualification
    B Ed (Hons) serves as an entry point to the related qualification

    Ph D provides credits for the related qualification
    M Sc with specialisation in Environmental Education provides credits for the related qualification

    Other articulation possibilities, either generic or specific arrangements:
    The modules offered for the PGDE (EE) provide horizontal articulation for students enrolled for the M Sc (EE). 

    MODERATION OPTIONS 
    External assessment of research article, assignments, projects and written examinations
    Secondary internal assessments of all assignments, essays, reports and presentations 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    Ph D

    Career experience required:
    Demonstrated research proficiency as well as prominence in the environmental field and/or education as a discipline.

    Other criteria:
    Demonstrated proficiency in postgraduate EE as well as the effective utilisation of assessment strategies and experience in the teaching of EE 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 Pretoria 


    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.