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 THAT HAS PASSED THE END DATE:

National Diploma: Environmental Education, Training and Development Practice

SAQA QUAL ID	QUALIFICATION TITLE
22902	National Diploma: Environmental Education, Training and Development Practice
ORIGINATOR
SGB Environmental Educators
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 5	NQF Level 05	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 9900/00	2018-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2028-06-30

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

The National Diploma in EETDP (Level 5) will prepare learners to function independently as entry-level environmental education practitioners. It will apply in particular to unqualified environmental education practitioners working in environmental education centres (e.g. volunteers, interns and part-time guides), and to people employed primarily in fields other than education, but who may develop an environmental education role in the workplace, e.g. field rangers, outreach officers, interpretative officers.

People accredited with this qualification will be able to design, plan, implement, evaluate and improve on a variety of environmental learning programmes. The candidate will be able to design new, original and innovative learning support materials to enrich the learning experience. People qualified at this level will make a meaningful contribution to environmental change through an educational response to environmental issues and risks in a range of contexts and workplaces. They may also be able to function as teachers' aides or environmental education specialists in formal education settings like schools.

Rationale for the qualification:

Many environmental education practitioners have no formal qualification in environmental education, yet they may be required to develop, implement and evaluate environmental learning programmes and resource materials for adults and children in a range of contexts. These may include environmental education programmes at natural or cultural heritage sites or in community settings, or environmental health and safety programmes in the workplace.

Whereas the National Certificates in EETDP at NQF levels 4 and 5 equip candidates to operate as assistant environmental education practitioners, the National Diploma at level 5 will prepare an environmental education practitioner to operate independently in a non-formal education context.

Having a diploma qualification and unit standards at this level will make the framework of environmental education qualifications more flexible and accessible and enable candidates to obtain recognition for their knowledge and experience in this sub-field. It will also enable organisations training and employing environmental educators to structure training programmes in accordance with nationally recognised standards.

Candidates who obtain the National Diploma in EETDP (NQF Level 5) will be able to register for an education qualification at level 6 on the NQF. The level 6 qualification will give them access to higher qualifications in the field of education, which in turn may open access to the Educators in Schooling sub-field.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learning assumed to be in place is an Further Education and Training Certificate (FETC) or RPL equivalent. Other learning assumed to be in place is detailed in specific unit standards. Different combinations of unit standards require different learning to be in place. For example, in the case of in-service training, the particular combination of unit standards will relate to the needs of the particular workplace, e.g. nature reserve, community-based development project or industrial plant.

Recognition of prior learning:

The assessment criteria in the unit standards are, for the most part, performance-based, rather than descriptions of required knowledge. This qualification could therefore be awarded as a result of RPL in the workplace.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of Fundamental, Core and Elective components. Learners must complete the following unit standards:

1. Fundamental Component:
All the unit standards listed as Fundamental totalling 40 credits.

2. Core Component:
All the unit standards listed as Core totalling 175 credits.

3. Elective Component:
Learners are to choose unit standards totalling at least 25 credits from the unit standards listed as Elective. It is preferable that learners choose Electives that together make up a specific specialisation.

EXIT LEVEL OUTCOMES

People with the National Diploma in Environmental Education, Training and Development Practice (NQF Level 5) will be competent in all the core unit standards from the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5) in addition to the unit standards specific to the National Diploma. These two sets of unit standards are listed separately below:

Outcomes specific to the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5):

Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts

Select, plan and adapt a contextually-relevant environmental learning programme

Implement and evaluate an environmental learning programme

Select, adapt and use existing environmental resource materials and develop own supplementary learning aids

Network broadly in order to source information and support around a key environmental issue or risk

Research and analyse an environmental issue in the light of principles of environmental justice and sustainability and recommend possible solutions

Apply appropriate social protocols in the workplace and community

Apply fundamental knowledge of environmental ethics to a field of work or study

Demonstrate a general understanding of people-environment relationships and current environmental challenges

Review a variety of approaches to learning, teaching and evaluation

Identify and support learners with special needs.

Outcomes specific to the National Diploma in Environmental Education, Training and Development Practice (NQF Level 5):

Design, organise and critically evaluate an original environmental learning programme

Critically evaluate a range of environmental learning programmes in different contexts

Develop original learning support materials for an environmental learning programme

Analyse a range of environmental issues and propose appropriate educational responses for different contexts

Take action to address an environmental issue

Manage a learning environmental appropriately for a learner group

Develop learning programmes to enhance participation of learners with special needs

Participate in and contribute to an environmental education network, committee or working group

Demonstrate an understanding of the relevance of policies and conventions to environmental education

Investigate options for improved environmental management and sustainable living

The unit standards making up this qualification reflect aspects of all the roles of the professional educator, as defined in the Norms and Standards for Educators (February 2000):

Learning mediator

Interpreter and designer of learning programmes and materials

Leader, administrator and manager

Scholar, researcher and lifelong learner

Community, citizenship and pastoral role

Assessor

Learning area / subject / discipline / phase specialist

Furthermore, they also promote the development of the foundational, practical and reflexive components of 'applied competence' described in the same document.

ASSOCIATED ASSESSMENT CRITERIA

The exit level outcomes are equivalent to the unit standards for this qualification. Assessment criteria are detailed in each of the unit standards and therefore the SGB did not produce additional assessment criteria for the exit level outcomes.

INTERNATIONAL COMPARABILITY

It appears that environmental education qualifications and unit standards are not included in international qualifications frameworks. Possible reasons for this include:

Most of the international qualification frameworks are restricted to technical rather than academic qualifications; formal qualifications in environmental education are often educational specialisations at postgraduate level

Non-degree courses in environmental education are often short courses or workshops, which do not count towards formal qualifications.

The field of environmental education is a relatively new field internationally. It has received much attention since the 1992 Rio Earth Summit in particular, when more than 100 governments made commitments to the implementation of Agenda 21. UNESCO has described South Africa as being on the 'cutting edge' of incorporating environmental education qualifications into national policy systems.

While environmental education qualifications per se, are not registered on other national qualifications frameworks, a number of diploma and degree programmes do exist internationally, covering in particular environmental education in teacher education. A survey of environmental education courses from the Asia-Pacific region, New Zealand and the United States of America indicated that the content of this level 5 qualification compares well with the knowledge, understanding, skills and value orientations covered in international courses.

ARTICULATION OPTIONS

This qualification has been designed to articulate with the Level 5 National Certificate and with the Level 6 Bachelor's Degree in the sub-field Environmental Education, Training and Development Practice.

It has also been developed with reference to existing and draft qualifications and unit standards, in particular unit standards from ABET, Tourism and Conservation. It is likely that related fields and sub-fields will in turn be able to draw on unit standards from this level 5 qualification.

MODERATION OPTIONS

Moderation must include both internal and external moderation of assessments at exit points of the qualification. Moderation should encompass achievement of the competence described in both individual unit standards as well as the integrated competence described in the qualification. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual learners on a case-by-case basis.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Anyone assessing learners against this qualification must be registered as an assessor in Environmental Education, Training and Development Practice by the relevant ETQA. Assessors must have a level 6 qualification in Environmental Education, Training and Development Practice. Universities, colleges of education and organisations with well-established environmental education programmes should apply for accreditation in order to be able to carry out assessment. Co-operation between potential groups of assessors will be required in order to standardise assessment, moderation and the awarding of this qualification.

REREGISTRATION HISTORY

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

NOTES

As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. 1. Assessment of learners with special needs

The specific outcomes and assessment criteria contained in the unit standards are guidelines for assessors working with practitioners who do not have disabilities or special needs. Special consideration and exemptions should be given to practitioners who cannot fulfil the assessment criteria due to a disability or other special needs.

2. Essential embedded knowledge

The essential embedded knowledge required for this qualification has been built into the unit standards and assessment criteria. It is therefore not detailed in a separate section here It is worth mentioning that environmental education, in addition to being a sub-field with its own embedded knowledge, also draws on the embedded knowledge of a number of other fields and sub-fields of learning.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	8618	Organise oneself in the workplace	Level 2	NQF Level 02	3
Core	13662	Fulfil administrative requirements of an environmental learning programme or action project	Level 4	NQF Level 04	3
Core	13674	Identify and support learners with special needs	Level 4	NQF Level 04	4
Core	13667	Reflect on own facilitation performance as an environmental education practitioner	Level 4	NQF Level 04	5
Core	13668	Work ethically and professionally as an environmental education practitioner	Level 4	NQF Level 04	3
Core	13655	Analyse a range of environmental issues and propose appropriate educational responses for different contexts	Level 5	Level TBA: Pre-2009 was L5	6
Core	13648	Apply appropriate social protocols in the workplace and community	Level 5	Level TBA: Pre-2009 was L5	4
Core	13649	Apply fundamental knowledge of environmental ethics to a field of work or study	Level 5	Level TBA: Pre-2009 was L5	6
Core	13653	Critically evaluate a range of environmental learning programmes in different contexts	Level 5	Level TBA: Pre-2009 was L5	6
Core	13650	Demonstrate a general understanding of people-environment relationships and current environmental challenges	Level 5	Level TBA: Pre-2009 was L5	16
Core	13646	Demonstrate an understanding of the relevance of policies and conventions to environmental education	Level 5	Level TBA: Pre-2009 was L5	4
Core	13632	Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts	Level 5	Level TBA: Pre-2009 was L5	4
Core	13641	Design, organise and critically evaluate an original environmental learning programme	Level 5	Level TBA: Pre-2009 was L5	8
Core	13643	Develop learning programmes to enhance participation of learners with special needs	Level 5	Level TBA: Pre-2009 was L5	6
Core	13654	Develop original learning support materials for an environmental learning programme	Level 5	Level TBA: Pre-2009 was L5	10
Core	13635	Implement and evaluate an environmental learning programme	Level 5	Level TBA: Pre-2009 was L5	6
Core	13647	Investigate options for improved environmental management and sustainable living	Level 5	Level TBA: Pre-2009 was L5	16
Core	13642	Manage a learning environment appropriately for a learner group	Level 5	Level TBA: Pre-2009 was L5	6
Core	13637	Network broadly in order to source information and support around a key environmental issue or risk	Level 5	Level TBA: Pre-2009 was L5	4
Core	13644	Participate in and contribute to an environmental education network, committee or working group	Level 5	Level TBA: Pre-2009 was L5	6
Core	7978	Plan and conduct assessment of learning outcomes	Level 5	Level TBA: Pre-2009 was L5	15
Core	13640	Research and analyse an environmental issue in terms of principles of environmental justice and sustainability and recommend possible solutions	Level 5	Level TBA: Pre-2009 was L5	8
Core	13651	Review a variety of approaches to learning, teaching and evaluation	Level 5	Level TBA: Pre-2009 was L5	4
Core	13636	Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids	Level 5	Level TBA: Pre-2009 was L5	4
Core	13634	Select, plan and adapt a contextually-relevant environmental learning programme	Level 5	Level TBA: Pre-2009 was L5	6
Core	13656	Take action to address an environmental issue	Level 5	Level TBA: Pre-2009 was L5	12
Fundamental	8647	Apply workplace communication skills	Level 5	Level TBA: Pre-2009 was L5	10
Fundamental	14582	Develop and apply academic literacy skills	Level 5	Level TBA: Pre-2009 was L5	25
Fundamental	13925	Present information in a public setting	Level 5	Level TBA: Pre-2009 was L5	5
Elective	9950	Plan learning events	Level 4	NQF Level 04	10
Elective	123394	Develop outcomes-based learning programmes	Level 5	Level TBA: Pre-2009 was L5	10
Elective	9954	Develop training materials	Level 5	Level TBA: Pre-2009 was L5	12
Elective	123397	Evaluate a learning intervention using given evaluation instruments	Level 5	Level TBA: Pre-2009 was L5	10
Elective	9938	Evaluate learning programmes	Level 5	Level TBA: Pre-2009 was L5	12
Elective	117871	Facilitate learning using a variety of given methodologies	Level 5	Level TBA: Pre-2009 was L5	10
Elective	9957	Facilitate learning using a variety of methodologies	Level 5	Level TBA: Pre-2009 was L5	18
Elective	115441	Understand school management and leadership in the South African context	Level 5	Level TBA: Pre-2009 was L5	10
Elective	115439	Manage policy, planning, school development and governance	Level 6	Level TBA: Pre-2009 was L6	20
Elective	115436	Manage teaching and learning	Level 6	Level TBA: Pre-2009 was L6	20

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.	DELTA ENVIRONMENTAL CENTRE NPC