|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|
|National Certificate: Environmental Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49752||National Certificate: Environmental Practice|
|SGB Environmental Sc/Mgt & Waste Mgt|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|LG SETA - Local Government and related Services Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 10 - Physical, Mathematical, Computer and Life Sciences||Environmental Sciences|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||122||Level 3||NQF Level 03||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 qualification is the third in a series for practitioners in the field of environmental science, environmental management and waste management. This series of qualifications will equip practitioners with the skills, knowledge and values to contribute towards the wise and effective use and management of our natural resources and ecological systems.
The specific purpose of this qualification represents the skills, knowledge and understanding required by competent practitioners to:
With this understanding, learners will be able to engage productively and responsibly in work or community-related activities in the field of environmental science, environmental management and waste management. This qualification will also serve as a basis for further learning, and will equip learners with the knowledge, skills and values to participate meaningfully in society and contribute towards developing sustainable communities.
This qualification is applicable to a range of contexts within the field of environmental science, environmental management and waste management, such as local government, public and private waste management enterprises, cultural or natural heritage sites, community projects, recycling and recovery of resources, controlling and eradication of invasive and alien species, rural development and site preparation or rehabilitation. It is also suitable for workers with environmental functions in a range of industries such as mining and chemical industry or manufacturing. The following are typical contexts in which this qualification can be assessed:
> Materials recovery and buy-back centres
> Waste reception
> Landfill operations
South Africa has a need to manage and protect its natural resources and ecological systems, while simultaneously using its resources in a sustainable manner to promote social, physical and economic development.
There is also a need for people as individuals, and as members of social or workplace communities, to become aware of their responsibilities towards the environment and to be empowered to make informed choices regarding their own activities and the impact that these activities have on the environment. There is also a need for people to develop practices which will ensure that their activities, individually and collectively, result in the sustainable use of resources and minimise impact on the environment.
Recent developments in environmental legislation have resulted in an increased demand for practitioners with the necessary skills, knowledge and values to fulfil these legislative requirements.
Such practitioners - as learners, as workers and as members of social communities - need to be equipped to engage with the complexities and challenges which arise from this need to ensure that use and development is socially, ecologically and economically sustainable.
This qualification will enable providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or to recognize prior learning. It will recognise the skills, knowledge and values of learners who engage actively in activities relevant to the field of environmental science, environmental management and waste management. The qualification is suitable for learners who:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner is competent in Communication and Mathematical Literacy at NQF level 2.
Recognition of prior learning:
This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.
Access to this qualification is open.
However, it is preferable that learners first complete the National Certificate: Environmental Practice: Level 2 or equivalent before accessing this qualification. The learner will need access to suitable specialised vehicles and/or complex machinery and equipment.
|RECOGNISE PREVIOUS LEARNING?|
|All Fundamental (40) credits and Core (70) credits are compulsory. Then a learner has to chose 12 elective credits from the elective component to make up the minimum required credits of 122. If a learner selects First Aid as an elective all 3 first aid standards should be done.|
|EXIT LEVEL OUTCOMES|
|The Exit Level Outcomes for this qualification reflect a combination of Specific Outcomes and Critical Cross-Field Education and Training Outcomes. The way in which the Critical Cross-Field Outcomes have been advanced through the learning required for this qualification is embedded in the way in which the unit standards have been constructed. Critical Cross-Field Outcomes form the basis for acquiring skills, knowledge and values. The application of these in a specific context results in the achievement of Specific Outcomes. The integration of Specific Outcomes from a variety of unit standards results in the ability to achieve the Exit Level Outcomes.
Exit level outcome 1
> Range: Includes movable and static equipment for material treatment and processing functions which include consolidating, packaging (collection and handling), transferring and transporting materials, waste treatment and recycling, waste disposal, etc.
Exit level outcome 2
Exit level outcome 3
> Range: Resources include natural resources, materials, energy, waste, etc.Handle includes transporting, storing, disposing of, classifying, etc. This outcome also includes an awareness of primary or fundamental pollution control equipment for soil, air, water, noise and energy. Standards are levels of performance set by the organisation, by legislation or by regulations.
Exit level outcome 4
> Range: Environmental management processes refer to planning, trend analysis, monitoring, auditing and reporting in terms of statutory requirements, etc. Input refers to collected data such as measurements, maintenance records, samples, material usage, etc
Exit level outcome 5
> Range: Lead includes coordinating, scheduling, planning, organising, and evaluating operational activities. The team is led to complete routine tasks.
Exit level outcome 6
|ASSOCIATED ASSESSMENT CRITERIA|
|Assessment criteria associated with Exit level outcome 1
> Range: The process includes activities such as operating an incinerator; handling effluent; using truck-mounted materials handling and compacting equipment; operating forklifts; liquid bulk loading; baling, compacting and shredding waste; checking and testing samples; monitoring and checking the quality of materials; mixing and preparing ingredients and chemicals; monitoring the flow and quality of materials and ingredients; monitoring and controlling the use of consumables.
> Range: Product refers to results of an action or process, eg compacted materials. Service refers to work done to prevent, correct or remedy environmental impacts, eg operating an incinerator. Operational requirements refer to those standards set at the site by the team, by the organisation and by legislation or regulation.
Assessment criteria associated with Exit level outcome 2
> Range: Awareness of monitoring and measuring techniques for environmental parameters.
> Range: Conformance and deviations relate to components and interrelationships between components of the environment and include the impact of human activities on the components of the environment. (All references to the impact of human activities on the environment implicitly include the subsequent impact of the degraded environment on human health and well-being in accordance with accepted definitions of the environment.) Used: where applicable, includes selecting appropriate tools and protocols.
> Range: Prevented, corrected, or remedied includes early detection and appropriate solutions (ie within the learner's capacity and authority) Standards are levels of performance set by the organisation, by legislation or by regulations.
Assessment criteria associated with Exit level outcome 3
> Range: Includes management of impacts.
> Range: Includes application of relevant environmental management tools and protocol.
> Range: Includes identifying opportunities for, and optimising, wise use of resources.
Assessment criteria associated with Exit level outcome 4
> Range: Data input equipment can range from hand held data recording equipment to weighbridges, etc.
> Range: Includes sample collection, taking measurements, reporting, etc.
> Range: Includes basic knowledge and understanding of EMS audit principles and of the requirements of the information system as defined in relevant environmental standards.
Assessment criteria associated with Exit level outcome 5
> Range: Includes knowledge of employment conditions, job descriptions, time sheets, etc.
> Range: Includes approachability, leadership skills, establishing and maintaining relationships, resolving conflict.
Assessment criteria associated with Exit level outcome 6
> Range: Public and customer includes the community.
Appropriate responses include recording, providing information, referring to supervisor, etc, and include knowledge of the type of communication which should be referred to a higher level of authority.
> Range: Parties include supervisors, customers, team members, the public (eg hand out pamphlets, make announcements, answer queries).
In order to achieve the aims of integrated assessment it is recommended that the assessor assesses all components of the learning in an integrated way and that credits are awarded for the unit standards during this assessment.
It is recommended that learning components (ie fundamental and core) are combined into assignments and projects which are then included in the portfolio of evidence. This will form the basis for the bulk of the assessment. The assessor can then focus on specific areas for further probing and verification.
The assessment process should:
The integrated assessment must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:
The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.
While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.
Assessors should also evaluate evidence that the learner has been performing consistently to standard over a period of time.
|Qualifications which are directly comparable with this one in terms of level and scope have not been identified. The fact that this is a generic qualification that must serve the diverse needs of the broad field of environmental science, environmental management and waste management, puts it in a class of its own.
Internationally, qualifications related to environmental science and environmental management fall into the sphere of higher education, apart from a few isolated examples at supervisory and first-tier management level.
At the level of this qualification, there are a limited number of qualifications which focus on waste management, such as the Scottish Vocational Qualifications and the National Vocational Qualifications of England, Wales and Northern Ireland. The approach taken in these qualifications aligns broadly with the approach taken here: qualifications are standards-based, learning is workplace-based, assessment is observation- and portfolio-based, and skills and knowledge are acquired, practiced and assessed within contexts relevant to the learner. However, this (i.e. the South African) qualification places a greater requirement on the learner to demonstrate successful integration of the knowledge and skills acquired.
A recent development has been the initiative by the International Solid Waste Association to develop qualifications and promote training internationally. Developments are also taking place in other parts of the world, notably South America. However, concrete information of the type needed to carry out a detailed comparison could not be found within the limits of the research capability.
Internationally, the method most widely used by organisations and companies to develop the skills of lower level employees is that of in-house orientation or training for a specific job. Information obtained by SGB members through personal contacts with colleagues in other countries has indicated that internships may also be used to develop skills, particularly in the United Kingdom.
The United States Environmental Protection Agency (US EPA) is regarded as representing best practice in environmental matters and is used as a model by other countries. In addition to its role in protecting the environment within the United States, the US EPA is also influential in skills development in the environmental field within the United States and in the many countries outside of the United States. The US EPA is instrumental in promoting the development of skills at all levels. It sets standards, establishes guidelines, provides funding and support for the development of resources and provision of training, and promotes the sharing and acquisition of knowledge through conferences, workshops and specialised training.
The absence of concrete information means that a detailed comparison cannot be made between US EPA training and the learning required for this qualification. However, it is known, through SGB members' personal experience and knowledge of learning resources which meet US EPA standards (for example, in the field of waste management), that the skills, knowledge and values that would be achieved through this qualification are of a comparable standard to those determined by the US EPA.
Collectively, the SGB has close links with professional bodies and educational institutions which maintain links with their counterparts on an international level. This awareness of international trends in environmental practice and in environmental education has enabled the SGB to determine a realistic standard for this qualification and its associated unit standards, while at the same time enabling people to extend themselves within the learning context of this qualification.
|This qualification articulates with the National Certificate in Environmental Practice: NQF 4.
This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.
This qualification has been designed as a generic qualification which will serve the diverse needs of the field of environmental science, environmental management and waste management. While a certain amount of the learning is applicable across the field, the balance will be related to the learner's context. Each context will have a different focus and this will determine what qualifications, both horizontally and vertically, will articulate with this one.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The following criteria should be applied by the relevant ETQA:
> Maintaining national standards
> The interests of the learner
> The need for transformation and redressing the legacies of the past
> The cultural background and language of the learner.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13912||Apply knowledge of self and team in order to develop a plan to enhance team performance||Level 3||NQF Level 03||5|
|Core||116275||Apply routine maintenance and servicing plans and procedures||Level 3||NQF Level 03||3|
|Core||13223||Apply safety, health and environmental protection procedures||Level 3||NQF Level 03||6|
|Core||14050||Care for customers in a community environment||Level 3||NQF Level 03||5|
|Core||119822||Collect data for environmental management purposes||Level 3||NQF Level 03||8|
|Core||115093||Control workplace hazardous substances||Level 3||NQF Level 03||4|
|Core||116257||Explain human resource policies and procedures||Level 3||NQF Level 03||3|
|Core||119821||Implement lean work practices to ensure sound environmental management practices||Level 3||NQF Level 03||10|
|Core||119830||Operate specialised vehicles and/or complex static or moving machinery and equipment||Level 3||NQF Level 03||12|
|Core||14019||Plan team work functions and complete reports||Level 3||NQF Level 03||4|
|Core||119829||Use appropriate environmental management tools and protocols to detect and respond to specific impacts||Level 3||NQF Level 03||10|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||114941||Apply knowledge of HIV/AIDS to a specific business sector and a workplace||Level 3||NQF Level 03||4|
|Fundamental||9010||Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations||Level 3||NQF Level 03||2|
|Fundamental||9013||Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 3||NQF Level 03||4|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||9012||Investigate life and work related problems using data and probabilities||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||7456||Use mathematics to investigate and monitor the financial aspects of personal, business and national issues||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Elective||117924||Use a Graphical User Interface (GUI)-based word processor to format documents||Level 2||NQF Level 02||5|
|Elective||14534||Apply knowledge of community issues in relation to development projects||Level 3||NQF Level 03||4|
|Elective||114952||Apply problem-solving techniques to make a decision or solve a problem in a real life context||Level 3||NQF Level 03||2|
|Elective||11498||Attend and give evidence in court||Level 3||NQF Level 03||6|
|Elective||116534||Carry out basic first aid treatment in the workplace||Level 3||NQF Level 03||2|
|Elective||113909||Coach a team member in order to enhance individual performance in work environment||Level 3||NQF Level 03||5|
|Elective||117085||Conduct basic forestry map reading||Level 3||NQF Level 03||2|
|Elective||14578||Erect palisade fencing||Level 3||NQF Level 03||4|
|Elective||116524||Measure environmental factors and take appropriate action||Level 3||NQF Level 03||15|
|Elective||116496||Provide primary emergency care for bleeding and wounds||Level 3||NQF Level 03||1|
|Elective||116497||Provision of primary emergency care intervention for shock, unconsciousness and fainting in the working place||Level 3||NQF Level 03||1|
|Elective||14581||Repair/replace minor structures||Level 3||NQF Level 03||10|
|Elective||116940||Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem||Level 3||NQF Level 03||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||AVAX SA 481 CC. T/A Mandisa Development Services|
|3.||Buena Vista Learning Academy|
|4.||Cradle Stars Trading Enterprise|
|5.||ELASON PRO-ACTIVE SECURITY (PTY) LTD|
|6.||ENVOY PLANET CONSULTING AND PROJECTS (PTY) LTD|
|8.||Growth Management Consulting|
|9.||IALE School of Advanced Learning Education|
|10.||Inafrica General Trading Pty LTD|
|11.||Izwelethu Black Diamond|
|12.||Josmap Training Institute|
|13.||KAGISHO BUSINESS CONCEPTS (Pty) LTD|
|14.||KOKANO PROJECTS PTY LTD|
|16.||Legacy Leap Skills Developmemt Institute (Pty) Ltd|
|19.||Magumzane Traiding cc|
|20.||Makaota Training Consultants|
|21.||Makhuba Development Projects CC|
|23.||Masizakhe Leanerships cc|
|26.||Mimosa Business Consultants|
|27.||Mind Magic Consulting|
|28.||MML Consulting CC.|
|29.||Mortarboard Training Solutions|
|30.||MUHANGWENE DEVELOPMENT ENTERPRISE|
|31.||Myeza Trading Enterprise|
|32.||Nalengmokoni Investors (Pty) Ltd|
|33.||Netgrow Training Solutions|
|34.||Networx for Career Development|
|35.||New Hope Revival Organisation|
|36.||Nkinane Trading Enterprise|
|37.||Pioneer Business Consulting|
|38.||PMA Holdings (PTY ) LTD.|
|39.||Progressive School of Business and Engineering (Pty)|
|40.||PWI CORPORATE TRAINING PTY LTD|
|42.||Siljeur Training Academy|
|43.||South African ABET Development Agency SAADA|
|44.||South African Corporate Training Association|
|45.||South African Governance and Business College|
|46.||South West Gauteng College - Molapo Campus|
|48.||Talent Emporium Academy (PTY) Ltd|
|49.||Tembe Service Providers|
|50.||Thando Consulting Services|
|51.||The Crimson CO CC.|
|53.||Tloumogale Business Development & Consulting|
|54.||Tovani Traiding 299|
|55.||Umbuso Training Services|
|56.||Umfolozi FET College|
|57.||UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD|
|59.||VISIONARY SKILLS ACADEMY|
|60.||Wildlife and Enviroment Society of South Africa|
|61.||XL AT Consulting CC|