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

Master of Science in Environmental Education 
SAQA QUAL ID QUALIFICATION TITLE
6049  Master of Science in 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
Master's Degree  Field 10 - Physical, Mathematical, Computer and Life Sciences  Environmental Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   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 
This integrated whole qualification aims to expose graduates who have previously studied towards a four year degree qualification in the Science Education field to the trans-disciplinary field of environmental studies. It is suited for learners who wish to re-direct their acquired skills towards addressing the complex environmental questions faced by civil society.

The (first) purpose of the qualification is to provide learners with the required research and analytical expertise to process and interpret complex and multi-dimensional environmental issues.

The (second) purpose of the qualification is to provide South Africa with a cadre of environmental experts 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 who 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 Ph D programmes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate
First degree: B Sc or equivalent
Honours degree: B Sc Sec Ed or B Sc (Hons) or equivalent
Other:
Before application for admission to the Environmental Education (M Sc) candidates must be in possession of a four-year degree qualification (B Sc Sec Ed, B Sc (Hons)) or equivalent and appropriate subjects in Science and/or Education. Final admission is subject to the approval by the Director of the Centre for Environmental Studies and the Head of the Centre for Science Education. 

RECOGNISE PREVIOUS LEARNING? 
N 

EXIT LEVEL OUTCOMES 
The student will be conversant and be able to partake in, or render advice concerning, all aspects involved in the management of human-environment interactions.

M Sc

Learning outcomes:
Environmental Education
Know:
  • 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
  • Principles of educational research
  • Principles of teaching statistics
  • Principles of curriculum development and assessment
  • Principles of constructivist learning

    Skills:
  • Research problem formulation and definition
  • Design of research protocols
  • Research interpretation skills
  • Statistical literacy
  • Curriculum design
  • Computer aided learning
  • Curriculum assessment
  • Spatial statistical manipulation
  • Univariate and multivariate statistics, ordination analysis
  • EIA, GIS, remote sensing, Strategic environmental planning,
  • Environmental integration
  • Negotiation and conflict resolution

    Values:
  • 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
  • Reflecting on and exploring a variety of strategies to learn effectively
  • Collecting, analysing, organising and critically evaluating information
  • Work effectively with others as a member of a team, group, organisation, community
  • Identifying comparative differences between regions and interpreting these differences in terms of changing and evolving landscapes
  • Organising and managing oneself and one's activities responsibly and effectively
  • Communicating effectively using visual mathematical and language skills during oral and written presentations
  • Exploring environmental patterns across scales
  • Exploring education and career opportunities
  • 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
  • Stimulating and developing creative thinking patterns
  • Using technology effectively and responsibly
  • Interpreting media-based information
  • Remaining receptive and responsive to emerging trends and developments 
    		•

    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)

    Integrated assessment:
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations
    Other:
    Essay writing
    Computer based analytical assessments 

    ARTICULATION OPTIONS 
    Relate qualifications:
    B Sc Sec Ed
    B Sc (Hons)

    Ph D serves as an entry point to the related qualification 

    MODERATION OPTIONS 
    External assessment of research 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 in the environmental field and/or science education as a discipline

    Other criteria:
    Demonstrated proficiency in postgraduate education assessment and guidance 

    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.