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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Apply a working knowledge of fisheries law and conventions 
SAQA US ID UNIT STANDARD TITLE
110006  Apply a working knowledge of fisheries law and conventions 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2004-02-11  2007-02-11  SAQA 1752/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-02-11   2011-02-11  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner assessed as competent against this standard will have a working knowledge of the applicable legislation and international conventions and treaties governing fishing in the South African Exclusive Economic Zone.

The learner who has achieved this unit standard will enhance his/her employability and will contribute to the sustainable use of marine resources. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication Skills: NQF 4
Identify and report on important fish, crustacean, marine mammal and bird species: NQF 4 

UNIT STANDARD RANGE 
Range statements are described by SAQA as "a general guide to the level, scope and complexity". These are provided in the modifiers under each specific outcome. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Apply a working knowledge of the Marine Living Resources Act. 
OUTCOME NOTES 
Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.

For example:
  • The learner will be able to observe, identify and report on practices that are not in accordance with the legislation. The learner will under no circumstances attempt to enforce compliance with the legislation. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    The assessment of practitioners against this standard should meet the requirements of established assessment principles such as interpretation of the legislation, regulations, treaties and conventions mentioned above.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


    Method of asssessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence (e.g.: reports from a third party)


    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of the appropriate legislation and report non-compliance.
    2. Identify practices that pose a threat to marine animals (non-target species).


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non-target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values. 
    		•

    SPECIFIC OUTCOME 2 
    Apply a working knowledge of international conventions. 
    OUTCOME NOTES 
    Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.

    For example:
  • CCAMLR
  • SEAFO
  • SADC Protocol on Fisheries
  • Other applicable conventions. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    The assessment of practitioners against this standard should meet the requirements of established assessment principles such as interpretation of the legislation, regulations, treaties and conventions mentioned above.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


    Method of asssessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence (e.g.: reports from a third party)


    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of the appropriate legislation and report non-compliance.
    2. Identify practices that pose a threat to marine animals (non-target species).


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non-target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values 
    		•

    SPECIFIC OUTCOME 3 
    Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    OUTCOME NOTES 
    For example:
  • Seals and Seabirds Act
  • Other relevant legislation 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    The assessment of practitioners against this standard should meet the requirements of established assessment principles such as interpretation of the legislation, regulations, treaties and conventions mentioned above.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

    Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


    Method of asssessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Learners will be tested by means of photographs and drawings of the relevant animals in realistic situations. Where possible, identification of actual animals in the field will be done.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence (e.g.: reports from a third party)


    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    Assessment criteria;
    1. Apply knowledge of the appropriate legislation and report non-compliance.
    2. Identify practices that pose a threat to marine animals (non-target species).


    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    1. Reflect on own performance in order to enhance future practice and learning.
    2. Note inappropriate actions that pose a threat to non-target species marine animals and devise appropriate methods for avoiding or minimising such threats.

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA, according to the ETQAs moderation guidelines and procedures.

    Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a knowledge and understanding of:

    The practitioner is able to demonstrate knowledge and understanding of:
  • The legislation, regulations, treaties and conventions mentioned above. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving relates to specific outcomes:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcome:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcome:
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:
  • Apply a working knowledge of the Marine Living Resources Act and the Regulations promulgated in terms of this Act.
  • Apply a working knowledge of international conventions applicable to the South African Exclusive Economic Zone and adjoining waters.
  • Apply a working knowledge of other legislation affecting marine organisms or the marine environment. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture.

    Supplementary information
  • The actual learning programme will vary according to the fishery and or geographical area in which the learner will be employed, bearing in mind that the programme should not be so limited as to exclude broad applicability of the unit standard.
  • This unit standard must be done in conjunction with, or after CS45. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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 


    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.