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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design, organise and critically evaluate an original environmental learning programme 
SAQA US ID UNIT STANDARD TITLE
13641  Design, organise and critically evaluate an original environmental learning programme 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for people working independently as environmental education practitioners in a structured environment. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

Candidates at this level will be required to design, organise, evaluate and improve original environmental learning programmes.

A person credited with this unit standard will be able to:
  • Design an original environmental learning programme
  • Organise implementation of the environmental learning programme
  • Critically evaluate and improve the environmental learning programme 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Diploma in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    This unit standard assumes competence in a number of level 4 and 5 EETDP unit standards, including:
  • Fulfil administrative requirements of an environmental learning programme or action project
  • Reflect on own facilitation performance as an environmental education practitioner
  • Identify and describe learning processes
  • Identify and support learners with special needs
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts
  • Implement and evaluate an environmental learning programme
  • Review a variety of approaches to learning, teaching and evaluation

    The candidate should work towards this unit standard concurrently with the following Level 5 EETDP unit standards:
  • Critically evaluate a range of environmental learning programmes in different contexts
  • Develop original learning support materials for an environmental learning programme
  • Manage a learning environment appropriately for a learner group
  • Develop learning programmes to enhance participation of learners with special needs
  • Investigate options for improved environmental management and sustainable living 

  • UNIT STANDARD RANGE 
    Practitioners credited with this unit standard, in addition to being able to plan and implement an existing environmental learning programme, will also be able to develop an original environmental learning programme. The environmental learning programme should promote a positive environmental ethic and action for a better environment.

    The equivalent unit standard at level 5 on the NQF requires the practitioner to take responsibility for his or her role in implementing an environmental learning programme. This unit standard, on the other hand, requires the practitioner to take full responsibility for implementation of the environmental learning programme as a whole. This may include briefing others involved in presenting the learning programme, and organising its implementation.

    Having gained experience in reflecting critically on their own practice, this unit standard enables the learner to evaluate and improve the learning programme based on feedback obtained from colleagues and others. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Design an original environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate develops an environmental learning programme that is original and relevant to the learners and the context. 
    ASSESSMENT CRITERION RANGE 
    Setting (e.g. community setting, heritage site, workplace, etc.), focus, issues and risks, age or grade level, expectations, interests, special needs, outcomes.
     

    ASSESSMENT CRITERION 2 
    2. The candidate states the intended learning programme focus and outcomes clearly. 
    ASSESSMENT CRITERION RANGE 
    Curriculum-related outcomes and environmental outcomes.
     

    ASSESSMENT CRITERION 3 
    3. Methods and approaches are appropriate to the learners, their context and intended outcomes, and develop learners' environmental knowledge, skills and values. 

    ASSESSMENT CRITERION 4 
    4. The sequence of activities is logical and reflects an understanding of learning theories and sound teaching practice. 

    ASSESSMENT CRITERION 5 
    5. Activities and supporting materials (e.g. equipment, reference materials) enable learners to practise, and demonstrate achievement of, intended outcomes. 

    ASSESSMENT CRITERION 6 
    6. The candidate explains and justifies the environmental learning programme plan. 

    ASSESSMENT CRITERION 7 
    7. The candidate identifies and addresses own learning needs in relation to the programme. 

    ASSESSMENT CRITERION 8 
    8. The candidate plans within a given budget (if necessary). 

    SPECIFIC OUTCOME 2 
    Organise implementation of the environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate takes full responsibility for planning and organising the environmental learning programme and does so efficiently, effectively and timeously. 

    ASSESSMENT CRITERION 2 
    2. The candidate liaises with the group co-ordinator before, during and after the environmental learning programme, to ensure programme relevance and effectiveness. 

    ASSESSMENT CRITERION 3 
    3. The candidate briefs helpers clearly, thoroughly and in good time to enable them to prepare. 

    ASSESSMENT CRITERION 4 
    4. The candidate books, requisitions and organises all venues, materials and logistics efficiently, effectively and according to established procedures, delegating tasks if necessary. 

    ASSESSMENT CRITERION 5 
    5. Implementation of the learning programme reflects principles of sustainable living and minimises environmental impact. 
    ASSESSMENT CRITERION RANGE 
    Use of resources, focus of the programme, behaviour of tutors and groups.
     

    ASSESSMENT CRITERION 6 
    6. Plans and procedures to ensure the safety of learners are clear and in place. 

    SPECIFIC OUTCOME 3 
    Critically evaluate and improve the environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The learner provides assessment and evaluation tools that are clear, meaningful and easy to use. 
    ASSESSMENT CRITERION RANGE 
    Assess learning programme and environmental outcomes and goals, effectiveness and relevance of the programme, effectiveness of environmental education practitioners; Evaluation forms, discussions, observations.
     

    ASSESSMENT CRITERION 2 
    2. The learner provides adequate opportunities for participants and environmental education practitioners to reflect and provide feedback on the environmental learning programme. 

    ASSESSMENT CRITERION 3 
    3. The learner collects, collates and analyses all feedback from the environmental learning programme, providing a concise summary of recommendations to improve the programme. 

    ASSESSMENT CRITERION 4 
    4. The learner improves the programme based on feedback and informs helpers of changes. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Refer to the Specific Outcomes and Assessment Criteria contained in this unit standard.

    The following essential embedded knowledge will be assessed through assessment of the specific outcomes, in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • Principles and practice of outcomes-based education
  • Principles, methods and approaches of environmental education and active learning
  • Knowledge of the environmental focus of the particular learning programme
  • Principles of sustainable living
  • Principles of sound education practice
  • Assessment and evaluation tools and methods
  • Evaluation techniques and procedures
  • Safety procedures and first aid 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Be culturally and aesthetically sensitive across a range of social contexts. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    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.
     
    1. Avenida (Pty) Ltd 
    2. DELTA ENVIRONMENTAL CENTRE NPC 
    3. Josmap Training Institute 
    4. Wildlife and Enviroment Society of South Africa 



    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.