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:

Combat problem plants

SAQA US ID	UNIT STANDARD TITLE
8330	Combat problem plants
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 2	NQF Level 02	3
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2004-12-02	2007-12-02	SAQA 1657/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-12-02		2011-12-02

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
252453	Combat problem plants	Level 2	NQF Level 02	3

PURPOSE OF THE UNIT STANDARD

The qualifying learner assessed as competent against this unit standard will be able to control problem plants. This competence contributes to the attainment of holistic management objectives. Achieving this unit standard will enhance the employability of the qualifying learner in both nature conservation and other related jobs, and will serve as a basis for further learning.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Map reading. First aid. Numeracy NQF 1.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify target species

OUTCOME RANGE

Be able to identify all the major alien noxious plants in his area and be aware of the danger they present to the environment

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

SPECIFIC OUTCOME 2

Operate and maintain equipment.

OUTCOME RANGE

Must be able to safely handle and maintain equipment such as backpack sprays, axes, pangas and chain saws.

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

SPECIFIC OUTCOME 3

Safely use the appropriate control methods.

OUTCOME RANGE

Must be able to apply appropriate control methods safely. (Chemical and mechanical). Must know what application to use for different plants and different applications between plant sizes of the same species.

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

SPECIFIC OUTCOME 4

Treated areas on a map

OUTCOME RANGE

Must be able to read a map or Orthophotograph accurately and mark the locality of the plants that have been treated on a map.

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

SPECIFIC OUTCOME 5

Carry out follow-up procedures

OUTCOME RANGE

Must be able to carry out appropriate follow up procedures and will need to be able to return to exact populations and record the relevant data on a map as well as a diary.

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

SPECIFIC OUTCOME 6

Keep an attendance register of team members.

OUTCOME RANGE

Keep a register on a daily basis of the poeple working in his team as well as to record absenteeism and illness.

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. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment. 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 ASSESSMENT Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. 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 from suitable people (eg: reports from a third party) 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.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification 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 basic knowledge and understanding of: Applying the required prescribed technique for collection of specific species. Use and maintenance of applicable equipment. Identifying different species and their component parts. Purposes and methods of specimen collection appropriate to different species. Typical recording and reporting systems as used by employers / landowners / agencies. Care of specimens in transport (live/dead). Collection of relevant additional data with regard to each specimen collected. Identifying and addressing barriers to successful specimen collection. Improving own performance and incorporating it into future specimen collecting exercises.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes: Safely use the appropriate control methods

UNIT STANDARD CCFO WORKING

Teamwork relates to the following critical specific outcome: Keep an attendance register of team members.

UNIT STANDARD CCFO ORGANISING

Self-organization and management relates to the following critical specific outcomes: Operate and maintain equipment Carry out follow-up pocedures Keep an attendance register of team members.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following critical specific outcomes: Safely use the appropriate control methods Carry out follow-up procedures.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following critical specific outcomes: Carry out follow-up procedures Keep attendance register of team members.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the following critical specific outcomes: Identify target species Operate and maintain equipment Safely use the appropriate control methods Treates areas on a map.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to the following critical specific outcomes: Identify target species Safely use the appropriate control methods

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 252453, which is "Combat problem plants", Level 2, 3 credits. Values: Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principled of: Maintaining essential ecological processes and life-support systems. Maintaining genetic, species and ecosystem diversity. Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems. Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations. Supplementary information: Waste products are removed in an ecologically responsible manner.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20415	National Certificate: Conservation Resource Guardianship	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-02-06	Was CATHSSETA until Last Date for Achievement
Elective	22971	General Education and Training Certificate: Conservation	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2012-06-30	CATHSSETA
Elective	49605	National Certificate: Environmental Practice	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	LG 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.	A4 Consultancy CC
2.	Amabamba Recruitment
3.	AVAX SA 481 CC. T/A Mandisa Development Services
4.	Buena Vista Learning Academy
5.	Bull's Business and Skills Training Institute
6.	Dee's Training (PTY) LTD
7.	Edutraining Business College
8.	Faranang Marketing
9.	Fire Protection Association of Southern Africa
10.	Growth Management Consulting
11.	HDPSA
12.	IQ Skills Academy (PTY) LTD.
13.	Jobafrik Consulting
14.	Josmap Training Institute
15.	Kay Beez Development Projects
16.	Limadi Industrial Projects
17.	Mamuhle Academy
18.	Mazasa Management Consulting CC.
19.	Mcebo Technologies
20.	Mementos Training Pty Ltd
21.	Ndwamato Training Solutions (Pty) Ltd
22.	Networx for Career Development
23.	Nkinane Trading Enterprise
24.	NKQUBELA CONSULTING
25.	Nokusho M Consulting and Trading
26.	OMNI HR CONSULTING PTY LTD
27.	Pebetse Training and Consulting
28.	Petra Institute of Development
29.	PFIM Trading (Pty) Ltd
30.	PMA Holdings (PTY ) LTD.
31.	Reflections Development Institute
32.	RLSTP Training & Development (PTY) LTD.
33.	Simmek Holdings
34.	Thando Consulting Services
35.	TLD Consulting
36.	UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD
37.	University of Venda
38.	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.