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:

Manage area integrity

SAQA US ID	UNIT STANDARD TITLE
8365	Manage area integrity
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	12
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
253964	Manage area integrity	Level 5	Level TBA: Pre-2009 was L5	12

PURPOSE OF THE UNIT STANDARD

The qualifying learner assessed as competent against this unit standard will be able to plan, implement and participate in area integrity practices. This competence contributes to the protection of the natural resources for the benefit of future generations and in so doing provides an environment in which economic activities are viable. Achieving this standard will enhance the qualifying learner`s employability and make them more effective.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Supervisory Skills (Level 4)

Weapon Handling (Level 5)

Conservation Security (Level 2)

Conservation Compliance (Level 2)

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a competent qualifying learner. These are provided in the modifiers under each specific outcome.

UNIT STANDARD OUTCOME HEADER

Monitor species.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Monitor species

OUTCOME NOTES

OUTCOME RANGE

or example / Range:

Monitoring should include collecting information from field patrols in order to record / plot sightings of species; determine species to be monitored and identify areas of vulnerability.

Control the quality of data recorded.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Monitor species.

ASSESSMENT CRITERION RANGE

For example / Range:

Monitoring should include collecting information from field patrols in order to record / plot sightings of species; determine species to be monitored and identify areas of vulnerability.

Control the quality of data recorded.

SPECIFIC OUTCOME 2

Establish good working relationships with local communities

OUTCOME RANGE

For example / Range:

Establishing relationships should consider communication; participation with communities / co-management; etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Establish good working relationships with local communities.

ASSESSMENT CRITERION RANGE

For example / Range:

Establishing relationships should consider communication; participation with communities / co-management; etc.

SPECIFIC OUTCOME 3

Maintain integrity

OUTCOME RANGE

For example / Range:

Information about the patrols conducted; data about trends; the status of illegal activities in an area; record spoor reports; the essential elements of information (EEI) required on poachers and other indicators of poaching correctly are used to inform the development of a plan to maintain the integrity of an area.

Explain why EEI's are important

Explain the handling of informers and how they can be recruited, protected and remunerated in order to contribute to maintaining area integrity.

Have a working knowledge of various types of patrols and their strategic value (e.g. building relationships with community, law enforcement, ecological monitoring) to maintaining area integrity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Maintain integrity.

ASSESSMENT CRITERION RANGE

For example / Range:

Explain why EEI's are important

Explain the handling of informers and how they can be recruited, protected and remunerated in order to contribute to maintaining area integrity.

Have a working knowledge of various types of patrols and their strategic value (e.g. building relationships with community, law enforcement, ecological monitoring) to maintaining area integrity.

SPECIFIC OUTCOME 4

Identify potential ecological impacts

OUTCOME RANGE

For example / Range:

Consider the impacts of overgrazing; soil erosion due to roads; bush encroachment; 4 x 4 use impact on dune vegetation, human interference with bird and turtle nesting sites.

Know that these impacts should be considered using the principles of Integrated Environmental Management (IEM).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Identify potential ecological impacts

ASSESSMENT CRITERION RANGE

For example / Range:

Consider the impacts of overgrazing; soil erosion due to roads; bush encroachment; 4 x 4 use impact on dune vegetation, human interference with bird and turtle nesting sites.

Know that these impacts should be considered using the principles of Integrated Environmental Management (IEM).

SPECIFIC OUTCOME 5

Implement the Security Plan

OUTCOME RANGE

For example / Range:

Security plans should concentrate on IPZs (Intensive Protection Zones) set up observation / listening posts, night patrols, etc. They should indicate the appropriate interpretation and assessment of information collected. The plan should adequately address all the area's highlighted by the SWOT analysis undertaken.

Area integrity operations should correspond to the Security Plan, which should evolve/change according to changes in operational circumstances

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Implement the Security Plan.

ASSESSMENT CRITERION RANGE

For example / Range:

Area integrity operations should correspond to the Security Plan, which should evolve/change according to changes in operational circumstances

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a qualifying 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 moderation guidelines in the relevant qualification and the agreed ETQA 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 knowledge and understanding of:

Field craft (map reading, tracking, survival, interpretation).

Appropriate legislation.

Principles of sustainability.

Patrol methodology.

Data gathering and reporting.

Criminal Procedures Act.

Court procedures and functions.

Arrests, court and docket preparation, weapon handling, constitutional law.

Crime scene management.

Handling of evidence.

Elements and implementation of a Security Plan.

Principles of developing good community relations.

Identification of signs of illegal activity i.e. old camping sites, marks on trees, animal behaviour, boundary violations, blood trails, inappropriate fishing gear etc.

Methods of infiltration (information gatherers, handlers, informants, reporting).

Species identification.

Basic knowledge of IEM (Integrated Environment Management) process.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

This unit standard relates and promotes all the critical cross-field outcomes of the NQF. Each specific outcome of the standard has been crafted to relate to one or more of the critical cross-field outcomes. A cross-referencing list has been provided below.

Providers of learning against this unit standard should take particular note of the critical cross-field outcomes and design their achievement into all learning.

Problem solving relates to specific outcomes 2,3, 4

UNIT STANDARD CCFO WORKING

Teamwork relates to specific outcomes 2, 3, 5

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes 1, 3

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes 1, 2, 3, 4, 5

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes 1, 2, 3, 4, 5

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes 1, 3, 4, 5

UNIT STANDARD CCFO DEMONSTRATING

. Inter-relatedness of systems relates to specific outcomes 2, 3, 4, 5

UNIT STANDARD ASSESSOR CRITERIA

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which qualifying learners 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.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes and essential embedded knowledges are assessed.

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.

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 qualifying learner 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 qualifying learner 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

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

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

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 253964, which is "Manage area integrity", Level 5, 12 credits.

NOTES (1): VALUES
Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20153	National Certificate: Conservation: Fisheries Resource Management	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2012-06-30	CATHSSETA
Core	20416	National Certificate: Conservation: Natural Resource Management: Terrestrial	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2008-03-12	Was CATHSSETA until Last Date for Achievement

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.

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