|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 QUALIFICATION THAT HAS PASSED THE END DATE:|
|National Certificate: Community Conservation: Liaison and Support|
|SAQA QUAL ID||QUALIFICATION TITLE|
|24199||National Certificate: Community Conservation: Liaison and Support|
|SGB Nature Conservation|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 01 - Agriculture and Nature Conservation||Nature Conservation|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 2||NQF Level 02||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Registered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|A learner who has achieved this qualification will be able to participate in an existing community-based, natural resource management programme that contributes towards sustainable livelihoods and the management of natural and cultural resources, with due recognition of diverse cultural perspectives and values.
The qualification addresses the integration of environmental conservation and social development concerns through a holistic approach that facilitates education and interaction between various stakeholders and role-players. It improves learner's capacity and the quality of practice in the emerging fields of community conservation, environment and development, within the conservation and development sectors, e.g. Community based natural resource management, nature based tourism, community based tourism, eco-tourism and cultural heritage sites. The benefits to these sectors include aligning practice with emerging international trends in conservation.
The qualification gives professional recognition and hence confidence in a new field and enables the learner access or progress in a previously non-existent specialisation and career.
Community Conservation: Liaison is an emerging fields which currently focuses on three main categories:
This qualification seeks to broaden an understanding, appreciation and minimisation of tensions between general land use practices and conservation principles. There is a growing need for democratisation, promoting access, equity, knowledge of ecological principles/ processes and social and environmental justice in the field of natural resource management.
There are currently practitioners who are operating in a variety of contexts ranging from formal conservation authorities, environmental NGO's and community based organisations, with no formal qualifications and skills in Community Conservation. This National Certificate in Community Conservation: Liaison and Support is a flexible and accessible means whereby learners can access various career opportunities in, for example, Community Conservation Assistants, Community Conservation Officers, Community Conservationists, Assistant Environmental Educators and other related occupational categories. For this reason, elective unit standards have not been specified so that learners can chose appropriate unit standards related to the above fields.
The skills catered for in this qualification have commonality with National Certificate's in Conservation (Natural Resource Guardianship and Species Protection in Controlled Environments), agriculture, fisheries and environmental education, which would allow for portability.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner entering a programme leading to this qualification has achieved a GET Certificate or Recognition of Prior Learning equivalent, or has several years' relevant industry experience. The learner will have competence in written Communication, Language Proficiency, Numeracy and occupational skills equivalent to at least NQF Level 1 standards.
RECOGNITION OF PRIOR LEARNING
Any learner wishing to be directly assessed may arrange to do so, without attending further training or education. The assessor and learner will decide together:
The learner and assessor should at all times refer to the guidelines for Recognition of Prior Learning as provided by ETQA.
|RECOGNISE PREVIOUS LEARNING?|
|A minimum of 21 credits at NQF2 or above can be selected from any fields of learning relevant to the context or responsibilities of the Community Conservation Practitioner. These may include conservation management, natural and cultural resource management; environmental studies; education, training and development; information and communications technology; or any other related field.|
|EXIT LEVEL OUTCOMES|
|On achieving this qualification the learner will be able to:
1. Effectively recognise and describe issues of conflict and assist with the resolution thereof.
2. Implement and support programmes aimed at sustainable use of natural and cultural resources.
3. Demonstrate an understanding of factors that influence programmes at a local level.
4. Identify interests, needs and local perspectives associated with the use and management of natural and cultural resources.
5. Apply knowledge of sustainable natural and cultural resource management.
6. Apply local and cultural perspectives on sustainable use and management of natural and cultural resources.
7. Apply different interaction strategies with different stakeholders.
8. Network and act as a point of contact between communities, authorities and resource people.
9. Report on own work and assist in compiling programme reports.
10. Identify opportunities for further learning and professional development.
11. Work as part of a team.
12. Plan and implement an environmental learning programme for stakeholders.
13. Develop own ethics and values in the context of conservation and community development.
|ASSOCIATED ASSESSMENT CRITERIA|
|In particular assessors should look for evidence of the learner's ability to:
1. Work and interact with a variety of stakeholders.
2. Demonstrate practical understanding of a wide range of dynamics.
3. Contribute towards running of a programme in a local context.
4. Incorporate other peoples interests in the running of a programme with due consideration of needs and aspirations.
5. Demonstrate initiative to acquire more knowledge that could be linked to a development of the programme or a personal development plan.
6. Report on their activities.
7. Provide evidence of their contribution to a programme for example through a portfolio.
The learner must demonstrate an ability to consider a range of options and make decisions about:
1. Co-defined interventions based on the interests and needs of different stakeholders.
2. Interaction with a wide range of people in situations of both conflict and good relationships.
3. Different cultural perspectives.
4. Plan and implement environmental learning programmes.
The learner must demonstrate an understanding of:
1. Sustainable natural resource utilisation.
2. Cultural resource utilisation and management.
3. Relevant development theory.
The learner must demonstrate ability to:
1. Critically evaluate and justify decisions taken on the basis of available information.
2. Reflect on the soundness of decisions made.
3. Reflect on any adjustments that are made to programmes.
4. Show sensitivity to cultural perspectives whilst developing own ethical and moral integrity.
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification.
Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification.
The integrated assessment for this qualification must include actual involvement in (where possible) an existing project or programme, WITH GUIDANCE and due sensitivity or ethical consideration to community development and conservation contexts. It is recommended that practical work be part of existing projects and in a community context well known to the learner. Actual involvement should follow a period of observation (role modelling) and reflection, and should not proceed without guidance.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
|The African continent with unique environment and development issues, has led to the development of standards of practice unique to Africa. These standards are based on experience in the areas of social ecology, community-based conservation, environmental education and other people-environment programmes on the continent. Development of these standards is therefore based on internationally accepted approaches to conservation and natural and cultural resource management in Africa, and is aimed at meeting the environment and development needs of South Africa. Specific areas of focus for international comparability include Community based natural resource management, nature based tourism, community-based tourism, eco-tourism and cultural heritage sites.|
|This qualification has been designed to horizontally articulate with the National Certificate in Conservation Guardianship (NQF2). This articulation is made possible by the sharing of fundamental, core and elective standards.
This qualification articulates vertically with the National Certificate in Fisheries Guardianship (NQF4), the National Certificate in Community Conservation (NQF5), the National Certificate in Fisheries Resource Management (NQF5), the National Certificate in Natural Resource Management (NQF5) and National Certificate Environmental Education through the sharing of fundamental, core and elective standards.
|1. Anyone assessing a learner against these unit standards must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA.
3. The criteria for the assessment of the modules associated with this qualification must be approved by Theta. Theta should have a memorandum of understanding with various other Seta's for the assessment and moderation of modules from the different fields (e.g. Local Government, Water and Related Services Sector Education and Training Authority).
4. 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 these unit standards may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. Universities, colleges of education and organisations with well-established environmental education programmes should apply for accreditation in order to be able to carry out these functions. Co-operation between potential groups of assessors will be required in order to standardise assessment, moderation and the awarding of this qualification.
Notes to assessors
In order to ensure that judgements are reliable, assessors should collect evidence from a variety of sources and in a number of ways, e.g. direct observation, role-plays and simulations, interviews, review of portfolios of work, testimonies from third parties, and formal written, oral or skills tests. Where possible, assessment of performance should be carried out in authentic situations and in an integrated fashion, enabling the simultaneous assessment of multiple specific outcomes and assessment criteria. So, for example, by observing the candidate during the course of preparing and implementing an environmental learning programme, the assessor will be able to assess not only his/her competence as an environmental education practitioner, but also his/her organisational, administrative and teamwork abilities. Furthermore, by observing how the candidate undertakes an environmental action project, the assessor will be able to gauge how well the candidate understands the particular issue and related environmental concepts and processes.
|A range of assessment methods should be used, including:
Direct observation - the learner will be asked to demonstrate his/her ability, perform tasks expected in the working environment.
Product sample - examine the portions of reports filed by the learner in order to ascertain his/her knowledge of the skills covered in this unit standard.
Simulation of a specific task or situation in order to evaluate the learner's knowledge and understanding of the skills required.
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people, for example, reports from a third party.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||14587||Demonstrate an understanding of community development issues||Level 2||NQF Level 02||10|
|Core||8336||Demonstrate knowledge of conservation ethics||Level 2||NQF Level 02||3|
|Core||14584||Explain basic ecological principles||Level 2||NQF Level 02||10|
|Core||14585||Identify and respond to conflict||Level 2||NQF Level 02||4|
|Core||8489||Understand and interpret our natural and cultural heritage||Level 2||NQF Level 02||5|
|Core||8348||Understand Nature Conservation issues||Level 2||NQF Level 02||4|
|Core||8419||Understand social issues||Level 2||NQF Level 02||4|
|Core||10135||Work as a project team member||Level 4||NQF Level 04||8|
|Core||13659||Work under supervision to prepare an environmental learning programme||Level 4||NQF Level 04||4|
|Core||13660||Work with others to implement an environmental learning programme||Level 4||NQF Level 04||3|
|Fundamental||8963||Access and use information from texts||Level 2||NQF Level 02||5|
|Fundamental||9009||Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems||Level 2||NQF Level 02||3|
|Fundamental||7480||Demonstrate understanding of rational and irrational numbers and number systems||Level 2||NQF Level 02||3|
|Fundamental||8418||Do basic research||Level 2||NQF Level 02||4|
|Fundamental||9008||Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts||Level 2||NQF Level 02||3|
|Fundamental||8962||Maintain and adapt oral communication||Level 2||NQF Level 02||5|
|Fundamental||8420||Operate in a team||Level 2||NQF Level 02||4|
|Fundamental||8967||Use language and communication in occupational learning programmes||Level 2||NQF Level 02||5|
|Fundamental||7469||Use mathematics to investigate and monitor the financial aspects of personal and community life||Level 2||NQF Level 02||2|
|Fundamental||9007||Work with a range of patterns and functions and solve problems||Level 2||NQF Level 02||5|
|Fundamental||8964||Write for a defined context||Level 2||NQF Level 02||5|
|Elective||8494||Demonstrate an understanding of HIV/AIDS and its implications||Level 2||NQF Level 02||4|
|Elective||7801||Describe the sectors of the Hospitality, Travel and Tourism Industries||Level 2||NQF Level 02||2|
|Elective||8493||Maintain occupational health and safety||Level 2||NQF Level 02||2|
|Elective||8618||Organise oneself in the workplace||Level 2||NQF Level 02||3|
|Elective||8416||Understand and apply personal values and ethics||Level 2||NQF Level 02||4|
|Elective||8421||Work with people who have special needs||Level 2||NQF Level 02||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.