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: |
Further Education and Training Certificate: Environmental Practice |
SAQA QUAL ID | QUALIFICATION TITLE | |||
50309 | Further Education and Training Certificate: Environmental Practice | |||
ORIGINATOR | ||||
SGB Environmental Sc/Mgt & Waste Mgt | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
LG SETA - Local Government and related Services Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
Further Ed and Training Cert | Field 10 - Physical, Mathematical, Computer and Life Sciences | Environmental Sciences | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 140 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2026-06-30 | 2029-06-30 |
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 qualification is replaced by: |
Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
121547 | Higher Occupational Certificate: Environmental Practitioner | Not Applicable | NQF Level 05 | 170 | Complete |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
This qualification is the fourth in a series for practitioners in the field of environmental science, environmental management and waste management. This series of qualifications will equip practitioners with the skills, knowledge and values to contribute towards the wise and effective use and management of our natural resources and ecological systems. The specific purpose of this qualification represents the skills, knowledge and understanding required by competent practitioners to: With this understanding, learners will be able to engage productively and responsibly in work- or community-related activities in the field of environmental science, environmental management and waste management. This qualification will also serve as a basis for further learning, and will equip learners with the knowledge, skills and values to participate meaningfully in society and contribute towards developing sustainable communities. This qualification is applicable to a range of contexts within the field of environmental science, environmental management and waste management, such as local government, public and private waste management enterprises, cultural or natural heritage sites, community projects, recycling and recovery of resources, control and eradication of invasive and alien species, rural development and site preparation or rehabilitation. It is also suitable for employees with environmental functions in a range of industries such as mining, chemicals or manufacturing. The following are typical contexts in which this qualification can be assessed: > Materials recovery and buy-back centres. > Waste reception. > Landfill operations. Rationale: South Africa has a need to manage and protect its natural resources and ecological systems, while simultaneously using its resources in a sustainable manner to promote social, physical and economic development. There is also a need for people as individuals, and as members of social or workplace communities, to become aware of their responsibilities towards the environment and to be empowered to make informed choices regarding their own activities and the impact that these activities have on the environment. There is also a need for people to develop practices which will ensure that their activities, individually and collectively, result in the sustainable use of resources and minimise negative impact on the environment. Recent developments in environmental legislation have resulted in an increased demand for practitioners with the necessary skills, knowledge and values to fulfil these legislative requirements. Such practitioners - as learners, as employees and as members of social communities - need to be equipped to engage with the complexities and challenges which arise from this need to ensure that use and development is socially, ecologically and economically sustainable. This qualification will enable providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or to recognize prior learning. It will recognise the skills, knowledge and values of learners who engage actively in activities relevant to the field of environmental science, environmental management and waste management. The qualification is suitable for learners who: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners accessing this qualification are competent in:
Recognition of prior learning: This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes or Unit Standards. Access to the qualification: Access to this qualification is open. However it is preferable that learners first complete the National Certificate: Environmental Practice: NQF Level 3 before accessing this qualification. In order to develop the required skills and to be assessed for this qualification, the learner will need to be actively involved in appropriate activities in a suitable workplace. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 140 credits as detailed below. Fundamental Component: The Fundamental Component consists of Unit Standards in: It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3. All Unit Standards in the Fundamental Component are compulsory. Core Component: The Core Component consists of Unit Standards to the value of 72 credits all of which are compulsory. Elective Component: The Elective Component consists of Unit Standards to the value of 46 credits. Learners are to choose Unit Standards to the minimum of 12 credits. |
EXIT LEVEL OUTCOMES |
1. Demonstrate an awareness of the applicable and appropriate environmental regulatory framework and the compliance requirements relevant to own area of responsibility.
Appropriate regulatory framework includes international conventions and policies, laws, regulations, codes of practice and guidelines at national provincial, local and organisational level. Compliance relates to the application of appropriate environmental management principles, techniques, protocols and tools to address problems and reduce environmental impacts. 2. Manage the collection, recording, maintenance and communication of data and information related to the environment. 3. Supervise operations and activities at a site or facility. Supervise operations and activities: Supervisory activities will be guided by appropriate environmental management principles, techniques, protocols and tools; supervisory activities are applicable to the learner's area of responsibility. 4. Develop and lead a team. |
ASSOCIATED ASSESSMENT CRITERIA |
1.
> Range: Compliance refers to the learner's own activities as well as to those of the team. 2. > Range: Applicable standards include liquid, solid and gaseous emission standards; statutory and/or voluntary standards; environmental performance standards etc. > Range: Communicated appropriately includes reporting; sharing information during audits, inspections and assessments; public participation; stakeholder involvement; capacity development of stakeholder groups. 3. > Range: Includes the allocation and use of resources, development of action plans, conferring with management and organisational units, development of job cards, etc. > Range: Includes but is not limited to contribution to business strategy and business plan; co-ordinating activities with other organisational units; identifying, implementing and communicating appropriate solutions to customer problems. > Range: Environmental management improvements include but are not limited to, cleaner production, waste minimisation, modifications to plant and equipment, minor extensions to improve the capacity of sites or level of service, remediation of abandoned sites, upgrading of existing sites, clearing of invasive plants and coastal cleaning operations. > Range: Assets include machinery, plant and equipment, sites, infrastructure and facilities. Resources include staff, departmental finances, materials (including cleaning materials, lubricants, coolants), plant and equipment, appropriate stakeholders. Best use includes but is not limited to developing and enhancing working relationships, prioritising use of time, delegating activities to capitalise on individual strengths, organising and allocating work, reducing wastage and spillage and minimising waste. 4. > Range: Trained includes coaching, on-the-job training, contributing to assessment Motivated includes creating a climate allowing self-motivated behaviour. Conflicts are minimised includes managing inter-personal conflict, disciplining staff, resolving grievances. Integrated Assessment: In order to achieve the aims of integrated assessment, it is recommended that the assessor assesses as many of the components of the learning as possible to ensure an integrated approach to assessment. It is recommended that learning components (i.e. fundamental and core) are combined into assignments and projects which are then included in the portfolio of evidence. This will form the basis for the bulk of the assessment. The assessor can then focus on specific areas for further probing and verification. The assessment process should: The integrated assessment must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include: The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken. While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes. Assessors should also evaluate evidence that the learner has been performing consistently to standard over a period of time. |
INTERNATIONAL COMPARABILITY |
Research was carried out to identify qualifications and educational initiatives for environmental practice at the level of the FETC: Environmental Practice in all parts of the world, including developing countries where the environmental impact of human activities has been severe.
In developed countries, the trend is for qualifications in environmental science and environmental management to fall into the sphere of higher education, while qualifications for waste management are found across all levels of the educational spectrum. Organisations and companies frequently use in-house orientation or training for specific jobs to develop the skills of employees at operational levels. Internships may also be used to develop skills, particularly in the United Kingdom. At supervisory level the short-course approach is frequently used, with considerable variation in the content and duration of courses offered. The typical profile of skills and knowledge requirements for supervisory occupations within the environmental field contains many common elements, which are addressed by the FETC: Environmental Practice. In developing countries, even in countries which have experienced severe environmental degradation, evidence of national initiatives to raise awareness of environmental issues and develop skills to prevent or remedy environmental impacts is lacking, although there are calls for such interventions to be implemented. However, there have been notable interventions by individuals and international and regional agencies in a number of African and Asian countries to train local communities in sustainable development practices. Such initiatives vary widely in approach and scope, but have had some success in reversing deforestation and improving the quality of soil and water resources, with consequent improvement in the quality of life of local communities. The FETC: Environmental Practice is a generic qualification which serves the diverse needs of the broad field of environmental science, environmental management and waste management. Although directly comparable qualifications in other countries could not be identified, qualifications for environmentally-related fields and qualifications for supervisors in operational or technical areas can provide some guidance and a basis for comparison. The Scottish Vocational Qualifications and National Vocational Qualifications (England, Wales and Northern Ireland) (S/NQVs) for the Waste Management Industry provide such examples of comparable qualifications, for example the qualification in Waste Management Supervision (Level 3), developed by the Waste Management Industry Training and Advisory Board and approved by the Department of Education and Employment, Qualifications and Curriculum Authority and Scottish Qualifications Authority. Although it relates specifically to waste management, this qualification is valid for comparison because waste management is one aspect of the broad field covered by the FETC: Environmental Practice. This qualification also reflects requirements for waste management training determined by the International Solid Waste Management Association and thus reflects international standards of best practice. The Waste Management Supervision (Level 3), qualification includes the following mandatory Units: Candidates are required to select two of the following Optional Units: These competencies are included in the South African qualification, either at unit standard or specific outcome level. In addition, the South African qualification places greater emphasis on the understanding and application of the tools and methods of environmental management and science. The FETC: Environmental Practice is thus broadly comparable with the British (S/NQV) qualification, particularly with regard to the supervisory aspect. Both encourage the development of generic skills (eg planning and implementing improvement interventions, problem solving, communicating, working with information) and their application within a particular context. Both require the acquisition of knowledge relevant to the broad field and its application in practice in a specific context. In both cases, qualifications are standards-based, learning is workplace-based, assessment is observation- and portfolio-based, with competence being demonstrated through performance, documentation and questioning, and skills and knowledge are acquired, practiced and assessed within contexts relevant to the learner. However, the South African approach, and thus the FETC: Environmental Practice, places a greater requirement on the learner to demonstrate successful integration of the knowledge and skills acquired. The United States Environmental Protection Agency (US EPA) is widely regarded as representing best practice in environmental matters and is used as a model by other countries. In addition to its role in protecting the environment within the United States, the US EPA is also influential in skills development in the environmental field within the United States and in the many countries outside of the United States. The US EPA is instrumental in promoting the development of skills at all levels. It sets standards, establishes guidelines, provides funding and support for the development of resources and provision of training, and promotes the sharing and acquisition of knowledge through conferences, workshops and specialised training. Through SGB members' personal experience and knowledge of learning resources which meet US EPA standards (for example, in the field of waste management), it is known that the skills, knowledge and values that would be achieved through the FETC Environmental Practice are of a comparable standard to those determined by the US EPA. Conclusion: The FETC: Environmental Practice compares favourably in level and scope with other international qualifications for environmentally-related supervisory qualifications as it includes technical, organisational and supervisory elements and also supports the development of individual skills necessary to ensure occupational competency. Collectively, the SGB has close links with professional bodies and educational institutions which maintain links with their counterparts on an international level. This awareness of international trends in environmental practice and in environmental education has enabled the SGB to determine a realistic standard for this qualification and its associated unit standards, while at the same time enabling people to extend themselves within the learning context of this qualification. Selected references: www.wamitab.org.uk allAfrica.com unep.net www.worrldbank.org Newsweek International Inc. www.conserveafrica.org.uk www.iswa.org www.epa.gov portal.unesco.org/education/en/ev.php-URL_ www.greencom.org/ |
ARTICULATION OPTIONS |
This qualification articulates to qualifications in environmental science, environmental management and waste management at NQF Level 5.
This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. |
MODERATION OPTIONS |
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. |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Criteria for registration of assessors:
The following criteria should be applied by the relevant ETQA: |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
N/A |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 13941 | Apply the budget function in a business unit | Level 4 | NQF Level 04 | 5 |
Core | 123369 | Implement environmental improvements to a site, facility, operation or process | Level 4 | NQF Level 04 | 16 |
Core | 13235 | Maintain the quality assurance system | Level 4 | NQF Level 04 | 5 |
Core | 114589 | Manage time productively | Level 4 | NQF Level 04 | 4 |
Core | 13224 | Monitor the application of safety, health and environmental protection procedures | Level 4 | NQF Level 04 | 4 |
Core | 123368 | Process environmental data and organisational information | Level 4 | NQF Level 04 | 10 |
Core | 14427 | Select and supervise the use and maintenance of plant, equipment and tools | Level 4 | NQF Level 04 | 10 |
Core | 118028 | Supervise customer service standards | Level 4 | NQF Level 04 | 8 |
Core | 116380 | Supervise workers at levels 2 and 3 | Level 4 | NQF Level 04 | 6 |
Core | 123372 | Use appropriate tools and information systems to manage own information and communication | Level 4 | NQF Level 04 | 4 |
Fundamental | 8968 | Accommodate audience and context needs in oral communication | Level 3 | NQF Level 03 | 5 |
Fundamental | 8969 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
Fundamental | 8973 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
Fundamental | 8970 | Write texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
Fundamental | 12155 | Apply comprehension skills to engage written texts in a business environment | Level 4 | NQF Level 04 | 5 |
Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
Fundamental | 8974 | Engage in sustained oral communication and evaluate spoken texts | Level 4 | NQF Level 04 | 5 |
Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
Fundamental | 8979 | Use language and communication in occupational learning programmes | Level 4 | NQF Level 04 | 5 |
Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
Fundamental | 12153 | Use the writing process to compose texts required in the business environment | Level 4 | NQF Level 04 | 5 |
Elective | 13915 | Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace | Level 3 | NQF Level 03 | 4 |
Elective | 12455 | Perform the role of a safety, health and environmental protection representative | Level 3 | NQF Level 03 | 4 |
Elective | 110053 | Conduct a basic community needs assessment | Level 4 | NQF Level 04 | 12 |
Elective | 119185 | Maintain calibrated equipment and standards for plastics manufacturing processes | Level 4 | NQF Level 04 | 6 |
Elective | 114215 | Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path | Level 4 | NQF Level 04 | 3 |
Elective | 13661 | Participate actively in a local environmental action project | Level 4 | NQF Level 04 | 8 |
Elective | 14043 | Plan and conduct community meetings | Level 4 | NQF Level 04 | 4 |
Elective | 14035 | Promote environmental health to community members | Level 4 | NQF Level 04 | 5 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement. |
NONE |
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. |
1. | A.S.A.P Training and Consulting |
2. | A4 Consultancy CC |
3. | ALTEC TRAINING AND CONSULTING |
4. | Asiphokuhle Training and Research Institute |
5. | AVAX SA 481 CC. T/A Mandisa Development Services |
6. | Avenida (Pty) Ltd |
7. | Bazalwane Business Partners |
8. | Boikgantsho Consulting & Events |
9. | Central Bridge Trading 109 |
10. | CTC College(PTY) LTD. |
11. | Danearl (PTY) LTD |
12. | Deltasheq |
13. | Edutraining Business College |
14. | Elective Training Institute Enterprise CC |
15. | Escon |
16. | Gauteng Association Of Local Authorities |
17. | Giamanje TVET College |
18. | Growth Management Consulting |
19. | HIGHER GRADE SOLUTIONS |
20. | Hilmark Trading (PTY) LTD |
21. | Institute of Cooperatives and Community Economic Development |
22. | IQ Skills Academy (PTY) LTD. |
23. | Itumeleng Wellness Solutions |
24. | Jabukile Consultancy |
25. | Jerisi Development Propeller NPC |
26. | Josmap Training Institute |
27. | Kay Beez Development Projects |
28. | Keptel |
29. | Khantsha Projects NPC |
30. | Khehli Institute |
31. | KHOSITHI TRAINING |
32. | Lee And Spirit |
33. | Lewerb Holdings (PTY) Ltd |
34. | Limsa Training Institute |
35. | M.I.C. Training and Development |
36. | Makhuba Development Projects CC |
37. | Mamuhle Academy |
38. | Masnas |
39. | Mcebo Technologies |
40. | Mementos Training Pty Ltd |
41. | Mintirho Development Services |
42. | MKHAYA SOLUTIONS GROUP |
43. | Mod-Mosh Projects and Consulting (PTY) LTD |
44. | Mohlaje Solutions (Pty) Ltd |
45. | Mortarboard Training Solutions |
46. | Nemalale Eagles Consultancy CC |
47. | New Hope Revival Organisation |
48. | NGM Skills Transfer |
49. | Nkinane Trading Enterprise |
50. | Nonunu Projects |
51. | Nyankwavi Investment CC. |
52. | PFIM Trading (Pty) Ltd |
53. | Pioneer Business Consulting |
54. | PMA Holdings (PTY ) LTD. |
55. | Progressive School of Business and Engineering (Pty) |
56. | PTDEV (Pty) Ltd |
57. | Redefined Skills Training & Development (Pty) Ltd |
58. | SEOPOSENGOE TRAINING CONSULTANCY CC |
59. | Shakaneng Trading |
60. | Siphiwesihle |
61. | Siza Nesu Training and Consultants |
62. | Starplex 489 cc |
63. | Talent Emporium Academy (PTY) Ltd |
64. | Teemil Safety Health and Environmental Consultants PTY LTD |
65. | Tembe Service Providers |
66. | Thando Consulting Services |
67. | The Green Affairs Consulting |
68. | Thubelihle Graduate Institute |
69. | Thusanang Skills & Training |
70. | Timothy Fasheun Group Enviromentors (Pty) Ltd |
71. | TLD Consulting |
72. | Tradesman Consulting and Training Solutions |
73. | Transafric Consulting Pty Ltd |
74. | Tshamutengo General Dealers CC. |
75. | Tshepang Consulting & Project |
76. | Tshwane Training Institute (PTY) LTD. |
77. | TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS |
78. | Umbuso Training Services |
79. | Umqondo Consultancy |
80. | University of Venda |
81. | Ursivox Interactive Systems |
82. | Vhutshilo Health And Training Organisation |
83. | Vumilia Africa Group |
84. | Wildlife and Enviroment Society of South Africa |
85. | World Pace Development and Training Institute |
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. |