|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|
|Further Education and Training Certificate: Professional Hunting|
|SAQA QUAL ID||QUALIFICATION TITLE|
|58930||Further Education and Training Certificate: Professional Hunting|
|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|
|Further Ed and Training Cert||Field 01 - Agriculture and Nature Conservation||Nature Conservation|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||133||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|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|
The Further Education and Training Certificate: Professional Hunting, addresses the skills and competencies enabling qualifying, licensing and registration as a Professional Hunter to access employment opportunities in the hunting environment in South Africa.
The professional hunter is both an ambassador for the country and the provider of a business service, and the purpose of the qualification is to equip learners with the knowledge, skills, values and qualities to successfully fulfil these roles.
After successful completion of this qualification learners will be able to:
The Professional Hunting industry is characterized by the delivery of hunting services to national and international clients and contributes significantly to the country's foreign exchange earnings, a contribution in access of R 800 million per annum.
The Professional Hunting sector requires standardization of training and development in order to register with relevant Professional Hunting Bodies and training against a recognized qualification is embedded in the Firearms Control Act as a requirement. In addition to this legislation, the sector is furthermore regulated by Nature Conservation legislation in terms of protected species. The acquiring of recognized skills and abilities is therefore required by the sector in order to meet legislative requirements and to remain profitable in order to increase growth and job opportunities.
This qualification enables the qualifying learner to ensure that every aspect of a hunting experience is carried on within the parameters of the law. It focuses strongly on the rejection of unethical hunting practices, and promotes awareness of the conservation of the natural environment. In addition the qualification encompasses learning programmes that has come to be the accepted standard for licensing new professional hunters in the industry.
The qualification is designed to provide the skills and abilities for people who are both experienced recreational plains game hunters required to register for this purpose but will also enable progression from dedicated hunter to professional hunter status for individuals following a career path in this sector. Training and development to address access and redress in this sector where transformation is not yet evident will also be enabled by this qualification.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners accessing this qualification:
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.
RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.
Access to the qualification:
There is access to any learner who complies with the learning assumed to be in place or equivalent competencies and is in possession of a valid firearm license. It is required that learners are able to arrange for assessment whilst conducting a professional hunting experience.
|RECOGNISE PREVIOUS LEARNING?|
|To complete this qualification the learner must have 56 Fundamental, 67 Core and a minimum of 10 credits from the Elective category to total 133 credits.|
|EXIT LEVEL OUTCOMES|
|1. Operate in a Professional Hunting environment.
2. Interact with clients.
3. Execute a hunting experience with clients.
Critical Cross-Field Outcomes:
The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Exit Level Outcomes and Associated Assessment Criteria of the qualification:
Identify and solve problems:
Collect, analyse, organise, and critically evaluate information:
Understand the world as a set of related systems:
Organise and manage own activities:
Work in a team:
Maintain effective working relationships:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Applicable legislative requirements and boundaries are identified and maintained as they apply to the Professional Hunting environment.
1.2 Weapons are handled and maintained in accordance with legislative, safety and operational requirements.
1.3 Ethical principles and time-honoured traditions are applied as they pertain to the Professional Hunting environment.
1.4 Health and safety principles and standards are maintained as they apply to the Professional Hunting environment.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Factors impacting on clients are identified and explained as they apply to their participating in a professional hunting experience.
2.2 Communication skills are used effectively when interacting with clients.
2.3 Client interaction is performed to ensure good service as it applies to the hunting experience.
2.4 Client arrival and departure are concluded according to operational requirements.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Clients and hunting staff are briefed with regard to logistical concerns and contingencies that arise as it applies to the hunting experience.
3.2 The hunting experience is executed with clients according to logistical arrangements as well as legislative, safety and operational requirements.
3.3 Wildlife behaviour is correctly interpreted for the purpose of the hunting experience.
3.4 Tracking skills are effectively employed in the pursuit of huntable trophy wild animals.
3.5 Hunting trophies are appropriately dealt with in the process of being skinned, handled, treated and dispatched.
3.6 The hunting experience is concluded according to operational requirements.
Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
The assessment may require assessment methods, which take evidence generated during on-the job activities into account. Because assessment practices must be open, transparent, fair, valid and reliable; ensuring that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term, integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, and foundational competencies should be assessed.
Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way.
Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA.
|Although hunting activities and practices take place in many parts of the world, International comparison for the Further Education and Training Certificate: Professional Hunting was challenged by the following factors:
Within the context of the above - the general lack of suitable comparisons, as well as the fact that the range of species hunted in South Africa and the hunting environment in South Africa are unique, comparison in terms of best practices was concluded mainly against professional and amateur hunting qualifications in the United States of America. (Amateur hunting qualifications in South Africa are administered by the major local hunting associations, and have been duly considered).
Two specific training programmes were used for comparison:
The First qualification involves the following learning components:
The second qualification incorporates:
The Envisaged FETC: Professional Hunting compares well in terms of the inclusion of fire-arms proficiency and handling, the maintaining of safety, ethics and traditions and wildlife behaviour also compares well. As can be expected, the wildlife and conservation component within a South African context is obviously larger due to the larger diversity of available species for trophy hunting. The South African qualification also places a bigger emphasis on legislative requirements due to the South African requirements in this regard.
Pennsylvania Game Commission Education Programme:
The Pennsylvania Game Commission Education Programme was compared. The programme consists of a series of shorter learning programmes incorporating:
The envisaged South African qualification compares well in terms of:
In addition the South African qualification also focuses on:
The South African qualification compares very well with international qualifications in terms of general contents.
Qualifications scrutinized in some instances focus on first aid, which is not included in the South African qualification. Duration of international learning interventions are much shorter in most instances, making the South African qualification more comprehensive in terms of the depth of learning and application achieved. This is obviously necessary within the context of the larger scope of available species as well as the uniqueness of the hunting terrain from a South African perspective.
The most common areas that are shared when conducting a comparison are certainly an emphasis in terms of human well-being and safety as well as concerns for conservation and the welfare of wildlife. In terms of the latter, comparison is on par. The specific practical focus of the South African qualification in comparison with a high focus on theoretical assessment in some of the international qualifications is seen as an advantage.
South Africa's substantial biodiversity offers in excess of 30 species, including the big five, in comparison with European Countries (For example: Norway - four species and Germany - five species). In addition, the conditions of hunting within a South African context are also unique in terms of the African Savanna and plains in which hunting takes place. When comparing the unique position, biodiversity and landscape accessed by the South African Professional Hunter it is not far-fetched to consider South Africa as a leader in this field.
|This Qualification provides the following articulation opportunities:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing a learner, against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|In the event that a learner wishes to expand their scope to the hunting of dangerous game, the following three elective unit standards become compulsory:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||246418||Assess and record the quality and size of a trophy animal||Level 4||NQF Level 04||9|
|Core||246422||Comply to current Legislation impacting on hunting||Level 4||NQF Level 04||6|
|Core||246416||Demonstrate an understanding of ethics and traditions pertaining to the hunting of wild animals||Level 4||NQF Level 04||4|
|Core||246413||Hunt wild animals with a client||Level 4||NQF Level 04||13|
|Core||246421||Interpret wildlife behaviour for hunting||Level 4||NQF Level 04||10|
|Core||246419||Manage and maintain weapons for hunting||Level 4||NQF Level 04||4|
|Core||9243||Monitor occupational health and safety||Level 4||NQF Level 04||8|
|Core||8551||Oversee arrival and departure of customers||Level 4||NQF Level 04||3|
|Core||246414||Provide instruction to clients and hunting staff||Level 4||NQF Level 04||4|
|Core||246412||Skin, handle, treat and dispatch hunting trophies||Level 4||NQF Level 04||6|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119466||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||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||7484||Describe, represent, analyse and explain changes in shape and motion in 2- and 3-dimensional space with justification||Level 4||NQF Level 04||4|
|Fundamental||119470||Evaluate literary texts||Level 4||NQF Level 04||5|
|Fundamental||119461||Make and motivate judgements on selected literary texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||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||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||115409||Assist with tasks related to marketing, market research and promotions||Level 4||NQF Level 04||7|
|Elective||8553||Operate in a business||Level 4||NQF Level 04||4|
|Elective||246415||Plan a dangerous game hunt||Level 4||NQF Level 04||10|
|Elective||246420||Plan a recreational hunting experience||Level 4||NQF Level 04||15|
|Elective||246417||Pursue a dangerous game quarry||Level 4||NQF Level 04||10|
|Elective||9242||Analyse external factors influencing people who have special needs||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||8665||Lead a team||Level 5||Level TBA: Pre-2009 was L5||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.