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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Explain the relationship between society, environment and development 
SAQA US ID UNIT STANDARD TITLE
115483  Explain the relationship between society, environment and development 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
10229  Discuss development, utilisation and management of human and natural resources  Level 1  NQF Level 01  4   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for learners who would like to improve themselves and their environment by developing an understanding of the relationship between society and the environment and how development and resources impact on sustainability. The learner will be able to develop skills to act as a responsible citizen by engaging with geographical and historical issues, both locally and globally.

A person credited with this Unit Standard is capable of:
  • Explaining the concepts of sustainable, unsustainable, developed, developing, change and progress with reference to society, the environment and resources.
  • Discussing human and natural resources and the need for their sustainable use.
  • Demonstrating knowledge and understanding of the relationship between society and environment.
  • Suggesting solutions to manage an environment or social problem in a sustainable way. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Language and communication at ABET Level 3. 
    		•

    UNIT STANDARD RANGE 
    Natural environment includes water, air, land, fauna, flora and sunlight.

    This Unit Standard is intended for learners who have life experience to make independent judgements using a range of enquiry skills and techniques appropriate to engaging with issues relating to the relationship between society, environment and development. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the concepts of sustainable, unsustainable, developed, developing, change and progress with reference to society, the environment and resources. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The terms sustainable and unsustainable are explained in relation to the environment with specific examples from the local and global context. 

    ASSESSMENT CRITERION 2 
    The terms developed versus developing are explained in relation to economic and social factors with specific examples from Africa and the global context. 

    ASSESSMENT CRITERION 3 
    The terms change and progress are explained in relation to development issues in the local and global context. 

    SPECIFIC OUTCOME 2 
    Discuss human and natural resources and the need for their sustainable use. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Types of resources are identified and discussed in relation to specific needs in daily life. 
    ASSESSMENT CRITERION RANGE 
    Daily life refers to industry, society, personal, environment, global.
     

    ASSESSMENT CRITERION 2 
    Reasons for sustaining natural resources are discussed and compared with present and past practices. 

    ASSESSMENT CRITERION 3 
    Factors that influence the use of resources are identified and described using urban and rural contexts. 
    ASSESSMENT CRITERION RANGE 
    Factors include culture, location, economy, globalisation, and technology.
     

    ASSESSMENT CRITERION 4 
    The effect of using resources irresponsibly is explained within the local context. 

    ASSESSMENT CRITERION 5 
    Access to and distribution of resources is discussed in relation to inequalities in the South African context. 
    ASSESSMENT CRITERION RANGE 
    Factors include location, education, technology and poverty.
     

    SPECIFIC OUTCOME 3 
    Demonstrate knowledge and understanding of the relationship between society and environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The terms society and environment are explained with examples from the South African context. 

    ASSESSMENT CRITERION 2 
    An awareness and understanding of the dynamic and interdependent relationship between society and the environment is demonstrated with examples. 
    ASSESSMENT CRITERION RANGE 
    This understanding includes ecosystems, values, attitudes, perceptions, indigenous knowledge systems, Government environmental policy and legislation, globalisation, technology.
     

    ASSESSMENT CRITERION 3 
    The impact of development on the natural environment is explained with reference to local, global and own contexts. 
    ASSESSMENT CRITERION RANGE 
    At least 2 examples of the impact of the global development on natural development should be provided.
     

    ASSESSMENT CRITERION 4 
    The impact of development on the natural environment is explained by explaining the tension between human development and nature conservation. 

    SPECIFIC OUTCOME 4 
    Suggest solutions to manage an environment or social problem in a sustainable way. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Factors that have contributed to unequal access to resources, employment and inequalities in the population of South Africa, are identified according to present and past conditions. 

    ASSESSMENT CRITERION 2 
    A social or environmental issue is identified in the local context by explaining its impact on the community and the local environment. 

    ASSESSMENT CRITERION 3 
    A variety of strategies are explained and a plan of action is designed in order to achieve a sustainable solution to the social or environmental issue in the local context. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.
  • The assessor will be accredited and have a relevant qualification and/or be a subject matter expert in this learning area.
  • The learner can be assessed against this Unit Standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation and external moderation will be conducted.
  • An assessor, accredited by the relevant ETQA in the learning area, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all learners will have equal opportunities.
  • Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • Environmental protection agencies and organizations globally, nationally and locally.

    Purpose of:
  • Local development.
  • Global development.

    Cause and effect, implications of:
  • Development.
  • Human resources.
  • Natural resources.
  • Natural/Physical environment.

    Procedures and techniques:
  • Explain concepts of society, environment and development.

    Theory, rules, principles, laws:
  • Environmental policy and legislation.
  • International agreements.
  • South African Constitution.

    Relationships, systems:
  • Statutory and non-statutory environmental agencies and organizations globally, nationally and locally. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • The learner is able to solve problems and make decisions in assessing in determining how resources could be used in a sustainable manner.
  • The learner is able to solve problems and make decisions in assessing in determining how personal development and natural resources could be simultaneously advanced. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • The learner is able to participate as a responsible citizen by proposing sustainable use of human and natural resources. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • The learner is able to participate as a responsible citizen by demonstrating sustainable use of resources in pursuing personal development needs and goals. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Society and the natural environment.
  • The various impacts of development on the natural environment.
  • Human and natural resources and the sustainable use of such resources.
  • Sustainable use of such resources. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Engaging in different modes of communication in order to explain the relationship between society and the natural environment. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • The interdependence of society and the natural environment requires the learner to see the world as a set of related systems. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 10229, "Discuss development, utilisation and management of human and natural resources", ABET Level 4, 4 credits.

    Supplementary Information:

    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  UMALUSI 
    Elective  49556   National Certificate: Development Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP 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. Aubrey Nyiko Business Enterprise cc 
    2. College of Cape Town - Athlone Campus 
    3. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    4. Leronsa Trading Enterprise 
    5. Northlink College 
    6. People Upliftments t/a POPUP Upliftment 
    7. Professional Development and Training Institute (Pty) Ltd 
    8. SEOPOSENGOE TRAINING CONSULTANCY CC 
    9. South Cape Public FET College - George Campus 
    10. South West Gauteng Tvet College 
    11. Tembe Service Providers 
    12. Visionary Skill Academy 


    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.