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: 

Process environmental data and organisational information 
SAQA US ID UNIT STANDARD TITLE
123368  Process environmental data and organisational information 
ORIGINATOR
SGB Environmental Sc/Mgt & Waste Mgt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Environmental Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
South Africa is signatory to SADC Treaty and Agenda 21 which commit the government to the development of environmental education and training programmes through supporting educational policy development. This Unit Standard is directly related to fulfilling the national need to implement sound environmental practice.

The Unit Standard equips learners with the technical and organizational elements required to ensure occupational competence, while also supporting the development of skills and knowledge that will enable the individual to perform the supervisory role effectively and with confidence. This Unit Standard will target learners already in the work place or aspiring to enter a work place that requires the following competencies:
  • The salvaging or handling of waste material on a mine (recognised positions not covered by mining qualifications).
  • The maintenance of grounds and facilities, or dealing with waste at power stations (recognised positions not covered by electrical qualifications).
  • Site rehabilitation or preparation (recognised positions not covered by construction qualifications).
  • The environmental management and waste management sectors.
  • Local government environmental practice.
  • Community initiatives with an environmental focus.

    The learner will be able to:
  • Determine data requirements and collect and process data.
  • Organise and monitor the collection, processing and storage of data within my own area of responsibility.
  • Monitor the accuracy and validity of data.
  • Verify data collection processes.
  • Contribute data and information to environmental and organisational management processes.
  • Communicate environmental and organisational information.

    The learner will also know and understand:
  • The need for, and purpose of, data, information and communication in environmental and organisational management.
  • The broader environmental management processes for which the data are required.

    The learner can be assessed against this unit standard in the context of any activity which is related to managing environmental issues, such as:
  • Waste management related activities, eg
    > Materials recovery and buy back centres.
    > Waste reception.
    > Landfill operations.
  • Water course cleaning, care and maintenance.
  • Care of public places, open areas, cultural and natural heritage sites.
  • Maintenance of parks and sports fields.
  • Involvement in community projects and job creation schemes relating to environmental practice.
  • General industrial or extraction, ie activities with an environmental care or improvement focus. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at Level NQF Level 3.
  • Mathematical Literacy at NQF Level 3. 

  • UNIT STANDARD RANGE 
    Processing environmental data includes collecting, processing, verifying, maintaining, storing and communicating environmental data. Activities include conducting operational meetings, gathering and reporting data and information, maintaining information systems to support work, maintaining records, ensuring data storage and archiving (manual, paper-based and/or electronic) within own scope of responsibility.

    Data and communication relates to internal and external organisational structures.

    Environmental data and organisational information would typically include physical data, measurements, outputs, environmental conditions; material lists, specifications; suppliers, service providers, key contacts (eg emergency services); records such as rosters, attendance registers, minutes, reports, operational conditions, job cards, audit reports, leave forms, training records, disciplinary records, log books, maintenance records.

    Work would be performed in accordance with standard operating procedures, organisational standards, work instructions and legal and other relevant requirements.

    Further information on the scope and level of this unit standard is provided by range statements related to the Specific Outcomes. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determine data required for a particular operation or site. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Types of data to be collected and their sources are listed. 

    ASSESSMENT CRITERION 2 
    Criteria for collecting different types of data are described and explained. 
    ASSESSMENT CRITERION RANGE 
    Criteria include but not limited to times and frequency of collection, amount of data required, technical considerations, format, etc.
     

    ASSESSMENT CRITERION 3 
    The purpose of the data is explained. 
    ASSESSMENT CRITERION RANGE 
    Purpose includes the reasons for collecting the data and the use/uses to which data will be put.
     

    SPECIFIC OUTCOME 2 
    Plan and prepare for the collection of relevant data. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data collection processes are planned and implemented and conform to data collection principles and procedures. 
    ASSESSMENT CRITERION RANGE 
    Principles and procedures include environmental principles and organisational requirements.
     

    ASSESSMENT CRITERION 2 
    All relevant data collection equipment is available. 
    ASSESSMENT CRITERION RANGE 
    Maintenance includes calibration of instruments.
     

    ASSESSMENT CRITERION 3 
    Relevant personnel are fully informed about data collection requirements and their understanding is confirmed. 
    ASSESSMENT CRITERION RANGE 
    Confirming understanding includes but is not limited to, coaching and providing feedback to ensure quality of data collection.
     

    SPECIFIC OUTCOME 3 
    Ensure that data is collected as required. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The required types of data are collected in accordance with correct procedures. 

    ASSESSMENT CRITERION 2 
    All collected data is checked and verified. 

    ASSESSMENT CRITERION 3 
    Anomalies in the data are identified and appropriate action is taken. 
    ASSESSMENT CRITERION RANGE 
    Anomalies refers to both faulty data collection and operational irregularities.
     

    SPECIFIC OUTCOME 4 
    Conduct inspections and assessments, record and report results and make recommendations. 
    OUTCOME RANGE 
    Inspections and assessments will include operational, safety, health, environmental and quality inspections and assessments. Assessments will include assessments of own and team member performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Inspections and assessments are carried out at required intervals and in accordance with procedures. 

    ASSESSMENT CRITERION 2 
    Reports are legally and technically correct, are in the appropriate style and format, and present the information clearly. 

    ASSESSMENT CRITERION 3 
    Results are interpreted and justifiable conclusions and recommendations are made. Recommendations are made within the learner's area of responsibility and scope of authority. 

    SPECIFIC OUTCOME 5 
    Ensure that data and information is processed, maintained and stored according to worksite protocols. 
    OUTCOME RANGE 
    Ensure: within the learner's area of responsibility and scope of authority. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data is organised, processed, maintained and stored as required and is available in the correct format. 
    ASSESSMENT CRITERION RANGE 
  • Organised includes analysis of data if required.
  • Processed refers to collating, filing, inputting into electronic systems, etc.
     

  • ASSESSMENT CRITERION 2 
    Information and documents are processed and stored in accordance with requirements. 
    ASSESSMENT CRITERION RANGE 
  • Processed: Filed, copied, bound, distributed, converted, eg from paper to electronic form, summarised, etc.
  • Manual and/or electronic storage and files are organised in a logical, accessible way.
     

  • ASSESSMENT CRITERION 3 
    Data or documentation is readily identifiable and accessible. 

    ASSESSMENT CRITERION 4 
    All required records are kept up to date. 

    SPECIFIC OUTCOME 6 
    Communicate and report environmental and organisational data and information. 
    OUTCOME RANGE 
    Includes but not limited to participating in audits; conducting operational meetings; discussing and explaining data and information; complying with legal framework and operational and organisational requirements; assessing own and team member performance and participating in performance assessment meetings. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant data and information is selected, compiled and presented or reported as required. 
    ASSESSMENT CRITERION RANGE 
  • Reporting is according to agreed legal framework, operational and organisational requirements and worksite protocols.
  • Presented or reported includes responding to requests for information and discussing or explaining issues related to information, data and data collection, performance assessment, etc.
     

  • ASSESSMENT CRITERION 2 
    Interaction with stakeholders is constructive and transparent. 
    ASSESSMENT CRITERION RANGE 
    Interaction with stakeholders includes but is not limited to conducting operational meetings and public participation.
     

    ASSESSMENT CRITERION 3 
    Organisational communications are monitored and processed according to worksite protocols. 

    ASSESSMENT CRITERION 4 
    Data and information is verified before being passed on. 
    ASSESSMENT CRITERION RANGE 
    Passed on: distributed, reported, communicated, presented, etc.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following items reflect the type of knowledge that the assessor will evaluate:

    1. Names & functions of:
  • Data and data collection, maintenance, storage, and communication processes.
  • Audits and audit processes.
  • Stakeholders.
  • Documents, records

    2. Purpose of:
  • Collecting, recording, verifying, processing and reporting data.
  • Monitoring data and data collection.
  • Data collection equipment.
  • Environmental management systems, plans or programmes.
  • Auditing, inspecting and assessing in environmental management.
  • Compliance with regulatory framework.
  • Auditing, inspecting and assessing in relation to own area of responsibility.
  • Effective communication.

    3. Attributes, descriptions, characteristics & properties:
  • Environmental management systems, processes, plans or programmes.
  • Environmental and organisational standards and requirements.
  • Data and data collection tools and requirements.
  • Data collection, recording, verification, processing, storing and communication requirements.

    4. Processes and events:
  • Test equipment breakdown.
  • Data collection processes.
  • Recording, presenting and reporting data and information.
  • Audit processes.
  • Participating in audits.
  • Inspection and assessment processes.
  • Assessing performance.

    5. Causes and effects, implications of:
  • Compliance/non-compliance with the regulatory framework.
  • Adherence/non-adherence to criteria for data collection.
  • Inaccurate or incomplete data.
  • Impact of national and international standards on data and data collection requirements.
  • Data and documents not being available.
  • Inadequate communication.

    6. Procedures and techniques:
  • Verifying/validating collected data.
  • Identifying possible problem areas related to quality of data or collection of data.
  • For conducting inspections and assessments.
  • For participating in audits.
  • For organising and analysing data.
  • For storing and maintaining data.
  • For collecting and presenting data or documentation.
  • Environmental management systems, plans or programmes.
  • For preparing for, conducting and following up on operational meetings.
  • Effective communication.
  • For assessing performance.

    7. Sensory cues:
  • Related to data verification/validation.
  • Related to conducting inspections and assessments.
  • Related to reporting and communicating effectively.

    8. Regulations, legislation, agreements, policies, standards:
  • The regulatory framework.
  • Relevant legislation related to health, safety and the environment and the specific site or nature of the operations.
  • Quality standards.
  • Applicable organisational policies and standards.

    9. Theory: rules, principles, laws:
  • Theory, rules and principles related to collecting, verifying, recording, processing, storing, accessing and communicating data and information.
  • Relevant principles of auditing, inspection and assessment.
  • Relevant environmental theory and principles.
  • Meeting procedures.

    10. Categories:
  • Data.
  • Audits, inspections and assessments.
  • Communication.

    11. Relationships, systems:
  • The relationship between the quality of the data collection, processing and maintenance and the value of the data.
  • The role of data in environmental and organisational management. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Learners identify and solve the following problems:
  • Related to the collection, recording, processing, maintenance and storage of data.
  • Related to verifying/validating data. 

  • UNIT STANDARD CCFO WORKING 
    Learners work effectively with others when they:
  • Organise and monitor activities within own area of responsibility related to collecting, recording, processing, maintaining and storing data.
  • Participate in audits. 

  • UNIT STANDARD CCFO ORGANISING 
    Learners organise and manage themselves and their activities when they:
  • Carry out inspections and assessments at required intervals and in accordance with procedures.
  • Process, maintain and store data.
  • Respond to requests for information appropriately and timeously. 

  • UNIT STANDARD CCFO COLLECTING 
    Learners collect, analyse, organise and critically evaluate information when they:
  • Organise, analyse and interpret collected data.
  • Interpret results of inspections and assessments, draw conclusions and make recommendations. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Learners communicate effectively when they:
  • Compile reports and present information.
  • Discuss and explain issues related to the data and information. 

  • UNIT STANDARD CCFO SCIENCE 
    Learners use science and technology effectively and critically when they:
  • Use appropriate technology to store data.
  • Understand relevant aspects of the science and technology underpinning the collection of the data. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Learners demonstrate an understanding of the world as a set of related systems when they:
  • Describe the impact of the regulatory framework on data collection, processing, maintenance, storage and reporting within own area of responsibility.
  • Describe the role of data in environmental and organisational management. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to assessors

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • 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.
  • Make sure evidence is gathered across the entire range, wherever it applies. 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 learner is able to perform in the real situation.
  • 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.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50309   Further Education and Training Certificate: Environmental Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  LG 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. A.S.A.P Training and Consulting 
    2. Alpha Business Consultants 
    3. Asiphokuhle Training and Research Institute 
    4. Atlegang Training Consulting 
    5. Bantubanye Skills 
    6. Bazalwane Business Partners 
    7. Big Start Training and Development 
    8. Bikologix Projects 
    9. Commitech Consulting 
    10. Cradle Stars Trading Enterprise 
    11. CTC College(PTY) LTD. 
    12. Ditlou Solutions 
    13. Elective Training Institute Enterprise CC 
    14. Escon 
    15. Falcon Business Institute (PTY 
    16. Gauteng Association Of Local Authorities 
    17. Glere Skills and Consultants 
    18. Growth Management Consulting 
    19. Hilmark Trading (PTY) LTD 
    20. Inafrica General Trading Pty LTD 
    21. Isiphephelo Consultants 
    22. Izwelethu Black Diamond 
    23. Jabukile Consultancy 
    24. Josmap Training Institute 
    25. KAGISHO BUSINESS CONCEPTS (Pty) LTD 
    26. Khantsha Projects NPC 
    27. Kuyakhula Development Initiatives 
    28. LETZAA Group 
    29. Londimvelo Consultants 
    30. Magnico Products (PTY) LTD 
    31. Makaota Training Consultants 
    32. Makavila Suppliers CC. 
    33. Makhuba Development Projects CC 
    34. Mamuhle Academy 
    35. Mimosa Business Consultants 
    36. Mission Point Consulting 
    37. MML Consulting CC. 
    38. Mohlaje Solutions (Pty) Ltd 
    39. MUHANGWENE DEVELOPMENT ENTERPRISE 
    40. Nalengmokoni Investors (Pty) Ltd 
    41. NEDTEX73 
    42. New Hope Revival Organisation 
    43. Nonunu Projects 
    44. Pioneer Business Consulting 
    45. PMA Holdings (PTY ) LTD. 
    46. POTCH - UTC (PTY) LTD 
    47. Progressive School of Business and Engineering (Pty) 
    48. PTDEV (Pty) Ltd 
    49. PWI CORPORATE TRAINING PTY LTD 
    50. Reflections Development Institute 
    51. Shakaneng Trading 
    52. SIZA NESU TRAINING AND DEVELOPMENT 
    53. Skills Fly Consulting Group Pty Ltd 
    54. South African ABET Development Agency SAADA 
    55. South West Gauteng College - Molapo Campus 
    56. Talent Centre Training 
    57. Talent Emporium Academy (PTY) Ltd 
    58. Tembe Service Providers 
    59. Thando Consulting Services 
    60. The Crimson CO CC. 
    61. Thubelihle Graduate Institute 
    62. Tovani Traiding 299 
    63. Tradesman Consulting and Training Solutions 
    64. Transafric Consulting Pty Ltd 
    65. Tshamutengo General Dealers CC. 
    66. Tshepang Consulting & Project 
    67. Tshwane Training Institute (PTY) LTD. 
    68. TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS 
    69. Ubuqhawe Consulting (Pty) Ltd 
    70. Umbuso Training Services 
    71. Umfolozi FET College 
    72. Vicmat Consultants 
    73. Vumilia Africa Group 
    74. WEINVEST INVESTMENT CC 
    75. World Pace Development and Training Institute 
    76. Zerben Management Solutions 



    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.