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 THAT HAS PASSED THE END DATE: 

Improve environmental education practice through policy development and networking 
SAQA US ID UNIT STANDARD TITLE
13623  Improve environmental education practice through policy development and networking 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2005-11-01  2008-11-01  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-11-01   2012-11-01  

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 
This unit standard is for people working with a high level of independence as environmental education practitioners. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

Environmental education practitioners often work alone or in small departments within organisations. Networking is therefore essential as a means of communication and ongoing professional development. It is also a necessary aspect of environmental education advocacy and action. Candidates at this level will be required to improve their practice through participating actively in relevant environmental education networks. They should also be able to make a meaningful contribution to the environmental education network/s.

Environmental education practitioners will also be required to improve their practice through contributing to environmental policy development at local and or institutional level. This would involve being able to assess policy requirements, plan and develop policy guidelines and critically reflect on the policy development process in the light of own practice.

A person credited with this unit standard will be able to:
  • Identify relevant environmental education networks
  • Make contributions to the environmental education network
  • Draw on experiences gained in the network to improve own environmental education practice
  • Plan and conduct an environmental audit to assess local or institutional environmental policy requirements
  • Develop environmental policy statements and action plans
  • Critically reflect on the process of policy development in the light of own practice 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent.

    This unit standard draws directly on competencies described in the EETDP unit standards for the National Diploma in environmental education, particularly:
  • Participate in and contribute to an environmental education network, committee or working group
  • Demonstrate an understanding of the relevance of policies and conventions to environmental education

    This unit standard assumes that the candidate is a practising environmental educator, or has access to opportunities for applying learning. In order to participate meaningfully in an environmental education network and policy development process, it is likely that the candidate will have achieved the National Diploma in EETDP (NQF Level 5) or demonstrate the RPL equivalent.

    The candidate should work towards this unit standard concurrently with the following Level 6 EETDP
    unit standards:
  • Analyse different perspectives on learning and learning processes
  • Interpret education policy, and apply policy and management principles to own practice
  • Design and review environmental education curricula and programmes
  • Evaluate a variety of environmental education learning support materials
  • Manage and evaluate an environmental education project or programme
  • Demonstrate knowledge of the history, key features and current debates in environmental education
  • Apply critical and systematic knowledge of environmental ethics to a field of work or study
  • Review aspects of environmental legislation in a South African context
  • Critically review socio-economic development issues and processes
  • Plan and conduct assessment of learning outcomes 
    		•

    UNIT STANDARD RANGE 
    The candidate will participate actively in a committee or working group made up of representatives of a number of organisations or stakeholder groups.

    The purpose of the network may include, for example:
  • Development of a collaborative environmental education programme or project
  • Planning and implementation of an environmental campaign, exhibition, conference or workshop

    The candidate will be involved in policy development at a local or institutional level, for example designing a school or office environmental policy, or auditing and planning environmental policy guidelines for a local community activity or institution (eg. a small business or community centre). The scale of the environmental auditing activities should be at an introductory level. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify relevant environmental education networks 
    OUTCOME RANGE 
    The networks could be locally or nationally based, and the candidate should participate actively in locally relevant activities associated with the network on a regular basis (approximately once a month for six months). A member of the network should be available to act as a referee or assessor, as it is unlikely that the candidate's supervisor or tutor will be involved in the network. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies different networks and selects and appropriate network to participate in. 

    ASSESSMENT CRITERION 2 
    2. The candidate clarifies reasons for participating in the network and expected benefits of the experience. 

    ASSESSMENT CRITERION 3 
    3. The candidate identifies own skills and potential opportunities for contributing of the network. 
    ASSESSMENT CRITERION RANGE 
    Minute-taking and administrative (secretary), financial (treasurer), communication (public relations), publications, organising, lobbying, research, working with learner groups etc.
     

    ASSESSMENT CRITERION 4 
    4. The candidate makes contact with the group and offers assistance in a particular area. 

    SPECIFIC OUTCOME 2 
    Make contributions to the environmental education netwrok 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate keeps well-organised records of own contribution to the activities of the network 
    ASSESSMENT CRITERION RANGE 
    Notes and documents pertaining to own role; evidence of attendance and participation; programmes or other documents identifying specific contributions to the activities of the network (e.g. affidavits from the assessor).
     

    SPECIFIC OUTCOME 3 
    Draw on experiences gained in the network to improve own environmental education practice 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate analyses the strengths and weaknesses of his or her contribution to activities of the network. 

    ASSESSMENT CRITERION 2 
    2. The candidate presents a report on own contribution to the activities of the network. 
    ASSESSMENT CRITERION RANGE 
    Include information such as the main activities of the network, purpose of the network, description of own contribution to specific network activities, benefits in terms of communication and professional development, contribution of network to own practice.
     

    ASSESSMENT CRITERION 3 
    3. The candidate identifies how the network may strengthen own current or future practice in environmental education. 
    ASSESSMENT CRITERION RANGE 
    Include perspectives on how own work can contribute to network, and how network can contribute to own work.
     

    SPECIFIC OUTCOME 4 
    Plan and conduct an environmental audit 
    OUTCOME NOTES 
    Plan and conduct an environmental audit to assess local or institutional environmental policy requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies the purpose of environmental auditing. 
    ASSESSMENT CRITERION NOTES 
    Essential embedded knowledge:

    A knowledge of environmental auditing, and how environmental auditing is practiced in different contexts. 
    ASSESSMENT CRITERION RANGE 
    Purpose should be limited to assess environmental policy requirements in local or institutional contexts.
     

    ASSESSMENT CRITERION 2 
    2. The candidate desings or adapts an audit questionnaire. 
    ASSESSMENT CRITERION RANGE 
    Audit questionnaire should be short and to the point, and should be fit for purpose. Existing audit questionnaires can be adapted.
     

    ASSESSMENT CRITERION 3 
    3. The candidate conduct an environmental audit using an audit questionnaire. 
    ASSESSMENT CRITERION RANGE 
    Audit activities should be restricted to local and/or institutional context.
     

    ASSESSMENT CRITERION 4 
    4. The candidate analyses the data collected in the audit to estblish areas for environmental improvements. 

    ASSESSMENT CRITERION 5 
    5. The candidate uses the audit results to make recommendations for local or institutional environmental policy making. 
    ASSESSMENT CRITERION RANGE 
    Recommendations for improvement should be limited to local and/r institutional contexts.
     

    SPECIFIC OUTCOME 5 
    Develop environmental policy statements 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Using audit results, the candidate formulates environmental policy statements for local or institutional context. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of existing local or institutional policies, and the relevance of national and international environmental policies (eg. NEMA, Agenda 21) to local environmental policy development processes. 
    ASSESSMENT CRITERION RANGE 
    Policy statements can include reduction of energy consumption; water consumption; improvement of physical or social environments; improvement of environmental health; improvement of current environmental management practices etc. waste management etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate formulates simple action plans for different policy statements. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of different environmental action possibilities. 
    ASSESSMENT CRITERION RANGE 
    Action plans should be realistic, and easy to achieve in a local or institutional context (eg. recycle paper; monitor energy use; take actions to improve environmental health etc.
     

    SPECIFIC OUTCOME 6 
    Critically reflect on the process of environmental policy development in the light of own practice 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate reports on the process of environmental policy development in local or institutional context. 
    ASSESSMENT CRITERION RANGE 
    Report should include audit results, policy statements, action plans and any information on consultation processes followed.
     

    ASSESSMENT CRITERION 2 
    2. The candidate identifies strengths and weaknesses associated with the environmental policy development process. 

    ASSESSMENT CRITERION 3 
    3. The candidate makes suggestions on how the local or institutional environmental policy development process can be improved. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The essential embedded knowledge will depend on the local and institutional context of the candidate. Where relevant, essential embedded knowledge has been indicated in the assessment criteria. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Explore education and career opportunities. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as a responsible citizen in the life of local, national and global communities. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHE 


    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.
     
    NONE 


    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.