SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Demonstrate knowledge of the history, key features and current debates in environmental education

SAQA US ID	UNIT STANDARD TITLE
13630	Demonstrate knowledge of the history, key features and current debates in environmental education
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	6
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.

Environmental issues are often contextual and contested. This means that perceptions about environment vary from context to context and will require different educational responses. Environmental education practices are therefore not universally applicable. At this level, candidates should demonstrate critical knowledge and understanding of the history and context within which key events, trends and current debates in environmental education have evolved. They should be able to apply this understanding to their context and practice.

This unit standard requires candidates at this level to be critical of past and current environmental education practice and to change and adapt their practice accordingly. Learning from their context and the experience of others (past and present) will enable them to contribute to current debates from an informed perspective. They should be able to reflect on, and justify their own positions while keeping an open mind to modify their own opinions, drawing on new information and experience.

A person credited with this unit standard will be able to:

Review key global events and their influence on environmental education practice

Explain how current environmental education practice is influenced by the history of environmental education in the South African context

Critically evaluate key trends and debates in environmental education in relation to 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:

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 make informed decisions about their practice drawing on a knowledge of the history and key debates in the field of environmental education, 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

Improve environmental education through policy development and networking

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

Key events and debates should focus on global events such as the Rio Earth Summit, the World Summit on Sustainable Development, the Stockholm Conference, and the Tbilisi and Thessaloniki Conferences on Environmental Education, and should include events of significance to Africa in particular such as the Pan African Conferences on environment.
This unit standard is meant to provide a broad overview of international and national developments influencing environmental education practice. Candidates at this level should not concern themselves too much with the finer details of these developments.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Review key global events and their influence on environmental education practice

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate finds relevant information on global environmental conferences, declarations, conventions and international agreements relating to the environmental crisis.

ASSESSMENT CRITERION RANGE

Include start of environmental movement, most well known international environmental conferences (for example Stockholm, Rio Earth Summit, JHB World Summit on Sustainable Development); Conventions (for example convention to combat desertification, Biodiversity convention; CITES etc.).

ASSESSMENT CRITERION 2

2. The candidate identifies key debates associated with these conferences, declarations, conventions and international agreements.

ASSESSMENT CRITERION RANGE

To include major outcomes or directions, not finer details (for example the international focus on environment and development issues at the Rio Earth Summit; the focus on environment, development, globalisation and poverty alleviation at the WSSD etc.).

ASSESSMENT CRITERION 3

3. The candidate explains implications of these debates for environmental education practice.

ASSESSMENT CRITERION NOTES

Embedded knowledge:

Knowledge of different educational methods and approaches.

ASSESSMENT CRITERION RANGE

The candidate should be able to explain the implications of at least three major international conferences, declarations, conventions or international agreements (as outlined above) for environmental education practice (e.g. how has the biodiversity convention influenced environmental education practice in conservation contexts? How has the Rio Earth Summit influenced environmental education practice?)
Should include the way in which changes in thinking have influenced environmental education methods and approaches.

SPECIFIC OUTCOME 2

Explain how current environmental education practice is influenced

OUTCOME NOTES

Explain how current environmental education practice is influenced by the history of environmental education in the South African context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate reviews historical trends and key events in South African environmental education practice.

ASSESSMENT CRITERION RANGE

Could include: conservation education, environmental justice and health education, environmental education policy and curriculum processes, associations, institutional influences, international links and key debates.

ASSESSMENT CRITERION 2

2. The candidate identifies current trends in South African environmental education practice.

ASSESSMENT CRITERION RANGE

current trends in different contexts for example: curriculum development, environmental education policy development; conservation education; environmental justice and environmental health contexts; environmental management contexts.

ASSESSMENT CRITERION 3

3. The candidate explains how current trends have been influenced by historical developments in environmental education practice in South Africa.

ASSESSMENT CRITERION RANGE

Explanations can be limited to a specific context (for example formal education; conservation education etc.).

SPECIFIC OUTCOME 3

Critically evaluate key trends and debates in environmental education in relation to own practice

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate draws on environmental education goals, principles and trends and relate these to own practice.

ASSESSMENT CRITERION NOTES

Embedded knowledge:

Knowledge of international principles, national policies and goals for environmental education; international and local trends and key debates.

ASSESSMENT CRITERION RANGE

Draw on international principles, national goals and policies, international and local trends and key debates of relevance to own practice.

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 is 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.

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