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

Analyse a range of environmental issues and propose appropriate educational responses for different contexts 
SAQA US ID UNIT STANDARD TITLE
13655  Analyse a range of environmental issues and propose appropriate educational responses for different contexts 
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 5  Level TBA: Pre-2009 was L5  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
2026-06-30   2029-06-30  

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 
This unit standard is for people working independently as environmental education practitioners in a structured environment. 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.

Candidates at this level will be required to develop original environmental learning programmes and to take action to address environmental issues. The skills of analysing environmental issues and recommending appropriate educational responses are therefore highly relevant at this level.

A person credited with this unit standard will be able to:
  • Analyse a range of environmental issues and risks
  • Suggest educational responses to these environmental issues or risks that are appropriate in different contexts 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Diploma in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    This unit standard assumes competence in a number of level 4 Certificate and most of the level 5 Certificate EETDP unit standards, including:
  • Demonstrate knowledge of environmental systems and ecology
  • Identify and describe learning processes
  • Identify and support learners with special needs
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts
  • Select, plan and adapt a contextually-relevant environmental learning programme
  • Implement and evaluate an environmental learning programme
  • Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids
  • Network broadly in order to source information and support around a key environmental issue
  • Research and analyse a local environmental issue in terms of principles of environmental justice and sustainability
  • Apply appropriate social protocols in the workplace and community
  • Demonstrate a general understanding of the environmental crisis and of people-environment relationships
  • Review a variety of approaches to learning, teaching and evaluation

    The candidate should work towards this unit standard concurrently with the following Level 6 EETDP unit standards:
  • Design, organise and critically evaluate an original environmental learning programme
  • Critically evaluate a range of environmental learning programmes in different contexts
  • Develop original learning support materials for an environmental learning programme
  • Manage a learning environment appropriately for a learner group
  • Develop learning programmes to enhance participation of learners with special needs
  • Demonstrate an understanding of the relevance of policies and conventions to environmental education
  • Investigate options for improved environmental management and sustainable living 
    		•

    UNIT STANDARD RANGE 
    The environmental issues analysed can be at any level, from local to global. As in the case of unit standard EE 5C.06 (Research and analyse an environmental issue in terms of principles of environmental justice and sustainability and recommend possible solutions), the candidate should consider the nature, causes and effects of the issue, as well as stakeholder interests. Environmental issues should be analysed from biophysical, social, political and economic points of view.

    The candidate should analyse and propose responses to at least three different environmental issues. At this level, the candidate should consider a broader range of issues than at level 5, and should be able to draw on a deeper understanding of global factors influencing environmental issues and risks.

    In the case of each issue, the candidate should propose educational responses that are appropriate in at least two different contexts. These may vary in terms of learner profiles, learning environments and organisational contexts.

    The educational responses may be produced as brief outlines of plans with justifications for choices. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse a range of environmental issues and risks 
    OUTCOME RANGE 
    Choose at least three different issues covering a range of local, national and global issues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate analyses each environmental issue, explaining its nature, causes and effects in terms of the principles of sustainable living. 

    ASSESSMENT CRITERION 2 
    2. The candidate analyses each environmental issue, clarifying a range of stakeholder interests. 

    SPECIFIC OUTCOME 2 
    Suggest educational responses to these environmental issues or risks 
    OUTCOME NOTES 
    Suggest educational responses to these environmental issues or risks that are appropriate in different contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Given a range of contextual profiles, the candidate develops educational responses to each environmental issue. 
    ASSESSMENT CRITERION RANGE 
    Choose at least two contexts per environmental issue.
     

    ASSESSMENT CRITERION 2 
    2. The candidate outlines briefly the proposed educational responses to each environmental issue, providing an indication of the methods, approaches and plans. 

    ASSESSMENT CRITERION 3 
    3. The candidate justifies the proposed educational responses, demonstrating understanding of theory in practice (praxis). 


    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 following essential embedded knowledge will be assessed through assessment of the specific outcomes, in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • The holistic nature of environmental issues
  • Principles of sustainable living
  • Environmental education principles and methods
  • Understanding of social protocols
  • Knowledge of context
  • Learning theories 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    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 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Be culturally and aesthetically sensitive across a range of social contexts. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  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. DELTA ENVIRONMENTAL CENTRE NPC 
    2. Environment and Language Education Trust 


    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.