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: 

Take action to address an environmental issue 
SAQA US ID UNIT STANDARD TITLE
13656  Take action to address an environmental issue 
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  12 
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.

Environmental education practitioners are required to encourage others to take action to address environmental issues; this unit standard is therefore designed to provide an opportunity for practitioners to gain experience in responding actively to an environmental issue or risk.

A person credited with this unit standard will be able to:
  • Identify and assess an environmental issue
  • Develop an action plan
  • Implement the action plan
  • Report and reflect critically on the process of addressing an environmental issue 
    		•

    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 and 5 EETDP unit standards, including:
  • Demonstrate knowledge of environmental systems and ecology
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts
  • 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 and recommend possible solutions
  • Apply appropriate social protocols in the workplace and community
  • Demonstrate a general understanding people-environment relationships and current environmental challenges

    The candidate should work towards this unit standard concurrently with the following Level 5 EETDP unit standards:
  • Analyse a range of environmental issues and propose appropriate educational responses for different contexts
  • Manage a learning environment appropriate for a learner group
  • 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 
    This unit standard builds on the foundation laid by other unit standards at levels 4-5 that focus on researching, analysing and responding to environmental issues and risks (see above). Whereas at level 4 the candidate was required to participate in an existing environmental action project, at this level the candidate is required to take responsibility for organising the action project. The candidate may choose to take action to address an issue that she or he researched during completion of unit standards.

    This should be a significant project, the implementation of which may take place throughout the course of a year. It should result in some demonstrable environmental improvements.

    Environmental issues are complex and their political nature may in some cases make it difficult for a relatively junior environmental education practitioner to make a significant impact. The choice of issue (or aspect of an issue) should therefore be carefully considered, ensuring that there is a good chance that the candidate will be able to make a significant impact.

    Depending on the focus and scope of the environmental issue, this unit standard may either be achieved by means of an individual or group action project. Individual projects may, for example, result in some significant change to one's own environmental actions; group projects are likely to have a wider impact.

    The environmental issue may be tackled at a local, national or even global level, depending on the approach chosen. For example, one group may undertake a project to address an environmental issue in the local community or school, while another may work at a more 'global' level, initiating an advocacy campaign using the Internet. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and assess an environmental issue 
    OUTCOME RANGE 
    This may be an individual or group project. If a group project is undertaken, the role of the individual candidate must be clearly documented. It is important that candidate(s) identify an environmental issue or aspect of an issue that can be effectively addressed within the constraints of their particular context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies an environmental issue or risk that she or he is likely to be able to address meaningfully, and about which she or he is concerned. 

    ASSESSMENT CRITERION 2 
    2. The candidate conducts an initial assessment or audit of the issue and its context. 
    ASSESSMENT CRITERION RANGE 
    Uses interviews, observations, information from the media, journals, books or the Internet, etc. Information on stakeholders, the context, causes and effects.
     

    ASSESSMENT CRITERION 3 
    3. The candidate identifies an aspect of the issue that is feasible to address, given constraints of the context and identifies a possible role to play in addressing that aspect of the issue. 
    ASSESSMENT CRITERION RANGE 
    Constraints may include time and resources available, candidate's status and influence, organisational support, social protocols.
     

    ASSESSMENT CRITERION 4 
    4. The candidate describes the issue, indicating an understanding of its scope, causes and effects, stakeholder interests, etc. 

    SPECIFIC OUTCOME 2 
    Develop an action plan 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate conducts the necessary research and consultation to produce a plan of action. 
    ASSESSMENT CRITERION RANGE 
    Consults with colleagues, supervisors, stakeholders; Fulfils own information needs identified during the initial audit.
     

    ASSESSMENT CRITERION 2 
    2. The action plan is realistic, practical and clear and shows evidence of thorough research and consultation. 
    ASSESSMENT CRITERION RANGE 
    States goals, responsibilities, actions, time frames, resources required, etc. Provides necessary background information.
     

    ASSESSMENT CRITERION 3 
    3. The candidate ensures that the resources, permission and support necessary to implement the action plan are in place. 
    ASSESSMENT CRITERION RANGE 
    Institutional, collegial and other stakeholder support, sponsorship or funding, contracts or terms of reference (if project is funded), reporting systems, administrative systems.
     

    SPECIFIC OUTCOME 3 
    Implement the action plan 
    OUTCOME RANGE 
    Environmental action takes many forms and may include individual lifestyle choices and action (e.g. recycling, food gardening, resource conservation), community action, advocacy, education and campaigning. Possible areas of action are also wide-ranging, including, among others, natural resource management, consumer education, waste management and poverty alleviation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate takes action individually or in a group to implement the environmental action plan. 

    ASSESSMENT CRITERION 2 
    2. The candidate works effectively with colleagues and other stakeholders. 

    ASSESSMENT CRITERION 3 
    3. The candidate keeps records of action and progress. 
    ASSESSMENT CRITERION RANGE 
    Journal, minutes of meetings, correspondence, networking lists, financial records, publicity, photographs, information.
     

    ASSESSMENT CRITERION 4 
    4. The candidate submits accurate and thorough project reports when required. 
    ASSESSMENT CRITERION RANGE 
    Progress, financial, reflective reports.
     

    ASSESSMENT CRITERION 5 
    5. The candidate reflects on progress and adapts plans based on experience. 

    SPECIFIC OUTCOME 4 
    Report and reflect cirtically on the process of addressing an environmental issue 
    OUTCOME RANGE 
    Even though the candidate may be careful to outline an achievable project, circumstances outside his or her control may make it impossible to achieve the project's goals and demonstrate environmental improvement. Assessors should therefore take account of how the candidate managed the project and what she or he learned from the experience, rather than basing the entire assessment on the outcomes of the project. The candidate should not be penalised if reasons for the lack of environmental improvement were outside his or her sphere of influence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The report compares initial plans with the actual project and explains reasons for changes and unintended outcomes. 

    ASSESSMENT CRITERION 2 
    2. The report describes environmental improvements resulting from the action project. 

    ASSESSMENT CRITERION 3 
    3. The report reflects critically on the process of implementing an environmental action project, drawing on environmental education theory and understanding of environmental issues. 

    ASSESSMENT CRITERION 4 
    4. The report describes what the candidate learned through the project. 


    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.
  • Conducting an environmental audit
  • Specific knowledge of the environmental issue and stakeholder interests
  • Developing an action plan
  • Knowledge of procedures and protocols
  • Report writing
  • Basic financial accounting
  • Action research approach to project implementation
  • Principles of sustainable living
  • The nature and scope of environmental issues
  • Knowledge of context 
    		•


    Critical Cross-field Outcomes (CCFO): 

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

    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 SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

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

    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 


    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.