Advanced Certificate in Nature Conservation in Trans-Frontier Conservation Management

Purpose

This qualification is aimed at individuals, who have been identified and earmarked for personal development and career advancement into management positions, based on their technical expertise and leadership abilities in their country of origin.

The qualification addresses competencies required for managerial positions within the conservation environment, associated which positions such as:

• Reserve Managers.
• Section Rangers.
• Game Wardens.
• Senior Field Ranger.
• Senior Wildlife Officers.
• Ranger - operations.
• Ranger - extension.

Learners qualifying with this qualification will be able to apply conservation principles in the management of trans-frontier conservation areas in order to facilitate the understanding of conservation/environmental issues and promote compliance with conservation legislation.

The qualification focuses on

• Developing conservation management skills and knowledge required for trans-frontier conservation application.
• The adherence of conservation practices applied within the SADC region to sound principles drawn from knowledge of biodiversity management, natural resources protection, community-based natural resources management, and resource economics skills.
• Developing the skills and competencies required for environmental development planning from an integrated trans-frontier conservation perspective.
• The management of natural resource or protected areas according to an integrated management approach.
• The effective supervision and management of staff responsible for operational activities.
• The effective management and communication with communities interacting with and in the natural resource or protected area.
• Preparing learners in this area of operation to access further career options and specialisation through training and education in conservation management at a strategic level.

A qualifying learner who has achieved this qualification will be able to

• Determine the application of conservation practices in relation to Trans-frontier conservation objectives.
• Develop management plans to support the effective operation of a Nature Conservation unit or area.
• Manage a conservation implementation plan according to organisational requirements.
• Report on the effectiveness of implementation.

Rationale

The nature of conservation within the context of the Southern African Development Countries (SADC) is evolving to enable the integration and opening up of artificial boundaries previously associated with conservation areas. Through the working relationships established through trans-frontier conservation initiatives, it is becoming more and more important to enable a consistent shared approach to matters concerning conservation.

The sustainable utilisation, conservation and protection of the natural environment and resources require an integrated and holistic management approach. Effective management within trans-frontier conservation areas promotes both natural environment issues and cooperation with stakeholders including local communities.

Natural resources conservation challenges and objectives in the SADC region is the joint responsibility of countries including:

• South Africa.
• Mozambique.
• Zambia.
• Zimbabwe.
• Malawi.
• Botswana.
• Swaziland.
• Namibia.
• Lesotho.

The effective management of the dynamics of trans-frontier conservation areas has particular importance from the perspective of retaining our shared African heritage. The effective utilisation of this resource as a major and increasingly important tourism attraction contributes to and promotes economic sustainability across SADC.

It is assumed that learners accessing this qualification are competent in

• Communication at NQF Level 5.
• Mathematical Literacy at NQF Level 4.

Recognition of Prior Learning

This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.

A Recognition of Prior Learning process may also be used to credit learners with modules in which they have developed the necessary competency as a result of workplace and experiential learning.

Recognition of Prior Learning may also be used by learners who do not meet the access requirements to gain access to the Qualification.

Learners submitting themselves for Recognition of Prior Learning should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

Access to the Qualification

There is access to any learner who is in possession of a nature conservation qualification at NQF Level 5 It is required that learners are able to arrange for assessment in the relevant simulated or workplace environment in a nature conservation environment.

The qualification is made up of Fundamental and Core Components. No Elective component is provided. The qualification will be awarded to learners who have met competence requirements as detailed in the Exit Level Outcomes and Associated Assessment Criteria of the qualification.

Learners are required to

• Complete all fundamental components (30 Credits).
• Complete all core components (90 Credits).

The Fundamental Component consists of the following

• Research skills, 10 Credits.
• Financial Management, 10 Credits.
• Human Resources Management, 10 Credits.

Total credits for Fundamental Component: 30 Credits.

The Core Component consists of the following

• Tourism, 10 Credits.
• Trans Frontier Conservation Activities, 10 Credits.
• Natural Resources protection, 10 Credits.
• Biodiversity Management, 10 Credits.
• Community Based Natural Resources Management, 10 Credits.
• Resource Economics, 10 Credits.
• Environmental Development Planning, 10 Credits.
• Catchment Management, 10 Credits.
• Land Use Planning, 5 Credits.
• Geographical Information Systems, 5 Credits.

Total credits for Core Component: 90 Credits.

Total credits for the qualification: 120 Credits.

1. Determine the application of conservation practices in relation to Trans-frontier conservation objectives.
2. Develop a management plan to support the effective operation of a Nature Conservation unit or area.
3. Manage implementation plans according to organisational requirements.
4. Report on the effectiveness of implementation.

Critical Cross-Field Outcomes

The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Exit Level Outcomes and Associated Assessment Criteria of the qualification:

• The maintaining of effective communication is supported in the application of environmental development planning and the management of resources such as personnel within the operational conservation environment.
• The identification of trans-frontier nature conservation management issues and challenges relates to the identification and solving of problems relating to the nature conservation environment.
• The collection, analysis, organising and critical evaluation of information is supported in the planning and execution of all the related conservation management focus areas in the qualification, including aspects such as trans frontier conservation activities, community based natural resources management and environmental development planning.
• The addressing of trans-frontier conservation activities strongly supports both institutional and international teamwork on operational level and in the execution of conservation management planning and responsibilities.
• The planning of land use and geographical information systems related to conservation activities as well as the development of conservation plans via the application of computer literacy skills supports the use of Science and Technology within the conservation environment and area of learning.
• The planning and implementation of trans-frontier and national conservation plans in support of broader conservation objectives and the consideration of international agreements and local communities and populations sharing conservation resources, requires a clear understanding of the world as a set of inter-related systems.
• The application of skills and competencies as it applies to the planning, organising, implementation and controlling functions associated with management in the operational environment of the individual.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Trans-frontier conservation issues are identified and shared objectives defined.

1.2 The application of biodiversity management principles is clarified in relation to shared objectives.

1.3 Natural resource protection interventions are planned to fit in with overall objectives as they apply to own area of operation in the region.

1.4 Community based natural resources management principles are used to determine a consolidated approach to identified regional objectives.

1.5 The use and application of resource economics are identified as they apply to own area of operation.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 The importance of developing an integrated management plan is described from a Trans-frontier conservation perspective.

2.2 Relevant strategic conservation planning priorities are identified as they apply to the overarching conservation and environmental management strategy in the unit or area of operation.

2.3 Conservation and resources management goals and objectives are identified and prioritised.

2.4 Operational factors impacting on priority areas are highlighted and addressed within the planning process.

2.5 A detailed plan is developed to address action plans and long term routine conservation tasks.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Operational requirements for the achievement of objectives are communicated to relevant and responsible staff in terms of overall and individual responsibilities, actions and time-frames.

3.2 Resources are accessed and utilised to maximise implementation progress against the plan.

3.3 Implementation progress is tracked and reported to enable the alignment of planning to changing circumstances in the operational environment.

3.4 Own technical expertise is applied in support of the implementation and management of the plan.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 The implementation of management activities is monitored against performance criteria.

4.2 Team and own performance is evaluated in terms of meeting operational objectives.

4.3 Progress reports are drafted according to organisational requirements.

4.4 Recommendations on improvements for future planning are presented to relevant individuals.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and must ensure that no learner is disadvantaged in any way whatsoever. For this purpose, an integrated assessment approach is incorporated into the Qualification.

Learning, teaching and assessment are inextricably aligned. Whenever possible, the assessment of knowledge, skills, attitudes and values should be integrated.

Assessment of communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Nature Conservation sales and services contexts wherever possible.

A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During Integrated Assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Assessment should ensure that all Exit Level Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of Exit Level Outcomes and Embedded Knowledge.

It is required that learners are able to arrange for assessment in an appropriate natural environment.