Diploma in Applied Natural Resource Management

Purpose

The purpose of the Diploma in Applied Natural Resource Management is to equip learners with fundamental skills and knowledge in natural resource management. The qualification will develop graduates who can demonstrate focused knowledge and skills in natural resource management. This qualification is vocational with a focus on applying knowledge and skills in the workplace and hence typically includes a period of workplace-based learning, which may take the form of Work Integrated Learning (WIL).

The qualification is career-oriented and designed for learners interested in pursuing a career as a Natural Resource Manager or Conservationist in any conservation-related environment. Learners will be trained to achieve a high degree of professionalism and focus on the quality of natural resource management services they provide to their organisations and stakeholders.

On completion of the qualification, qualifying learners will be able to

• Demonstrate detailed knowledge of social-ecological systems as foundational to sustainable living and apply this understanding in real-world resource management settings.
• Describe and implement the mechanisms and structures that govern sustainable development, responsible resource use and conservation practice.
• Demonstrate a detailed understanding of basic plant and animal biology, systematics, ecology and ecosystems, conservation genetics and conservation biology, and correctly apply this knowledge to support decision-making in the management of natural resources.
• Describe and correctly apply business management and administrative principles, processes and best practices within a conservation environment to improve the management of natural resources.
• Review and assess resource protection operations in a protected area and conservation landscape context and propose changes to processes and procedures as necessary, providing a full justification for suggested changes.
• Design and implement a monitoring protocol for social, economic and ecological parameters to effectively manage the natural resources in protected and conserved areas.
• Evaluate, select and apply basic and advanced technological tools to collect and analyse data to support decision-making in all aspects of natural resource management.

Graduates will be

• Intellectually curious, independent, creative and critical thinkers who can innovate by applying their knowledge and skills to the solution of the novel and routine problems for sustainable development and natural resource management.
• Participate in research-led enquiry.
• Motivated, conscientious, and self-sufficient individuals capable of substantial independent work and lifelong learning.
• Innovative and opportunistic in identifying environmental enterprises.
• Effective communicators across a wide range of communication channels; and
• Engage meaningfully with a range of diverse audiences.
• Respect the values, theoretical principles, ethical aspects, methods and limitations of Natural Resource Management

Graduates will possess wide-ranging knowledge of the Natural Resource Management discipline, relevant professional, vocational, and academic knowledge, skills and competencies, a social justice orientation and sound ethical values, and a high level of cultural awareness about the diversity of South Africa and its cultural groupings.

Rationale

The significant socio-ecological challenges facing South Africa include biodiversity loss, water insecurity impacts on climate change, pollution, poor social cohesion, poverty, unemployment, inequality, poor service delivery, the growth of environmental crime and poaching of wildlife. The competition for land, for people and rural communities, for commercial agriculture and forestry, and for conservation places people and communities at the centre of sustainable development and natural resource management and emphasises the need for a socio ecological approach to modern natural resource management. These challenges significantly threaten social, economic and political stability. While most of these challenges result from past and present political, economic, cultural and social orders, they have been exacerbated by the COVID-19 pandemic. The unemployment rate, which reached a new record high of 32,6% in the first quarter of 2021, has added impetus to the ever-growing pressure on natural resources to support the livelihoods of rural and urban citizens. The competition for scarce and quality resources is set to grow. The pandemic's effect has increased poverty and inequality on a global scale.

The qualification will address the need for qualified Natural Resource Managers to manage South Africa's natural resources. Natural Resource Managers are central to renewing and maintaining resource stocks to ensure the continuation of vital ecosystem services, such as water provision, flood protection, and agricultural services, such as pollination and biodiversity and play an instrumental role in how those resources are utilised to benefit all.

The right to a clean environment is enshrined in the Republic of South Africa Constitution. With the South African commitment to a Just Transition Presidential Climate Change Commission, the call to ensure human-centred solutions to how South Africa utilises its land, water, food and other resources is a strategic goal of the state. Graduates will have the necessary knowledge and skills to support the Just Transition strategy.

Natural resources provide an essential basis for development and economic growth, such as the fishing industry, rangelands that support subsistence and commercial farming, horticulture and agricultural activities in South Africa and the Southern African Development Cooperation (SADC) region. In addition, indigenous species and natural resources provide the basis for the tourism industry and commercial and non-commercial medicinal applications of indigenous resources. The harvesting of natural resources in most rural economies, where the formal cash-based economy is limited, plays a significant role in supporting people's daily needs by providing building materials, fuel, wood, water and food. In addition, income-generating opportunities are also derived from processing and selling harvested resources.

The qualification reflects the national need and demand for professionals who appreciate the socio-ecological complexities of natural resource management and can meet the challenges of protecting natural resources while ensuring judicious utilisation. Graduates will have a sound understanding of the biological basis for nature conservation and be able to interpret and explain observations in the field in terms of fundamental animal and plant biology. They will undertake all routine conservation business administration responsibilities including, basic office work and more advanced Human Resource Management and finance tasks using cutting edge techniques and technologies. Through theory-based modules, learners will have a deep understanding of social ecology, sustainable development and natural resource management and will apply this knowledge in the third-year WIL. The resource protection module will prepare learners with the necessary knowledge to play a role in protecting animal and plant resources, and learners will apply this knowledge during WIL.

The development of the qualification was informed by the labour market research conducted by the Culture, Arts, Tourism, Hospitality and Sports Section Education and Training Authority (CATHSSETA) and the South African National Biodiversity Institute (SANBI). The institution has a long-standing working relationship with several of the state entities with a mandate in conservation, including the Department of Forestry, Fisheries and Environment (DFFE) and the Groen Sebenza programme under the umbrella of SANBI. Furthermore, the Biodiversity Economy Strategy has highlighted a skills shortage and that, despite its fundamental importance, biodiversity continues to be lost when conservation and sustainable utilisation are mutually exclusive.

The qualification was developed in consultation with SADC, national and provincial stakeholders, including South African National Parks, the University of Mpumalanga, the Tshwane University of Technology, the DFFE, and NGOs and NPOs representatives from conservation and natural resource management. The curriculum was developed through an iterative design and a constructive alignment process to ensure that the purpose can be achieved and the learners can develop the required ELOs.

It is envisaged that many of the learners will be employees of conservation and natural resource management-focused organisations, such as SANParks, DFFE and SADC member state agencies. This qualification will provide learners with advanced knowledge and applied competence for continued personal and intellectual growth; enable them to perform a gainful economic activity; and make valuable contributions to society as qualified natural resource managers who can work across the state, non-profit, community-based, as well as private sector organizations.

The qualification will address the needs of various conservation agencies and SADC learners. It is envisaged that the qualification will also be offered to SADC citizens who meet the admission requirements. Many of the natural resource management (NRM) needs and challenges are cross-border or trans frontier in nature, whereby, for example, SADC member states share common resources such as rivers and water catchments. The qualification acts as a gateway programme to several occupations on the DHET Organising Framework for Occupations (OFO), including but not limited to Park Rangers, Social Entrepreneurs, Community-based Conservation Managers, Stewardship Officers and Sustainable Development specialists. This qualification will provide learners with knowledge and applied competence for continued personal and intellectual growth; enable them to perform a gainful economic activity; and make valuable contributions to society as qualified natural resource managers who can work across the state, non-profit, community-based, as well as private sector organizations.

The qualification will focus on social-ecology, or how ecology and social systems interact and how this must be considered in the management of a protected area. Secondly, conservation and protected areas provide a range of ecosystem services to society, including resources such as thatching grass that can be harvested sustainably and cultural services, including tourism and spiritual connections. Learners who graduate from the diploma will be equipped to promote the sustainable use of natural resources. The qualification will play a significant role in addressing the diverse and pressing natural resource and environmental challenges through the training and development of natural resource managers that can function effectively across state, community, entrepreneurial and private organisations and contexts. Graduates from this qualification will progress to an Advanced Diploma and/or Bachelor's degree.

Recognition of Prior Learning (RPL)

The application of RPL is guided by the institution's Policy on the Recognition of Prior Learning and Credit Accumulation and Transfer, which is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019).

RPL is seen as an essential tool to widen access with success, to promote lifelong learning and to redress inequities by providing alternative routes into higher education. RPL is the process through which a variety of learning (formal, informal, etc.) is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification.

RPL for access

• RPL will be used to provide alternative admission routes into the qualification for learners who do not meet the admission requirements.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification
• In line with policy, no more than 10% of any cohort will be admitted through RPL.

RPL for credits

• Learners may be granted credits for equivalent level-5 modules passed at another institution, subject to approval by the College Academic Board.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Diploma studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Diploma studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Conservation Ecology, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6, totalling 360 credits.

Compulsory Modules, Level 5, 120 Credits

• Conservation Technology 1, 21 Credits.
• Biology 1, 24 Credits.
• Social Ecology 1, 17 Credits.
• Sustainable Development 1, 17 Credits.
• Conservation Business Administration 1, 17 Credits.
• Natural Resource Management 1, 24 Credits.

Compulsory Modules, Level 6, 240 Credits

• Resource Protection 2, 24 Credits.
• Social Ecology 2, 24 Credits.
• Conservation Business Management 2, 24 Credits.
• Sustainable Development 2, 24 Credits.
• Natural Resource Management 2, 24 Credits.
• WIL 3 Project-based learning (PJBL), 120 Credits.

1. Demonstrate detailed knowledge of social-ecological systems as foundational to sustainable living and apply this understanding in real-world resource management settings.
2. Implement the mechanisms and structures that govern sustainable development, responsible resource use and conservation practiceTo rev.
3. Demonstrate a detailed understanding of basic plant and animal biology and systematics, ecology and ecosystems, conservation genetics and conservation biology and correctly apply this knowledge to support decision making in the management of natural resources.
4. Demostrate the abiliyy to correctly apply business management and administrative principles, processes and best practices within a conservation environment to improve the management of natural resources.
5. Examine and assess resource protection operations in protected area and conservation landscape contexts and propose changes to processes and procedures as necessary and provide a full justification for suggested changes.
6. Implement a monitoring protocol for social, economic and ecological parameters to provide the data needed to effectively manage the natural resources in protected and conserved areas.
7. Select and apply basic and advanced technological tools to collect and analyse data to support decision-making in all aspects of natural resource management.
8. Undertake research, analyse and synthesise information to make recommendations to address a management question in a resource management or conservation setting.
9. Access information from a wide range of sources, correctly analyse and synthesise that information and use it to support decision-making in a range of natural resource management contexts.
10. Work efficiently, effectively and safely as a member of a team, follow instructions when provided and take the lead when necessary.
11. Communicate complex information orally and in writing to professional, non-specialist and community audiences using appropriate language and technology.
12. Manage own learning and demonstrate the attributes of self-directed and lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the relationships between people and the environment in social-ecological systems.
• Discuss theoretical perspectives and philosophies of the environment and conservation in relation to sustainable living.
• Implement stakeholder engagement as an inclusive, ongoing and outcome-orientated process in support of conservation objectives.
• Apply innovative approaches, methodology and tools for community conservation in support of sustainable living.
• Design and implement social research processes.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe and evaluate the principles of sustainable development with reference to relevant examples from Africa.
• Analyse and apply the mechanisms and structures that govern sustainable development and conservation practice.
• Investigate and apply spatial planning in complex systems for sustainable livelihood outcomes.
• Evaluate sustainable development and conservation management practices in terms of their contribution to sustainable living.
• Critically discuss the responsible resource principles, drawing on examples from African case studies.

Associated Assessment Criteria for Exit Level Outcome 3

• Correctly describe the structure and function of animal and plant cells, organs, systems and organisms and apply in a natural resource management context.
• Correctly classify and organise plants and animals and address management issues in a natural resource management context.
• Correctly describe and apply theories, principles and practices in ecology and conservation biology within a natural resource management context.
• Discuss and apply conservation genetics and conservation biology in natural resource management with reference to appropriate examples.

Associated Assessment Criteria for Exit Level Outcome 4

• Correctly analyse administrative principles and practices in the working environment and apply them in a range of scenarios and case studies.
• Collect, analyse, and organise theoretical and practical Information across a range of functional areas of business administration.
• Develop the HRM strategy in line with the national HR legislation best practice.
• Correctly prepare and critically review budgets and financial statements.
• Develop a simple marketing strategy for a conservation organisation using marketing principles.
• Develop an OSH Plan for a conservation organisation that adheres to best practice.
• Design theoretically sound and innovative management recommendations to ensure goal maximisation.
• Effectively apply principles of management and leadership in the day-to-day running of a conservation setting to optimize productivity.
• Develop a business plan that adheres to expected norms and best practices.

Associated Assessment Criteria for Exit Level Outcome 5

• Discuss the role of communities and other stakeholders in resource protection and crime prevention.
• Discuss the need to engage and communicate with the communities in resource protection and crime prevention.
• Describe, implement and critically evaluate the wildlife crime scene management processes
• Design crime prevention strategies to meet operational requirements utilising a range of tools and approaches.

Associated Assessment Criteria for Exit Level Outcome 6

• Design appropriate monitoring protocols that incorporate best practice of the underlying, biological and socio-ecological principles in a range of scenarios.
• Correctly describe the principles and processes of natural resource management and monitoring.
• Correctly monitor soil, water, vegetation and biodiversity resources through the careful application of a provided protocol and use the results to prepare a management report.
• Evaluate given sample data sets for wildlife populations, including endangered, charismatic and damage-causing animals, population dynamics and make proposals for management.
• Critically assess given case studies from protected and conservation areas, the effectiveness of management, and suggest improvements to processes and procedures where necessary.

Associated Assessment Criteria for Exit Level Outcome 7

• Select and fully justify appropriate tools and methods for monitoring and data collection in a range of scenarios.
• Correctly and safely implement selected tools and methods to ensure collected data are reliable and repeatable.
• Choose and fully justify an appropriate method of analysis in a range of data sets.
• Correctly implement methods of analysis, including simple statistical analysis and spatial analysis.
• Correctly interpret, display and use data to inform management decisions.
• Develop data storage protocols that adhere to best practice.
• Safely store data through adherence to established protocols.

Associated Assessment Criteria for Exit Level Outcome 8

• Decide on and clearly present the project question and scope.
• Conduct a comprehensive literature review to support the project by using a range of information sources and critically evaluate each source.
• Indicate the timeframes and budget, goals, targets and indicators in the project plan.
• Identify appropriate methods, which may include statistical methods and choose the appropriate ones from a range of methods.
• Adhere to ethical issues and seek approval if necessary.
• Successfully collect, collate and analyse data.
• Interpret and discuss data in the context of the available information gathered in the literature review.
• Formulate recommendations for management supported and fully justified by the data
• Adhere to guidelines provided and eliminate plagiarism in the research report.

Associated Assessment Criteria for Exit Level Outcome 9

• Access, evaluate and use information from a wide range of sources to support the recommendations.
• Review and analyse existing knowledge in natural resource management.
• Manage well contradictory information, consider alternative viewpoints and reach a balanced conclusion.
• Cite references to published work and assess the validity of the sources.

Associated Assessment Criteria for Exit Level Outcome 10

• Agree and execute on responsibilities within the group.
• Safely complete work and adhere to best practices.
• Successfully plan, execute and complete group assignments and research within the time provided.
• Efficiently and effectively allocate workflow between team members and communicate the workflow results.

Associated Assessment Criteria for Exit Level Outcome 11

• Communicate results from research project/ desktop studies to professional, non-specialist and community audiences using appropriate language and technology.
• Communicate oral arguments in a convincing manner.
• Clearly communicate complex concepts, ideas and theories.
• Clearly deliver engaging presentations and complete them within the given time.
• Use appropriate language in reports and all assignments, present in the approved style and adhere to norms for academic scientific writing.
• Accurately and consistently use a standard referencing style in the research report.
• Communicate written arguments in a convincing manner.
• Clearly present statistical results in the research report.
• Minimize plagiarism in the assignments.

Associated Assessment Criteria for Exit Level Outcome 12

• Submit all assignments on time.
• Critically consider and successfully incorporate feedback into iterative draft work.
• Include self-reflection on learning in a diary/ notebook.

INTEGRATED ASSESSMENT

An overarching assessment strategy was developed as part of the qualification development process, and assessment is closely linked to the outcomes and competencies. The focus of the qualification is on developing the learners' knowledge and understanding of, and technical skills in, Natural Resource Management, and on the application of the knowledge and skills in a workplace setting.

The knowledge-based outcomes are assessed using a range of tools, including tests, reading assignments assessed by a comprehension test, short and longer written assignments, and mini projects with presentations. Learners will work individually and in groups. The technical skills and ability to apply the theoretical knowledge in a workplace setting are assessed in the practicals. The nature of the assessment tools used changes across the three years, and tests are used more in the first year than the second year and are not used in the third year. In the second and third years, there is an increasing emphasis on assessment through longer written assignments and mini-projects that better assess higher-order learning. Assessment is both formative and summative in all modules.

Formative assessment

• Learners will be provided with a variety of different types of assessment tasks, including tests, short written assignments of different styles, and mini projects with presentations.
• Formative assessment of practical work and technical skills includes assessment of work in the laboratory and is based on laboratory and practical reports of work completed and on observed ability to complete technical tasks.

Summative assessment

• The extent to which learners have achieved the outcomes will be assessed at the end of each module with a single exam. Exceptions to this are the Conservation Technology 1 and the Work Integrated Learning (PJBL) modules, where there is no examination, and assessment is continuous. > Summative assessment in the Conservation Technology module is based on a final report that builds on work done during each section of the module.
• Summative assessment of the PJBL is based on the final integrated report and seminar and a reflective journal/field diary.

In terms of integrated learning and its assessment, this takes place primarily during WIL when the learners are required to integrate their knowledge and skills and apply these in the workplace. The development of an integrated management plan for a conservation area and the systems thinking that is necessary for this is an example of how assessment will measure the ability of learners to integrate knowledge. The assessment strategy is appropriate for the NQF level, aligned with NQF level 6 descriptors and aligned with the outcomes.

Across the three years, the weighting of formative and summative assessment is kept at 60% formative and 40% summative for all modules that have final exams. This weighting is based on the comprehensive formative assessment tasks that learners complete in each module. For Conservation Technology 1, the weighting is formative 40% and summative 60%. The higher weighting for the summative assessment, which is based on an integrated report, recognises the substantial amount of work that will go into that report. The weighting for PJBL is 50% formative and 50% summative.