Diploma in Environmental Management

Purpose

The purpose of this qualification is to equip learners with the required disciplinary knowledge and practical skills relevant to adopting a multidisciplinary and holistic approach to environmental management. The qualification aims to prepare learners to address the moral and practical complexities of environmental decision making in South Africa and other parts of the world strategically. More emphasis will be on environmental legislation and policies, while the introduction of Green Economics into the curriculum to align with the national system of incorporating an environmental driver into the National Skills Development Strategy. The environment is, therefore seen as an economic driver through the creation of green businesses and jobs. This qualification addresses the requirements and needs of a broad spectrum of job opportunities in the fields of environmental health and management.

Many environmental management decisions require moral, social, political, legal, scientific, technological and economic expertise from a wide range of disciplines. The focus of the qualification is to understand the management of the environment as an integrated system. And for this reason, the course integrates a wide range of supporting disciplines such as Occupational Health and Safety, Geographic Information Systems, Economics, Water Quality, and Environmental professionals. Qualifying learners of this qualification should know both the biophysical and human aspect of environmental systems to be able to participate actively in environmental decision making.

There is a demand in the current market to merge the two jobs and employ environmental professionals to address both the environmental and occupational health and safety aspects of environmental projects. Responding to the shift in the job market is what will set this qualification apart and will increase the learner's marketability.

According to the feedback from stakeholders, the field of Environmental Management is shifting from solely management, into environmental compliance, due the increasing corpus of legislation in South Africa and the government's commitment to sustainable development. The majority of the stakeholders have emphasised the importance of knowledge about Environmental Law in South Africa today. Qualifying learners should have extensive experience of environmental legislation such as the National Environmental Management Act (NEMA), National Waste Management Act, Air Quality Act and should be able to interpret and write relevant reports such as environmental impact assessment and feasibility reports.

For the qualifying learners to be able to identify, manage and mitigate the environmental impacts of the types of developments along the coast of South Africa the learners' need to be knowledgeable in Marine and Coastal Management, Water Resources Management, Environmental Law, Environmental Resources Management, Environmental Management, Environmental Chemistry, Environmental Economics and Geographic Information System (GIS) is vitally important.

The use of technology will form an integral part of this qualification. Students will be exposed to different software packages for the purpose of capturing, editing, summarising, manipulating, analysing and the presentation of data (ArcGIS, Statistica, Photostory, etc). Open source software such as Google Earth, GRASS and Quantum GIS will be used extensively within the revised qualification. The Environmental Management Programme will focus on GIS and open source software which will distinguish this qualification from others both nationally and internationally where GIS is not taught at all levels within the qualification.

As the curriculum was designed, taking into account the professional needs of the country, qualifying learners will have the knowledge and skills to contribute to the sustainable development of South Africa.

Rationale

The South African government aims to generate green businesses and green jobs as it has incorporated an environmental driver into the National Skills Development Strategy (NSDS). It is therefore essential to expose the learners to this economic development model that aims to address the interdependence of economic growth and the natural ecosystem. The latest trends in this field of study include Green Economics; Occupational Health and Safety; Environmental Legislation and policies as well as the use of technology such as GIS and open source software, which have been included in the revised curriculum.

The National Environmental Act stipulates that environmental practitioners should not adopt a myopic focus when dealing with environmental issues. The qualification aims to equip learners with an understanding that the earth and the environment are an integrated system, which must be effectively managed by adopting a multi-disciplinary approach towards holistically achieving the environment. To this end, a wide range of fields of study are integrated into this qualification as a result of stakeholder engagement to equip learners with knowledge and skills of both the biophysical and human aspect of environmental systems.

A wide range of stakeholders were consulted during the curriculum review process.

The use of technology will form an integral part of this qualification. Learners will be exposed to different software packages to capture, edit, summarising, manipulating, analysing and the presentation of data (ArcGIS, Statistica, Photostory, etc.). Open-source software such as Google Earth, GRASS and Quantum GIS will be used extensively within the revised qualification. The qualification will focus on GIS and open source software which will distinguish this qualification from others both nationally and internationally where GIS is not taught at all levels.

There has been a shift in the job market where in the past environmental projects were managed by professionals dedicated to one aspect of a project, the environmental aspects were managed by environmental professionals and the occupational health and safety aspects by the occupational health and safety officer. The current market need demands that these two jobs be merged and environmental professionals are employed to address both the environmental and occupational health and safety aspects of environmental projects. Responding to the shift in the job market is what will set this qualification apart from similar qualifications and will increase the student's marketability.

South Africa has the longest coastline of all countries on the continent. Offshore drilling for oil and gas reserves will be a continuous process and the possible building of more than one nuclear power plant along the East coast is a further possibility that may impact on the inter coastal zone management of our marine resources. In order for the graduates to be able to identify, manage and mitigate the environmental impacts of these types of developments along the coast of South Africa the students' need to be knowledgeable in Marine and Coastal Management, Water Resources Management, Environmental Law, Environmental Resources Management, Environmental Management, Environmental Chemistry, Environmental Economics and GIS is vitally important and have been included in the new qualification.

The National Scarce Skills List of 2014 indicate that Environmental Managers (80), Water Quality Analysts (86), SHEQ Practitioners (37) and Health and Safety Managers(86) are occupations that are considered in short supply within South Africa. As the curriculum was designed taking into account the occupational needs of the country graduates will have the knowledge and skills to contribute to the sustainable development of South Africa.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of applicants and is handled per an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Entry Requirements

The entry requirements for this qualification are

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

Or

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

The qualification consists of a total of 365 of Credits, subdivided into the following Levels

Compulsory Modules Level 5, 148 Credits

• Calculations and Statistics, 10 Credits.
• Computer Skills, 8 Credits.
• Communication Skills, 10 Credits.
• Environmental Management 1a, 12 Credits.
• Environmental Resources 1a, 10 Credits.
• Environmental Geology 1a, 10 Credits.
• Environmental Geology 1b, 10 Credits.
• Chemistry 1, 10 Credits.
• Environmental Management 1b, 12 Credits.
• Environmental Resources 1b, 10 Credits.
• Geotechnology, 10, Credits.
• Environmental Microbiology, 8 Credits.
• Environmental Hydrology, 8 Credits.
• Environmental Health and Safety, 8 Credits.

Compulsory Modules, Level 6, 204 Credits

• Environmental Management 2a, 12 Credits
• Environmental Resources 2a, 10 Credits.
• Geotechnology 2, 10 Credits.
• Environmental Geology 2b, 10 Credits.
• Environmental Management 2b, 12 Credits.
• Environmental Resources 2b, 12 Credits.
• Environmental Management 3, 12 Credits.
• Environmental Resources 3, 10 Credits.
• Environmental Legislation 2, 10 Credits.
• Industrial Processes 3, 8 Credits.
• Environmental Biotechnology, 10 Credits.
• Professional Environmental Practice 3, 60 Credits.
• Environmental Chemistry, 10 Credits.
• Environmental Geology, 10 Credits.
• Environmental Legislation 1, 8 Credits

Electives Modules, Level 6, 20 Credits

• Environmental Geohydrology, 10 Credits.
• Geotechnology 3, 10 Credits.
• Environmental Economics, 10 Credits.
• Environmental Biotechnology 2b, 10 Credits.
• Environmental Chemistry 2a, 10 Credits.
• Environmental Geology 2a, 10 Credits.

1. Apply knowledge and understanding of environmental management principles, concepts, theories and legislation to make informed decisions based on ethical and moral norms when addressing environmental problems.
2. Demonstrate competence in applying the appropriate environmental tools and technologies to enhance the management of the environment.
3. Design, implement and evaluate an Environmental Management System (EMS).
4. Apply communication, interpersonal and problem-solving skills to the environmental decision decision-making process.

Associated Assessment Criteria for Exit Level Outcome 1

• Combine theoretical and practical knowledge and skills to address environmental problems adequately.
• Define the meaning of various terms and concepts related to environmental management.
• Describe the biophysical and legislative aspects of environmental management.
• Apply current knowledge to possible solution approaches to environmental management problems.
• Demonstrate understanding of the concept of sustainable development.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate knowledge and understanding of relevant environmental legislation, practices and technologies.
• Identify an environmental management problem.
• Collect information related to the environmental project.
• Analyse the situation.
• Solve problems using appropriate procedures.
• Understand the consequences of decisions and how they will affect the environment.
• Write pertinent reports.
• Communicate the results from the project using different media.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand, implement and monitor an environmental management system.
• Interpret an Environmental Risk Assessment.
• Apply relevant standards and legislation to an Environmental Management System (EMS).
• Interpret results of scientific investigations.
• Interpret a Safety, Health and Environment Report.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of technical, environmental management reports.
• Communicate effectively within an environmental management context to a variety of audiences.
• Apply methods of providing information for use by others involved in environmental management activities.

Integrated Assessment

The overall assessment strategy of this programme is based on continuous assessment in keeping with institutional policy and requirements and will consists of formative, summative and integrated assessment methods. The institutional assessment policy and practices promote constructive alignment of the intended learning outcomes, student-centred learning activities and assessment tasks pitched against the appropriate SAQA level descriptors of the NQF level associated with each subject in the curriculum.

Formative assessment is aimed at enhancing student success and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and other practical exercises.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing students' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study. In this qualification it will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year.

Integrated assessment includes often span a number of learning outcomes and might even be applicable to more a number of subjects/modules. Integrated assessment tasks are aimed that the holistic development of the student and contribute to student's personal and professional development in the field of study. Integrated assessment in this qualification will take place at the third year of study and students will be assessed by means of project reports, a portfolio of evidence, an oral presentation and examination.

The weighting of assessment tools varies between subjects and include: assignments (Individual or group), case studies, oral presentations (Individual or group), practical exercises and tests, projects (Individual or group), reports, written tests, tutorials, integrated projects, peer evaluation, and critical reflection.

The workplace-based learning component of this qualification will enable students to gain practical workplace-based knowledge and skills in addition to the disciplinary theoretical knowledge and practical laboratory skills. Academic departments are required to adhere to institutional policy, requirements and guidelines regarding the planning, implementation, monitoring, evaluation and review of the workplace-based learning components of an academic programme. Students, in keeping with institutional policy are required to sign a Memorandum of Understanding. The MoU outlines the roles and responsibilities of the different parties in terms of ethical considerations. Students are required to adhere to the learning outcomes and associated assessment criteria defined in the subject guide of the workplace-based learning component of the programme. Students are required to register for workplace-based learning and various forms of communication are used to disseminate information to students prior to placement, during workplace-based learning and on completion of workplace-based learning. Proper recordkeeping practices apply in this regard.

Workplaces/stations are screened by the institution prior to commencement of placement to ensure that these sites meet institutional and programme specific requirements. Placement of students is the responsibility of staff members in each academic department dedicated to this activity in consultation with an institutional unit dedicated to Work-Integrated Learning. It is the responsibility of the institution to ensure that mutually beneficial partnerships are in place to support workplace-based learning. Personal interests (areas of specialisation/sectors of industry) of students are accommodated as best as possible in terms of placement.

The workplace-based learning component will take under the supervision an institutionally approved mentor(s) or supervisor(s) in the workplace. Staff members visit students regularly while they are in the workplace to monitor progress and to provide feedback as part of formative assessment to ensure that the learning experience meets the educational requirements. Visitation forms are used for this purpose and follow-up action takes place if needed. Students are also required to keep a daily log sheet and these activities are closely monitored by the workplace mentor/supervisor and the staff members from the institution. Students are also formally assessed by means of assignments, reports, oral presentations, log books, portfolios of evidence and other means of assessment (e.g. artefacts) to ensure close alignment between the expected learning outcomes, workplace-based learning experience and associated assessment strategy and criteria of the programme.