Diploma in Environmental Sciences

Purpose

The purpose of the Diploma in Environmental Science is to equip learners with skills and competencies to integrate the natural, ecological, environmental and socio-economic perspectives. The learner will have the ability to apply the knowledge and skills within the environmental science domain. The qualification will serve as a basic qualification in the Environmental Science field of study. Learners will have a sound theoretical background as well as the practical skills and insight to apply this knowledge.

The qualification provides learners with operational skills and scientific technology education in Africa and abroad. After completing the qualification, the learner will have the necessary skills and knowledge within the discipline of environmental science.

Upon completion of the qualification, learners will be able to

• Apply a range of techniques within the environmental science context.
• Prove their competence through the application of environmental science methods for the advancement of environmental science and therefore, will be competent to articulate into a variety of relevant qualifications.

Furthermore, the qualification will allow for flexibility within the career path of environmental science.

Rationale

Environmental Science is an interdisciplinary field of study. This qualification will stress scientific principles, concepts and methodologies to understand the interrelationships of the natural world. A strong emphasis will be on hands-on laboratory work and field investigations. The ability to critically think about environmental issues and advance potential solutions.

The qualification will address and advance the needs of society at a local, regional, national and global level. The qualification is designed to provide learners with knowledge and understanding of environmental science as it is applied. This knowledge will be able to spur the learners to develop useful and relevant questioning of environmental issues. Critical thinking, coupled with oral advocacy skills, as well as significant insight into the problems of the environment are some of the intended graduate attributes.

Through the integrated project in the qualification, learners will be able to address environmental issues both in South Africa and internationally. This will provide learners with an opportunity to incorporate field and community experiences into their educational process. Invitations from communities and industry, as well as learners initiating visitation to affected areas, will lead to discussions of solutions to help bridge the gap between the classroom simulated activity and reality.

An advisory board consisting of industry members was consulted in the development of the qualification. This qualification design was approved by The Faculty Board, Department of Institutional and Programme Quality

(IPQ) and approved by Curriculum Committee and ratified by Senate. The Department of Programme Accreditation and Curriculum Development (PACD) has monitored each step of the process and conducted the necessary audits.

The qualification will empower learners with practical scientific competence to analyse and interpret common degradation of vegetation, water resources and other quantifiable environmental problems. Learners will have the capability of exploring and investigating the interrelationships in a given situation, identifying and analysing well-defined environmental problems, both natural and human-made, mitigating the effect associated with the relative risks these problems pose and provide possible solutions for resolving and/or preventing them in the future.

Recognition of Prior Learning (RPL)

Admission into this qualification may be granted, according to the institution's RPL Policy, to learners who have acquired the skills and knowledge without a formal qualification, provided they can demonstrate competence in the outcomes of the qualification.

Learners who have acquired the skills and knowledge through work experience and short training courses will be assessed for what has been learnt.

The RPL process may be used to grant learners credits in which they have developed the necessary competency due to workplace and work-integrated learning.

RPL may also be used by learners who do not have a National Senior Certificate or equivalent qualification to gain access to the qualification.

RPL for access

• The qualification provides alternative routes of access to higher education.RPL for access is applied to earners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• Advanced standing may be granted.

RPL for exemption from module

• Learners may apply for RPL to be exempted for modules that form part of the qualification.
• For a learner to be exempted from a module and the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credits

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

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

Or

• A Senior Certificate at NQF Level 4.

This qualification consists of the following compulsory modules at NQF Level 5 and 6 totalling 360 Credits.

Compulsory modules, Level 5, 117 Credits

• Chemistry 1, 15 Credits.
• Mathematics, 12 Credits.
• Fundamentals of the Natural Environment, 15 Credits.
• Information Communication Technology Skills, 10 Credits.
• Physics, 12 Credits.
• Applied Communication Skills, 8 Credits.
• Chemistry 2, 12 Credits.
• Earth Processes, 15 Credits.
• Applied Communication Skills, 8 Credits.
• Entrepreneurship, 10 Credits.

Compulsory modules, Level 6, 243 Credits

• Physics of Environmental Science, 15 Credits.
• Water Resources, 15 Credits.
• Environmental Microbiology, 10 Credits.
• Microeconomics, 12 Credits.
• Environmental Impact Assessment, 12 Credits.
• Applied Environmental Statistics, 10 Credits.
• Environmental Pollution, 10 Credits.
• Environmental Impact Assessment 2.2, 12 Credits.
• Macroeconomics, 12 Credits.
• Biodiversity and Ecosystem Management, 15 Credits.
• Environmental Chemistry, 10 Credits.
• Environmental Microbiology, 10 Credits.
• Geographic Information System (GIS) and Remote Sensing Tools for Environmental Applications, 15 Credits.
• Environmental Economics, 10 Credits.
• Environmental Law and Planning, 15 Credits.
• Introduction to Research Methodology in Environmental Science, 8 Credits.
• Industry, Waste and Environment, 12 Credits.
• Climate Change and Natural Disasters, 10 Credits.
• Project in Environmental Science, 30 Credits.

1. Demonstrate knowledge and understanding of the approaches and practice of environmental science methods.
2. Understand the integrated nature of environmental systems, including the key terms, concepts, principles and selected theories appropriate to the field of study.
3. Apply appropriate theories, methods, procedures and practices in Environmental Science.
4. Perform basic laboratory analysis of environmental pollution (water, air and soil), prepare remedial strategies to limit and resolve environmental pollution. Undertake research, manage and report on a project in environmental sciences, environmental impact assessments (EIA), read and understand weather maps, prepare plans for waste management and disaster impact surveys.
5. Solve well defined environmental science problems and provide appropriate evidence for possible solutions.
6. Communicate information professionally and ethically within the realm of Environmental Sciences.
7. Work independently and within a group.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and analyse the main aspects of chemical and physical components which impact on the safety and health of people and the environment.
• Evaluate and apply all relevant environmental legislation, practices and technologies to address environmental problems.

Associated Assessment Criteria for Exit Level Outcome 2

• Examine and apply key terms, facts and rules of research related to environmental management to establish basic research skills.
• Critically analyse, appraise and discuss existing environmental reports to deepen knowledge in the environmental field.

Associated Assessment Criteria for Exit Level Outcome 3

• Interlink and apply appropriate theories, methods, tools, technologies, mathematical and scientific rules and calculations, procedures and practices within the field of environmental science.

Associated Assessment Criteria for Exit Level Outcome 4

• Operate and utilise scientific equipment (e.g. perform basic laboratory analysis of environmental pollution of water, air and soil) to obtain scientific results to solve environmental-related problems by gathering evidence and applying solutions.
• Manage and maintain remedial strategies to limit and resolve environmental pollution problems/issues in biodiversity and ecosystems.
• Undertake research, planning, managing and reporting on a project in environmental science, utilising appropriate tools and applications (e.g. environmental impact assessments (EIA), climate change, waste management and disaster impact surveys, statistics, technologies, environmental law and planning).

Associated Assessment Criteria for Exit Level Outcome 5

• Solve well-defined environmental science problems by applying acquired knowledge to identify, collect and provide appropriate evidence for possible solutions.
• Access, process and manage information, and demonstrate the ability to evaluate different sources of information.
• Analyse synthesis and evaluate information to address well defined environmental problems.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate scientific information (e.g. written and verbal) professionally, ethically reliably and coherently using appropriate academic and technology within the specific context.
• Demonstrate an ability to professionally and ethically identify, gather evidence, analyse and solve problems within ecosystems, environmental legal practice and environmental management using research methodology, computer and integration skills.

Associated Assessment Criteria for Exit Level Outcome 7

• Work independently and as a member of a team within the context of career-based practice within the field of environmental science.
• Evaluate performance against given criteria, and accurately identify and address the group/his or her task-specific learning needs in a given context (environmental sciences, laboratory) and provide support to the learning needs of others where appropriate.

Integrated Assessment

Assessment will be following the assessment policy of the institution. Summative, formal and informal assessment strategies to develop the learner's competence in this qualification will be used. More emphasis is placed on the application of knowledge at this level. Informal assessments typically include discussions, quizzes, feedback sessions, and peer assessments, among others. Formal assessments include class tests, presentations, and assignments.

Summative assessments will typically include semester tests (usually three per semester), and a final exam at the end of the semester (three hours). Following the institution's assessment policy, learners are allowed a second examination opportunity, regardless of their results in the main examination (first opportunity).

The following sets of assessments will be used in the qualification

Formative assessments

• Class tests contributing towards the year mark

Summative assessments

• Examination mark contributes towards the final mark.

Modules that have a practical component assessment are structured differently, where formative assessments and practical results are combined for a year mark and examination towards the final mark.