Diploma in Forestry

Purpose

The purpose of Diploma in Forestry is to address the scarce skills training in the forestry sector by producing foresters technically capable learners that are technically capable. They will have knowledge and skills to be able to develop, implement and manage forestry operational plans to achieve sustainable forest management. Learners will be able to:

• Understand the principles of Silviculture, Horticulture and Agriculture (SHA) and the use of trees and forests in a range of the environmentally sustainable land-use system.
• Design, apply and implement the practices of development forestry in sustainable, socio-economic local, regional and national.
• Evaluate, compare, advise and integrate appropriate development forestry management strategies to promote sustainable land use practices and improve rural livelihoods.to sustainably manage silvicultural, harvesting, timber transportation logistics and forest product processing operations.

Learners will have the ability to effectively develop, implement and manage forestry operational plans and operations with the primary aim to achieve sustainable forest management. Accordingly, this forestry qualification will provide the learner with theoretical knowledge background and practical/technical skills required for effectively developing and managing forestry operational plan and forestry operations in general.

Rationale

Forestry is a scarce skill due to the shortage of qualified foresters. Therefore, this qualification will address the lack of competent and technically capable foresters. Besides, the forestry industry is in the process of expanding its plantation area in KZN and Eastern Cape (total new area identified for afforestation is 140 000 hectares).

Furthermore, the Forestry Sector Skills Development Forum (FSSDF) recommended the institution to review its social forestry qualification. The institution needs to develop a forestry qualification that will address the needs of the industry as well as allowing vertical and horizontal career pathing opportunities for the learners. Through the curriculum advisory committee, which comprises various forestry industry stakeholders, including the:

• Government department (DEFF),
• The private sector, Forestry South Africa (FSA),
• South African Forestry Contractors Association (SAFCA),
• Small-scale timber producers,

Thus, there is provision for the industry's needs that are significant for the impact of the qualification.

The forestry sector's specific needs include the production of timber required for processing and manufacturing of timber products. Also, the management of plantation forests in a manner that is economically, environmentally and socially sound.

Additionally, this qualification will provide the learners with skills and opportunities to establish enterprises as contractors, through which they would in a position to create employment opportunities for society. It is also essential to highlight that the forest sector is one of the critical sectors that profoundly contribute to South Africa's economic growth. Furthermore, the plantations and natural forests located in rural areas and as such, they contribute to the social development of these neighbouring communities. Thus, the training of professional foresters needs to be technically acquainted through this forestry qualification. Thus, with the acquired knowledge and skills they would be able to manage forestry resources sustainably. Most importantly, the learners will have employment opportunities in government departments, private sector (forestry industry), and non-governmental organisations as either foresters, supervisors, forest managers, contractors, forest research assistants, community development facilitators, project managers or consultants.

Recognition of Prior Learning (RPL)

The RPL process will involve the application, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL can only be implemented against qualifications offered by the institution. The institution intends to offer two options for RPL, namely, (1) access; (2) exemption from certain modules. For access, a learner should have five or more years of work experience that is related to forestry but who do not meet the academic requirements for entry into the first year of the qualification, they may apply for 'RPL for access. For exemption of modules applicant a learner should have gained knowledge in specific areas through informal and non-formal learning, and this knowledge is closely related to the Exit Level Outcomes of the Diploma in Forestry qualification but the learner is seeking to enrol, the person may apply for 'Exemption RPL' rather than 'RPL for access'. In this case, the learner's knowledge will be assessed against the Exit Level Outcomes of particular module (s), for recognition. Based on the assessment results, the applicant will be enrolled and may be exempted from some modules.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate (SC) without endorsement.

Or

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

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 376 Credits.

Compulsory Modules at Level 5, 120 Credits

• Forest Botany, 12 Credits.
• Basic Scientific Concepts, 8 Credits.
• Applied Mathematics, 8 Credits.
• Forestry Seminars (Report Writing and Presentation), 8 Credits.
• Introduction to Forest Economics, 8 Credits.
• Computer Applications, 8 Credits.
• Introduction to Forestry (Field work Practical 1), 8 Credits.
• Silviculture I (Nursery practice) 12 Credits.
• Forestry Engineering I, 12 Credits.
• Introduction to Soil Science, 8 Credits.
• Land Information Systems, 8 Credits.
• Human Resource Management, 8 Credits.
• Forest Management I, 12 Credits.

Compulsory Modules at Level 6, 256 Credits

• Silviculture II, 12 Credits.
• Community Forestry, 8 Credits.
• Forestry Engineering II (Timber Harvesting and Work Science), 12 Credits.
• Forest Policy and Law), 12 Credits.
• Tree Improvement and Forest Health, 8 Credits.
• Forest Mensuration and Inventory, 12 Credits.
• Forestry Engineering III (Forest roads and logistics), 12 Credits.
• Forest Management II, 12 Credits.
• Integrated Natural Resource Management, 8 Credits.
• Soil and Water Conservation, 8 Credits.
• Forest Fire Protection, 8 Credits.
• Forest Economics, 12 Credits.
• Forest Product Processing), 12 Credits.
• Experiential Learning (FC311), 60 Credits.
• Experiential Learning (FC321), 60 Credits.

1. Understand the principles of Silviculture, Horticulture and Agriculture (SHA) and the use of trees and forests in a range of environmentally sustainable land use system.
2. Design, apply and implement the practices of development forestry in sustainable, socio-economic local, regional and national.
3. Evaluate, compare, advise and integrate appropriate development forestry management strategies in order to promote sustainable land use practices and improve rural livelihoods.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and describe sustainable land use systems and forests within them.
• Demonstrate working knowledge of Plant Physiology, Taxonomy, Silviculture, Horticultural and Agricultural (SHA) Practice.
• Identify and explain ecological principles of SHA and biotic and abiotic factors influencing SHA.
• Demonstrate knowledge of the concepts of conservation and sustainability.
• Categorise traditional uses of forest species of importance to development forestry activities.
• Select and apply traditional knowledge in development forestry activities.
• Display observational competency in fieldwork, data information collection.
• Effectively communicate development forestry information to specific audiences.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe the role of land use planning as a bridge between the principles and practices of development forestry management.
• Demonstrate a knowledge of national legislation related to development forestry management.
• Successfully apply development theory in a South African forestry context.
• Identify and categorise a variety of harvesting systems and value added processes.
• Provide evidence of practical experience of community/development forestry interactions.
• Demonstrate theoretical and practical competency with a range PRA tools and techniques.
• Design an extension tool to obtain specific information.
• Utilise and apply collected information in a variety of development forestry situations.
• Display appropriate knowledge and understanding of communication aspects critical to development forestry activities.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically analyse interaction between different social, gender, economic and cultural groups.
• Demonstrate awareness and understanding of the personality traits, attitudes and skills necessary for successful interactions within development forestry.
• Draft appropriately designed plans incorporating interventions aimed at obtaining realistic outcomes.
• Utilise multi resource inventories, appropriate technology and indigenous knowledge.
• Analyse and evaluate different management options for sustainability.
• Demonstrate critical knowledge of sustainable forest management as set out in the National Forestry Act.
• Assemble and convey knowledge of policy and legislation of the tree and forest elements in the South African environment.
• Draw up a project proposal based on a case study or real-life situation including present status, available resources, stakeholders, budgets, etc., to achieve sustainability.
• Compare and evaluate holistic approaches integrating acquired skills and attitudes in the form of case study analyses.

Integrated Assessment

The formative assessment (assignment/practical) accounts 40% and (tests) accounts 60% to the semester mark with summative assessment (final examination) contributing 50% to the final mark. While the experiential learning module accounts for a total of 120 Credits of the whole qualification (formative and Summative assessment are conducted).