Diploma in Pest Management

Purpose

The purpose of this qualification is to develop the learner with knowledge, attitudes, insight and skills required to respond to challenges facing society concerning crop protection effectively.

The learner will also be able to efficiently communicate and work with communities to improve their livelihoods in various socio-economic development contexts. With relevant knowledge and skills obtained, graduates will be able to calibrate, handle and use pest control equipment and inputs with minimal supervision. He/she should be able to identify various pests, their damage diagnostics/threshold levels for intervention using environmentally friendly and sustainable strategies, and advice farmers accordingly. He/she should also be able to collect field and laboratory data, analyse the same, and write technical reports as the need arises.

Rationale

The National Plan for Higher Education of 2001 required Higher Education Institutions to revisit their Mission and adjust their offerings to respond to national/regional development needs. The Eastern Cape Provincial Rural Development Strategy foregrounds agrarian transformation and Green Revolution as strategic programmes for change. Pest Management qualification, therefore, positions the institution very well to participate in the implementation of this strategy as top priority areas for national growth and development in South Africa.

The establishment of the qualification therefore also is in response to the NEPAD Vision of an "African Agriculture" or an "Agriculture led development" and a "Green Revolution". An intervention of this nature that is in support of appropriate research expertise, technical skills and knowledge is a conscious response to the Sustainable Development Goals (SDGs). Particularly the goal of eradicating extreme poverty and hunger while ensuring sustainable development.

The institution is well placed to contribute to agricultural development and training in the Eastern side of the Eastern Cape region. The Eastern Cape remains one of the poorest provinces in South Africa, with significant challenges in producing sufficient high-quality food for its population, while maintaining and enhancing its natural resources base, especially soil, water and the environment in the face of increasing impacts of climate change and anthropogenic variables. It is essential that extension services, especially in the domain of crop pest management, be provided to support farmers in the region to enable improved agricultural productivity. These learners will, therefore, be able to work as agricultural technicians or agricultural extension agents etc. The qualification prepares learners for the Bachelor of Science degrees in Botany, Zoology or related field.

The qualification follows an academic pathway in which the Diploma learners will be prepared for the BSc degrees in Botany, Zoology or related field. The knowledge, skills, values and attributes acquired during the qualification will enable learners to work with private consultancies, research institutions and in relevant agro-allied industries in providing solutions to socio-economic development challenges facing communities at various tiers. Multiple levels of government departments will employ learners with a Diploma in Pest management, e.g. Department of Agriculture, Forestry & Fisheries (DAFF) and allied industries, Department of Environmental Affairs & Tourism (DEAT), Agricultural Research Council (ARC), South African National Biodiversity Institute (SANBI), Endangered Wildlife Trust, Council for Scientific and Industrial Research (CSIR) and allied non-governmental organisations.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) facilitates access to education and training and a career path in pest management and thus accelerates the redress of past unfair discrimination in education, training and employment opportunities.

For a learner to be considered for admission using RPL as one of the criteria, the learner will be required to submit a Portfolio of Evidence (PoE). Also, the learner must have worked in the area of pest management/pest control for at least three years, either in public or private sector. The learner should also have a minimum of level 3 in Mathematics, Life Sciences, Physical Sciences and English in NSC.

The department will evaluate the PoE after which the learner will be invited for an oral interview to ascertain the validity of the information provided. All learners will also write an aptitude test to establish interest and commitment to the profession and service

Based on the outcome of the process, the learner may be awarded credits in the following modules: Computer Literacy - 8, Communication Skills - 8, Insects and Man - 16, Crop Pests of Southern Africa - 16 and Pesticides and Applications -16.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory and elective modules at NQF Levels 5 and 6 totalling 372 Credits.

Compulsory Modules, Level 5, 104 Credits

• Insects and Management, 16 Credits.
• Insects and Environment, 16 Credits.
• Insect Structure and Function, 16 Credits.
• Plant Diversity, 8 Credits.
• Cell Biology, Genetics and Development, 16 Credits.
• Communication Skills, 8 Credits.
• Computer Literacy, 8 Credits.
• Extended General Chemistry I, 16 Credits

Elective Modules, Level 516 Credits (Choose One)

• Extended General Physics I, 16 Credits.
• Extended Organic and Physical Chemistry I, 16 Credits.
• Introduction to Environmental Techniques, 16 Credits.
• Extended General Physics II, 16 Credits

Compulsory Modules, Level 6, 188 Credits

• Pesticides and Application, 16 Credits.
• Crop Pests of Southern Africa, 16 Credits.
• Introduction to Parasitology, 16 Credits.
• Post-Harvest Technology, 16 Credits.
• Mycology & Microbiology, 16 Credits
• Introduction to Biostatistics, 16 Credits.
• Introduction Agricultural Research Methods, 8 Credits.
• Agricultural Statistics (Biometry), 8 Credits.
• Research Report/Mini-Project, 60 Credits.
• Biochemistry, 16, Credits.

Elective Modules, Level 6, 64 Credits (Choose 4)

• Mycology and Microbiology, 16 Credits.
• Environment and Development, 16 Credits
• Invertebrate Form and Function, 16 credits
• Extended General Chemistry III, 16 Credits.
• Higher Plants Systematics, 16 Credits.
• Extended General Chemistry IV, 16 Credits.
• Soil Science, 16 Credits.
• Biochemistry, 16, Credits.

1. Apply communication skills to satisfy internal and external customer communities.
2. Outline the constraints to human population growth as a result of food insecurity.
3. Describe the concepts of 'pest' versus 'beneficial' organisms and their effects on human wellbeing and integrated pest management/control in natural/agrarian systems.
4. Assess the role of arthropods in the bio-economy of South Africa.
5. Outline characteristics of the phylum Nematoda.
6. Deduce from observable damage whether a particular vertebrate can be regarded as a pest.
7. Describe the biology of weeds and weed management systems.
8. Identify morphological features in fungi and explain how fungi adapt to host plants.
9. Inspect for the presence of pests and vulnerabilities to infestation.
10. Identify core pests found in the target agricultural environment.
11. Select, recommend and motivate for appropriate pest control procedures.
12. Calculate and provide numerical information to enhance operational efficiencies and cost-effectiveness of pest control interventions.
13. Implement and evaluate pest control procedures.

Associated Assessment Criteria for Exit Level Outcome 1

• Utilise oral and written communication skills to provide relevant information on a pest control operation, taking into account the audience.
• Use verbal and written communication skills to report pertinent information to role players and regulating bodies concerning pest control operations.
• Collect information to achieve work responsibilities from appropriate sources.
• Treat people with integrity, respect and empathy regardless of culture, class, gender, race and belief systems.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and explain population growth as this relates to food security.
• List and elaborate on factors affecting food production and their implications on food security.

Associated Assessment Criteria for Exit Level Outcome Criteria 3

• Define and contextualise the concepts of 'pest' is versus beneficial organisms.
• Introduce and elaborate on pest organisms in the context of agriculture, environmental and household settings (Medical and veterinary).
• Introduce and elaborate on beneficial organisms in the context of agriculture, environmental and household settings (Medical and veterinary).
• Identify and describe the role of integrated pest management in natural and agrarian systems.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify field crop pests, their habitats, habits and describe their integrated control.
• Identify and describe stored product pests, their habitats, habits and control.
• Identify and describe bio-control agents (e.g. Hymenoptera, Diptera & Coleopteran).
• Identify and describe the arthropods of medical/veterinary importance.
• Identify and describe social insect (e.g. Isoptera and Hymenoptera) habitats, habits.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify and characterise the subphylum in which plant-parasitic nematodes belong.
• Describe the basic structure of plant-parasitic nematode.
• Identify mechanical damage caused by nematodes to plants.
• Recommend control measures based on integrated pest management principles to combat nematode crop pests.

Associated Assessment Criteria for Exit Level Outcome 6

• Identify and describe vertebrate pests and their damage diagnostics.
• Recommend control measures based on integrated pest management principles to combat vertebrate crop pests.

Associated Assessment Criteria for Exit Level Outcome 7

• List plant families in which most common weed species belong.
• Use dichotomous keys to identify weeds to at least the family level.
• Identify and describe invasive plants.
• Recommend control measures of weeds and invasive alien plants based on IPM principles.

Associated Assessment Criteria for Exit Level Outcome 8

• Describe and explain the importance of morphological features in fungal adaptations.
• List and characterise fungal species.
• Recommend control measures based on integrated pest management principles to combat fungi.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify the presence of pests according to standard industry practice by their biology, habitats, habits and evidence of their inhabiting environment.
• Identify vulnerabilities to infestation, including food and water resources, entrance points and pest harborages according to standard industry practice.
• Execute differentiation between active infestation, evidence of active infestation and existing damage by the pest accurately according to standard industry practice.

Associated Assessment Criteria for Exit Level Outcome 10

• Collect samples of pests according to standard industry practice.
• Identify pests accurately by their behaviour, physical and morphological characterisations.
• Identify and isolate the habitats of pests according to physical and environmental indicators.
• Access and use resources available from the workplace and other external sources in order to identify the pest.

Associated Assessment Criteria for Exit Level Outcome 11

• Identify and select appropriate intervention measures that support standard protocols and acceptable industry practice.
• Establish and confirm client needs and expectations clearly prior to the implementation of a pest control intervention.
• Design a pest management program which contains an appropriate intervention method that will ensure safe and efficient control of the target pest.
• Design pest Management programs according to the principles of an integrated pest management approach.
• Assign a program to meet all the requirements specified by regulations, standards, protocols and accepted industry practice aimed at managing the potential impact of the pest management process on the environment and ecosystem.
• Discuss and motivate reasons for selection of the intervention measures in terms of compliance with regulations, standards, protocols and accepted industry practice.

Associated Assessment Criteria for Exit Level Outcome 12

• Calculate and record the required treatment volumes and costs accurately.
• Apply basic numeracy, financial and analytical procedures and principles to make sound judgments and predictions.
• Collect data on operational costs and analyse and use statistically analysed and used to determine operational efficiencies.
• Calculate financial costs accurately and monitor trends against operational budgets.

Associated Assessment Criteria for Exit Level Outcome 13

• Implement the pest management program systematically according to a structured and documented plan of action.
• Take appropriate safety precautions in the implementation of pest control procedures.
• Use pesticide application equipment in accordance with the manufacturer specifications.
• Compile legislative, regulatory provisions, standards and protocols with when implementing a pest control program.
• Implement pest control methods in accordance with safety regulations and protocols.
• Adhere measures to limit the impact on the environment and the ecosystem according to standard industry practice.
• Provide customer service which meets the required standard of the organization and meets the customer's expectations.
• Complete and administer all regulatory and standard workplace documentation accurately and comprehensively.
• Clean and restore the worksite or area is cleaned and restored at completion according to industry standards.
• Evaluate pest control operations using historical data.

Integrated Assessment

The Diploma in Pest Management consists of two types of assessments: formative (Continuous assessment) that accounts for 60% of the final mark and summative (Examination) that accounts for 40% of the final mark. Continuous assessment associated with course work includes essays, written tests, oral presentations, assignments, laboratory and field practicals, seminars and a mini-research project emanating from a work-integrated learning (WIL) task. The final (semester/year) mark is therefore compiled from the year/semester mark and examination mark in a ratio of 60: 40.