Diploma in Sustainable Development

Purpose

The purpose of the Diploma is to develop learners who can demonstrate focused knowledge and skills in the field of sustainable development, with special emphasis on the development of a broad understanding of worldviews, global driving forces of change and practical examples of working alternatives. They will have experienced practical work in entrepreneurship, farming, renewable energy and community development that will give them an in-depth and commitment to practice that will prepare them well for the worlds of work and further study.

Upon qualifying the learner will be able to

• Demonstrate practical experience by working on a permaculture project.
• Analyse the cultural framings to determine organisational ethics and the issues at stake in individual and collective decisions.
• Evaluate divergent interpretations of sustainable development that currently exist in South Africa and the world.
• Describe how complex adaptive systems emerge and change in socio-ecological systems.
• Develop effective strategies for initiating social processes that bring groups of people together around social and environmental causes.

Rationale

The Diploma in Sustainable Development offers an integrated and focused professional qualification for the increasing number of young people who believe that sustainable development is the greatest challenge facing the global policy community and civil society formations in the current age. The reason for the development of this qualification is due to the increasing poverty levels and accelerating environmental change. This Diploma will offer an alternative to those who are looking for alternatives to the general undergraduate Degrees in the Arts and Sciences that is aimed at providing a generalist discipline-based educational foundation as the first step in a career path and will later on become more specialised. This Diploma provides an opportunity for inter- and transdisciplinary study of sustainable development that draws on all the necessary individual disciplines within a context that exposes young people to the practical realities of sustainable development. The Lynedoch Eco Village and surrounding farming activities provides a 'living laboratory' for sustainable development innovations thus learners will be required to get practically involved in these activities.

Recognition of Prior Learning (RPL)

With regards to using RPL for considering learners who do not meet the minimum admission requirements, the institution's policy is in line with National policy. The Associated Assessment Criteria are applied to determine whether the learner has developed the necessary competencies required to enter the qualification.

In addition to the normal application process, RPL applications will also be assessed on

• Work experience: Placement in a formal work environment in the public, private, non-profit and educational sectors.
• Curriculum Vitae: An extensive CV that illustrates growth and learning over time is shown in the responsibilities associated with successive practical experiences.
• At least two references: Confidential reports from two referees are required on the learner's work and experience.
• Written assessment of prior learning: A written open book test in which the basic underlying skills are tested.

Entry Requirements

All learners wishing to apply for this qualification must comply with the following admission requirements

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) passed with Diploma studies.

Or

• National Certificate Vocational (NCV) at NQF Level 4 with an endorsement for Diploma Studies.

This qualification comprises compulsory modules at NQF Levels 5 and 6, totalling 360 Credits.

Modules at NQF Level 5, 180 Credits

• Complexity, Ecology and Sense of Place, 10 Credits.
• Sustainable Design Technologies 1, 20 Credits.
• Creative Expression for Social Entrepreneurs , 15 Credits.
• World Views, Ethics and Belief Systems I, 10 Credits.
• Economics For a Green Economy, 10 Credits.
• Global Sustainability Perspectives, 10 Credits.
• Personal Leadership Development, 10 Credits.
• Right Livelihoods Project 1, 35 Credits.
• Ecoliteracy for the 21st Century, 10 Credits.
• Social Entrepreneurship 1, 10 Credits.
• Image and Story Telling for Change Makers, 15 Credits.
• Raising and Managing Capital, 10 Credits.
• Social Activation and Engagement, 15 Credits.

Modules at NQF Level 6, 180 Credits

• Sustainable Design Technologies 2, 15 Credits.
• Civilisation, Revolution and Leadership, 10 Credits.
• Right Livelihoods Project 2, 35 Credits.
• Social Entrepreneurship 2, 10 Credits.
• Communication and Journalism studies, 10 Credits.
• Mentorship and Facilitation, 10 Credits.
• Building Sustainable Cities, 10 Credits.
• Sustainable Development Internship, 40 Credits.
• Sustainability Reporting, Monitoring and Evaluation, 10 Credits.
• Right Livelihoods Project 3, 30 Credits.

1. Demonstrate practical experience by working on a permaculture project.
2. Analyse the cultural framings to determine organisational ethics and the issues at stake in individual and collective decisions.
3. Evaluate divergent interpretations of sustainable development that currently exist in South Africa and the world.
4. Describe the way complex adaptive systems emerge and change in socio-ecological systems.
5. Develop effective strategies for initiating social processes that bring groups of people together around social and environmental causes.
6. Demonstrate a proficient understanding of the ethical and social dimensions of environmental issues.

Associated Assessment Criteria for Exit Level Outcome 1

• A system is designed according to permaculture principles.
• A technical drawing for a basic structure is designed and developed based on an observation from nature.
• A basic 2KW Solar System is assembled and disassembled.
• A basic food garden is built and maintained.
• An ability to optimise and care for the production of a basic food garden is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• The history and traditions of people in the local context and how social differences have changed over time is explained.
• The power relationships at work are analysed within specific social, racial, gendered and cultural contexts.
• An ability to suspend personal judgment is demonstrated in order to listen more clearly and deeply to the viewpoints of others.
• Distinct ethical perspectives are evaluated and ethical judgments about right and wrong action or policy are defended.
• Solutions to the challenges that surface in interactions between people with different backgrounds, worldviews and environmental opportunities are formulated.

Associated Assessment Criteria for Exit Level Outcome 3

• Theories of sustainable development are applied to practical environments in local contexts.
• Personal reflections via individual and group work on their role in both driving and resolving global sustainability challenges are described.
• Case studies of sustainable development in practice at the project implementation level are analysed.

Associated Assessment Criteria for Exit Level Outcome 4

• The philosophical assumptions that underpin the way people engage with the ecosystems are explained.
• Knowledge about specific local interactions between human systems and natural systems are used to formulate solutions to environmental decisions within specific local contexts.
• Theories of political and economic governance are applied in order to assess strategic options for transformative change.

Associated Assessment Criteria for Exit Level Outcome 5

• Strategies for maintaining the interest and involvement of actors working on collaborative projects are formulated.
• An ability to engage diverse stakeholders within communities around common causes is shown.
• Particular methods for community engagement and group problem-solving, including visioning of abundance, creativity role plays and playfulness are explained.
• An innovative and affordable solution to assist a group to see the old or recurrent problems through new perspectives is constructed.

Associated Assessment Criteria for Exit Level Outcome 6

• The relationship between humans (especially yourself) and the environment is explained.
• Knowledge of basic principles, concepts and methods of environmental ethics is demonstrated.
• Environmental issues, and the positions and perspectives of representative authors in environmental ethics are discussed.
• Ethical principles are applied to environmentally related situations and problems.

Integrated Assessment

Assessment policy: The quality of the assessment is vital in order to provide credible certification and recognition of achievement. Assessments will be conducted in accordance with the Assessment Policy and Practices of the institution. These procedures and practices of assessment are in line with the principles of validity, reliability, fairness, integrity, transparency and achievability.

Description of assessment number: All qualification modules will be assessed through the continuous assessment method. Learners will be given continuous assessment opportunities throughout the year, including multiple formative assessments throughout the teaching/learning process to assist them to improve their learning achievements and a minimum of two summative assessments per module. Individual weightings for each task are indicated by percentages on the form B summaries for each module. The learner achievement requirements for completing modules are described under par 5.6 of this document.

Description of assessment type

• The range of assessments is outlined below and are range of assessments is outlined below and is chosen based on assessment diversity and ability to assess the stated Exit Level Outcomes:

Summative assessment

• Written individual assignments to measure the ability to apply the knowledge in practice.
• Open book controlled individual written tests to determine knowledge of the practices.
• Closed book controlled individual written tests to determine knowledge of the practices.
• A practical test demonstrating competency of routine technical workplace tasks covered in the.
• Individual presentation to assess the ability to synthesize and apply content, which will be marked according to an existing rubric with set criteria.
• Group presentation to assess the ability to synthesise and apply content, which will be marked according to an existing rubric with set criteria.
• An individual learning portfolio developed out of project-based and Work Integrated Learning to document reflection, work experiences and achievements.
• Standard format report submitted by the workplace supervisor.

Formative assessment

• Written individual assignment comprising of a literature review to assess comprehension and ability to synthesise and integrate theoretical perspectives.
• A written journal comprising of reading summaries, personal reflections and work-directed theoretical learning, with entries covering a prescribed set of activities. This will be marked according to an existing rubric with set criteria for the stated outcomes of the journal.