Higher Certificate in Nature Management

Purpose and Rationale

The currently accredited Centurion Academy Diploma in Nature Management is equivalent to the Diploma in Nature Conservation at other tertiary institutions, for example Tshwane University of Technology (TUT).

One of Centurion Academy's goals is to afford students who were academically weak at school (or who came through a weak schooling system) the opportunity to receive tertiary education which other institutions will not offer. This is possible because the classes at Centurion Academy are relatively small and students are given closer and more personal attention. If such a student has the potential to do well they have the opportunity to do well at CA, but many simply do not have the ability or the potential to succeed at tertiary education.

The field of nature management affords a student who is not academically strong but has innate practical skills and ability the opportunity to still excel and make a career. One of Nature Management's goals is to offer this student the opportunity to prove themselves. However, for every academically strong student and weak student with potential that registers for the Diploma there are unfortunately many more academically weak students with little potential. We cannot distinguish between these before they start their studies, and our current system where we try to accommodate both together in the Diploma is not working. History in the Department has clearly shown that many weak students who are accepted simply do not succeed because they apparently do not have the ability to successfully complete the current Diploma. It is precisely this group at whom the Higher Certificate is aimed.

Centurion Academy is of the opinion that it is all well and good to offer someone an opportunity, but that it is unfair if they really do not have the ability to complete a three year Diploma at NQF Level 6. However, they will be much more likely to successfully complete a one year qualification at a lower academic level. They will therefore be more likely to actually obtain a useful qualification that does present a career opportunity rather than dropping out of a longer, more demanding programme with nothing.

Because of our stated goals, and the entry requirements that go with it, Centurion Academy accepts students with a wide range of academic ability into the same classes in the Diploma. This is unfair to the weaker students, as stated above, as well as unfair to the better students, who are held back by the weaker students. The weaker students cannot be given all the extra attention they need, particularly those that do have the potential to succeed but need extra attention to realise it, and the better students do not obtain the full benefit of an academically high-quality course because lecturers have to concentrate on the weaker students. It is clearly not academically efficient to have both weak and strong groups in one Diploma class, it is unfair to the weaker students to be expected to succeed, it is unfair to the good students to be held back by the weaker students, and the weaker students should be given other options commensurate with their abilities.

Centurion Academy has also come to realise that it enrols many students who actually do not want a Diploma in Nature Management, but for various reasons it is their only option (largely due to academic performance at school and/or their desire to study in Afrikaans). They are therefore forced through lack of options (although still of their own free will) into a qualification that they do not really want and will perhaps not be able to obtain. We need to give these students another option, and the Higher Certificate is one.

By continuing to offer a Diploma only, the inevitable consequences are either unacceptably high drop-out and failure rates, or lowering of standards to the lowest common denominator. If we introduce the Higher Certificate we give the weaker or less interested students an opportunity that they actually have the ability to make the most of, and we can improve the quality of learning in the Diploma at the same time.

Why are there so many students that are actually not interested in the three year Diploma? There are many students who want to "work in nature" but really want to work in rehabilitation centres, lion breeding programmes etc (the "I love animals" syndrome) and do not want to be managers on reserves or private property (which is the goal of the Diploma). These students should then either be turned away (where they would have neither options nor future) or they must be given another option. A survey among current Diploma students has confirmed this.

Centurion Academy therefore plans to raise the entry requirements of the Diploma (to have academically better students in the Diploma), to keep current entry requirements as requirements for the Higher Certificate, and to allow for articulation into the Diploma from the Higher Certificate for students who succeed and wish to change. Those not interested in the Diploma can obviously register for the Higher Certificate from the beginning.

As outlined in detail above, part of the target market for the Higher Certificate is actually students who would be at Centurion Academy anyway, in order to better deal with differences in ability and interests of students in the current Diploma. However, Centurion Academy will be able to attract new students to the Higher Certificate who would perhaps not have considered Centurion Academy because they did not want a Diploma but now have another option. There is definitely a gap in the market for shorter, high-quality training in the field of nature management. There are considerable numbers of providers offering similar training, but these are almost exclusively THETA qualifications at FET Level. The academic quality of most of these courses is highly questionable, partly because many are very short, and aimed at students who often do not really know what they want (except that they want to "work in nature") and are in no position to judge whether what they receive is any good or not. It is not denied that there are indeed exceptionally good short courses available, but even they may be lacking in the academic content that a year-long tertiary qualification can provide. The standard of academic content of the majority of available courses is questionable, and the overall quality of for example field guides, produced in South Africa, is not of a particular high standard; this Higher Certificate can contribute to improving the field in general.

The purpose of the programme is to provide the sector of nature management with employees which are

• Competent to assist nature conservators.
• Able to apply, under supervision, knowledge, skills and attitudes to ecosystem management.
• Able to conduct interpretation of ecosystems for environmental education, ecotourism and management purposes.
• Able to, under supervision, assist game ranch managers.
• Play a supportive role in the management of natural resources.
• Perform administrative functions.

Employment opportunities include inter alia

• Nature Conservation Parks.
• Game Farms.
• Eco Parks.
• Private Wildlife Parks.
• Rehabilitation Centres.
• Breeding programmes.

The following actual knowledge is assumed to be in place in order to embark on learning

The student is

• Competent in the language of instruction of the programme.
• Competent in English Second Language (40%) at NQF Level 4 or equivalent.
• Able to work independently.
• In possession of a National Senior Certificate or an equivalent qualification at NQF Level 4.

Recognition of Prior Learning

Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the student should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed by means of an Integrated Assessment as mentioned in the previous paragraph.

This Recognition of Prior Learning may allow for accelerated access to further learning. All recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by a registered workplace assessor.

Access to the Qualification

• National Senior Certificate or equivalent with appropriate subject combination.

Module Name; NQF Level; Credits; Compulsory/Optional; Year

• Conservation Communication 115; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Soil Science 115; NQF Level 5; 6 Credits; Compulsory; Year 1.
• Plant Science 115; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Animal Science 115; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Conservation Development 115; NQF Level 5; 8 Credits; Compulsory; Year 1.
• Game ranch Management 115; NQF Level 5; 14 Credits; Compulsory; Year 1.
• Plant Science 125; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Animal Science 125; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Ecology 125; NQF Level 5; 12 Credits; Compulsory; Year 1.
• Diseases of wildlife 125; NQF Level 5; 6 Credits; Compulsory; Year 1.
• Game ranch management 125; NQF Level 5; 14 Credits; Compulsory; Year 1.

Students will be required to show that they are competent against the following

• Fundamental knowledge of the main areas of nature conservation and game ranch management. Understanding of key terms, concepts, laws, principles, rules and theories of ecology and their application in nature conservation and game ranch management.
• An understanding of nature conservation and game ranch management in the wider context of conservation and resource management and in relation to society in modern South Africa.
• An ability to effectively apply essential methods, procedures and techniques of nature conservation and game ranch management.
• Competency in being able to evaluate, select and apply appropriate ecological and management techniques and skills within the context of clearly defined problems in nature conservation and game ranch management.
• An ability to communicate information coherently and reliably using basic conventions.
• Write acceptable project or task reports for colleagues and supervisors. Presentation skills using appropriate technology.
• Apply given criteria pertaining to nature conservation and game ranch management to accurately identify and address own task-specific learning needs in a given context.
• Effectively complete group tasks identified by competent team leaders or supervisors. Take responsibility for own decisions and actions and those of others in the group. Apply and utilise resources showing an appropriate level of responsibility.
• An ability to use their knowledge to solve well-defined problems both routine and unfamiliar within a familiar context.
• An ability to adjust an application of a solution within relevant parameters to meet the needs of changes in the problem or operating context, and an ability to evaluate the change using relevant evidence.
• Efficient information-gathering, analysis, synthesis and evaluation skills.

The assessor will be able to determine students' competency pertaining to these outcomes by using formative and summative assessment methods to measuring their ability to:

• Communicate information reliably and coherently using appropriate and professional formats.
• Apply the key terms, concepts, facts, principles, rules and theories of Nature Management.
• Understand the interrelatedness of the different areas of Nature Management and how actions, ideas or developments in one system impact on another.
• Evaluate, select and apply the appropriate tools and techniques to solve problems in familiar and unfamiliar contexts.
• Work independently and as part of a team, taking responsibility for decisions made.
• Understand the ethical and social implications of management decisions and actions on the organisation, community and society at large.
• Identify own learning needs and support the learning needs of others.

Assessment methods include

• Self assessment activities.
• Knowledge tests.
• Case studies.
• Report writing.
• Research and project based assignments.
• Written examinations.
• Oral assessment.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other.

The term 'Integrated assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the student in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.