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This qualification is the third in a series for practitioners in the field of environmental science, environmental management and waste management. This series of qualifications will equip practitioners with the skills, knowledge and values to contribute towards the wise and effective use and management of our natural resources and ecological systems.

The specific purpose of this qualification represents the skills, knowledge and understanding required by competent practitioners to:

• Operate and maintain complex machinery and equipment in an environmentally responsible manner
• Apply appropriate environmental principles to prevent, correct or remedy negative environmental impacts
• Lead a team and work together with others to promote sound environmental practices.

  With this understanding, learners will be able to engage productively and responsibly in work or community-related activities in the field of environmental science, environmental management and waste management. This qualification will also serve as a basis for further learning, and will equip learners with the knowledge, skills and values to participate meaningfully in society and contribute towards developing sustainable communities.

  This qualification is applicable to a range of contexts within the field of environmental science, environmental management and waste management, such as local government, public and private waste management enterprises, cultural or natural heritage sites, community projects, recycling and recovery of resources, controlling and eradication of invasive and alien species, rural development and site preparation or rehabilitation. It is also suitable for workers with environmental functions in a range of industries such as mining and chemical industry or manufacturing. The following are typical contexts in which this qualification can be assessed:

• Waste management related activities, eg
  > Materials recovery and buy-back centres
  > Waste reception
  > Landfill operations
• Water course cleaning, care and maintenance
• Care of public places, open areas, cultural and natural heritage sites
• Maintenance of parks and sports fields
• Community projects and job creation schemes relating to environmental practice
• General industrial and extraction, ie activities with an environmental care or improvement focus.

  Rationale:

  South Africa has a need to manage and protect its natural resources and ecological systems, while simultaneously using its resources in a sustainable manner to promote social, physical and economic development.

  There is also a need for people as individuals, and as members of social or workplace communities, to become aware of their responsibilities towards the environment and to be empowered to make informed choices regarding their own activities and the impact that these activities have on the environment. There is also a need for people to develop practices which will ensure that their activities, individually and collectively, result in the sustainable use of resources and minimise impact on the environment.

  Recent developments in environmental legislation have resulted in an increased demand for practitioners with the necessary skills, knowledge and values to fulfil these legislative requirements.

  Such practitioners – as learners, as workers and as members of social communities – need to be equipped to engage with the complexities and challenges which arise from this need to ensure that use and development is socially, ecologically and economically sustainable.

  This qualification will enable providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or to recognize prior learning. It will recognise the skills, knowledge and values of learners who engage actively in activities relevant to the field of environmental science, environmental management and waste management. The qualification is suitable for learners who:

• Have attended environment related courses and then apply the knowledge gained to activities in a workplace or in a community, or
• Are already workers and have acquired the skills and knowledge without attending formal courses, or
• Are already active in the community and have acquired the skills and knowledge without attending formal courses, or
• Participate in skills programmes and the appropriate work experience or community work, or
• Are part of a learnership programme which integrates structured learning and work experience, or
• Acquire their learning through any combination of the above.

Recognition of prior learning:

This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.

Access to this qualification is open.

However, it is preferable that learners first complete the National Certificate: Environmental Practice: Level 2 or equivalent before accessing this qualification. The learner will need access to suitable specialised vehicles and/or complex machinery and equipment.

Exit level outcome 1

• Operate and maintain specialised vehicles and/or complex machinery and equipment.

  > Range: Includes movable and static equipment for material treatment and processing functions which include consolidating, packaging (collection and handling), transferring and transporting materials, waste treatment and recycling, waste disposal, etc.

  Exit level outcome 2

• Apply principles of environmental monitoring to identify anomalies and report on conditions and incidents related to the learner’s area of responsibility, and implement appropriate action.

  Exit level outcome 3

• Use and handle resources in a sustainable way within the framework of applicable standards

  > Range: Resources include natural resources, materials, energy, waste, etc.Handle includes transporting, storing, disposing of, classifying, etc. This outcome also includes an awareness of primary or fundamental pollution control equipment for soil, air, water, noise and energy. Standards are levels of performance set by the organisation, by legislation or by regulations.

  Exit level outcome 4

• Provide input for environmental management processes.

  > Range: Environmental management processes refer to planning, trend analysis, monitoring, auditing and reporting in terms of statutory requirements, etc. Input refers to collected data such as measurements, maintenance records, samples, material usage, etc

  Exit level outcome 5

• Interact with supervisor and lead a team within an operational context.

  > Range: Lead includes coordinating, scheduling, planning, organising, and evaluating operational activities. The team is led to complete routine tasks.

  Exit level outcome 6

• Communicate with supervisors, the public, customers and colleagues to pass on information and to resolve problems or complaints.

• Operations related to the process are monitored and controlled in terms of safety, health and environmental considerations.
  > Range: The process includes activities such as operating an incinerator; handling effluent; using truck-mounted materials handling and compacting equipment; operating forklifts; liquid bulk loading; baling, compacting and shredding waste; checking and testing samples; monitoring and checking the quality of materials; mixing and preparing ingredients and chemicals; monitoring the flow and quality of materials and ingredients; monitoring and controlling the use of consumables.
• Operational incidents, events and problems are identified and addressed appropriately.
• The process is monitored and adjustments are made to maintain operational standards.
• Procedures are followed and enforced correctly.
• The product produced or service delivered meets operational requirements specified.
  > Range: Product refers to results of an action or process, eg compacted materials. Service refers to work done to prevent, correct or remedy environmental impacts, eg operating an incinerator. Operational requirements refer to those standards set at the site by the team, by the organisation and by legislation or regulation.

  Assessment criteria associated with Exit level outcome 2

• Basic principles of environmental monitoring and inspection are demonstrated in practice.
  > Range: Awareness of monitoring and measuring techniques for environmental parameters.
• Appropriate tools and protocols are used to measure conformance to quality standards and to identify deviations.
  > Range: Conformance and deviations relate to components and interrelationships between components of the environment and include the impact of human activities on the components of the environment. (All references to the impact of human activities on the environment implicitly include the subsequent impact of the degraded environment on human health and well-being in accordance with accepted definitions of the environment.) Used: where applicable, includes selecting appropriate tools and protocols.
• Action plans to address the deviations are developed and implemented, and their outcomes evaluated.
• Deviations from set standards are prevented, corrected, or remedied
  > Range: Prevented, corrected, or remedied includes early detection and appropriate solutions (ie within the learner’s capacity and authority) Standards are levels of performance set by the organisation, by legislation or by regulations.

  Assessment criteria associated with Exit level outcome 3

• Preventive measures are applied to control the impact of incorrectly used and handled resources on the environment.
  > Range: Includes management of impacts.
• Safety, health, security and environmental safeguards are applied, monitored and controlled at all times.
• Use of resources is monitored and controlled on an on-going basis.
  > Range: Includes application of relevant environmental management tools and protocol.
• Resources are used in a sustainable manner.
  > Range: Includes identifying opportunities for, and optimising, wise use of resources.

  Assessment criteria associated with Exit level outcome 4

• Data input equipment is selected, used and maintained.
  > Range: Data input equipment can range from hand held data recording equipment to weighbridges, etc.
• Relevant, accurate data is collected, recorded and managed.
  > Range: Includes sample collection, taking measurements, reporting, etc.
• The purpose of the environmental management processes and the relevance of the data is explained.
  > Range: Includes basic knowledge and understanding of EMS audit principles and of the requirements of the information system as defined in relevant environmental standards.

  Assessment criteria associated with Exit level outcome 5

• Tasks and resources are allocated, and productivity and quality of work is monitored and controlled on an on-going basis.
  > Range: Includes knowledge of employment conditions, job descriptions, time sheets, etc.
• Interpersonal skills are demonstrated at all times.
  > Range: Includes approachability, leadership skills, establishing and maintaining relationships, resolving conflict.
• Health, safety and environmental standards are ensured at all times.
• Team targets are met within quality standards.

  Assessment criteria associated with Exit level outcome 6

• Appropriate responses are made to public and customer comments.
  > Range: Public and customer includes the community.
  Appropriate responses include recording, providing information, referring to supervisor, etc, and include knowledge of the type of communication which should be referred to a higher level of authority.
• Correct information is communicated to relevant parties.
  > Range: Parties include supervisors, customers, team members, the public (eg hand out pamphlets, make announcements, answer queries).
• Participation in meetings is constructive and contributes to the overall purpose.

  Integrated Assessment

  In order to achieve the aims of integrated assessment it is recommended that the assessor assesses all components of the learning in an integrated way and that credits are awarded for the unit standards during this assessment.

  It is recommended that learning components (ie fundamental and core) are combined into assignments and projects which are then included in the portfolio of evidence. This will form the basis for the bulk of the assessment. The assessor can then focus on specific areas for further probing and verification.

  The assessment process should:

• Cover the explicit activities required for the qualification as well as the understanding of the concepts and principles which underpin the activities
• Establish how the Critical Cross-Field Outcomes have been advanced by the learning process.

  The integrated assessment must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:

• Looking at records and reports in the portfolio and reviewing previous assessments
• Asking questions and initiating short discussions to test understanding
• Observing the learner at work (in the primary activity as well as in other interactions).

  The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.

  While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes.

  Assessors should also evaluate evidence that the learner has been performing consistently to standard over a period of time.

Internationally, qualifications related to environmental science and environmental management fall into the sphere of higher education, apart from a few isolated examples at supervisory and first-tier management level.

At the level of this qualification, there are a limited number of qualifications which focus on waste management, such as the Scottish Vocational Qualifications and the National Vocational Qualifications of England, Wales and Northern Ireland. The approach taken in these qualifications aligns broadly with the approach taken here: qualifications are standards-based, learning is workplace-based, assessment is observation- and portfolio-based, and skills and knowledge are acquired, practiced and assessed within contexts relevant to the learner. However, this (i.e. the South African) qualification places a greater requirement on the learner to demonstrate successful integration of the knowledge and skills acquired.

A recent development has been the initiative by the International Solid Waste Association to develop qualifications and promote training internationally. Developments are also taking place in other parts of the world, notably South America. However, concrete information of the type needed to carry out a detailed comparison could not be found within the limits of the research capability.

Internationally, the method most widely used by organisations and companies to develop the skills of lower level employees is that of in-house orientation or training for a specific job. Information obtained by SGB members through personal contacts with colleagues in other countries has indicated that internships may also be used to develop skills, particularly in the United Kingdom.

The United States Environmental Protection Agency (US EPA) is regarded as representing best practice in environmental matters and is used as a model by other countries. In addition to its role in protecting the environment within the United States, the US EPA is also influential in skills development in the environmental field within the United States and in the many countries outside of the United States. The US EPA is instrumental in promoting the development of skills at all levels. It sets standards, establishes guidelines, provides funding and support for the development of resources and provision of training, and promotes the sharing and acquisition of knowledge through conferences, workshops and specialised training.

The absence of concrete information means that a detailed comparison cannot be made between US EPA training and the learning required for this qualification. However, it is known, through SGB members’ personal experience and knowledge of learning resources which meet US EPA standards (for example, in the field of waste management), that the skills, knowledge and values that would be achieved through this qualification are of a comparable standard to those determined by the US EPA.

Collectively, the SGB has close links with professional bodies and educational institutions which maintain links with their counterparts on an international level. This awareness of international trends in environmental practice and in environmental education has enabled the SGB to determine a realistic standard for this qualification and its associated unit standards, while at the same time enabling people to extend themselves within the learning context of this qualification.

This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.

This qualification has been designed as a generic qualification which will serve the diverse needs of the field of environmental science, environmental management and waste management. While a certain amount of the learning is applicable across the field, the balance will be related to the learner’s context. Each context will have a different focus and this will determine what qualifications, both horizontally and vertically, will articulate with this one.

• Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor or moderator with the relevant ETQA.
• Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
• Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation.
• Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise.
• Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.
• Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited for assessment by the relevant ETQA.
• To ensure that national standards are maintained, the final assessment should be conducted on the following basis, which will be under the control of the relevant ETQAs. National assessment of written papers and/or practical assignments needs to be undertaken, by the relevant ETQA. This must include the necessary assessment tools (e.g. marking schemes) to ensure consistent assessment. The ETQA itself or a nominated body or bodies can perform this function.
• Assessment can be institutional or workplace based and must be done by a registered assessor.

• Appropriate qualification in a relevant field of environmental science, environmental management and waste management at NQF Level 4 with a minimum of 2 years’ experience in a relevant context.
• Appropriate experience and understanding of assessment theory, processes and practices.
• Good interpersonal skills and ability to balance the conflicting requirements of:
  > Maintaining national standards
  > The interests of the learner
  > The need for transformation and redressing the legacies of the past
  > The cultural background and language of the learner.
• Registration as an assessor with a relevant ETQA.