SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Manage cultural heritage resources in the field 
SAQA US ID UNIT STANDARD TITLE
8346  Manage cultural heritage resources in the field 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A qualifying learner assessed as competent against this unit standard will be able to understand and carry out basic cultural heritage resource management duties, whilst in the field in a conservation area. This competence will contribute to a holistic and sustainable approach to the management of conservation areas. In acquiring this competence the qualifying learner will enrich their own practice and lay a sound foundation for future learning by better understanding and appreciating the cultural diversity within which they operate. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No prior learning is assumed to be in place. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Define basic cultural heritage resource management. 
OUTCOME RANGE 
  • Cultural resource management is explained in the qualifying learner's own words and is related to the broad societal and local conservation context 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Recognise local cultural heritage practices, traditions and sites. 
    OUTCOME RANGE 
  • Practices, traditions and sites which were relevant to the management of the conservation area are recognised and understood, signs of sites such as pottery, rock paintings and other artifacts are recognised. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Monitor cultural heritage sites. 
    OUTCOME RANGE 
  • understands the necessity of site monitoring, the layout of a site management plan, and can undertake site monitoring. Actual impacts upon sites are recognised and acted upon within the context of the law and site management plan, visitor requirements are understood and facilitated within the context of the law and site management plan. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Demonstrate a working knowledge of relevant cultural heritage legislation. 
    OUTCOME RANGE 
  • legislation is explained as it related to the management of cultural heritage in the field in conservation areas. Must include penalties for damage/mismanagement. Names and roles of the Provincial and/or national heritage agencies must be known. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard 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; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • 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 which is accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Principles of cultural heritage management.
  • Identifying and distinguishing between a variety of local cultural heritage sites.
  • Sustainable versus non-sustainable utilization.
  • The role of conservation in cultural heritage management.
  • Cultural resource management plans (actual).
  • Site assessment according to a set of criteria.
  • Reporting the findings of cultural heritage site impact assessments.
  • The causes of cultural heritage site deterioration.
  • Collecting, recording and reporting of data.
  • Cultural heritage site maintenance.
  • Reasons for cultural heritage site conservation.
  • National Monuments Act and appropriate provincial legislation (where in place). 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to critical cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to the following critical cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following critical cross-field outcomes:

    Define basic cultural heritage resource management
    Recognise local cultural heritage practices, traditions and sites
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following cross-field outcomes:

    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following cross-field outcome:

    Monitor cultural heritage sites. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relaes to the following critical cross-field outcomes:

    Define basic cultural heritage resource management
    Recognise local cultural heritage practices, traditions and sites.
    Monitor cultural heritage sites
    Demonstrate a working knowledge of relevant cultural heritage legislation. 

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems.
  • Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    Supplementary information:
  • Visual identification of possible sites in an area.
  • Site identification should reflect an understanding of the key concepts and principles underlying cultural heritage management and should include consideration of different cultural origins.
  • Categories of sites should be explained in the context of local, regional and / or sub-regional history. Qualifying learners should be able to list what activities are legally allowed, or not allowed, at heritage sites. Their explanation should reflect an elementary understanding of the ways that legislation contributes to cultural heritage management.
  • Learning should focus on the process of planning and include various role-players and stakeholders. Attention should also focus on the necessity for planning, at a basic level. Different management techniques are explored, with an emphasis on sites that receive public visitation and/or sites rated as extremely significant and/or valuable.
  • Site management should occur within the context of public participation and consultation. The qualifying learner's explanation should indicate an understanding of a management plan.
  • Qualifying learners should be able to perform maintenance in hypothetical scenarios within rules and regulations pertaining to management plans. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Elective  49605   National Certificate: Environmental Practice  Level 2  NQF Level 02  Reregistered  2023-06-30  LG SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. ABEMS Training Institute (PTY) Ltd. 
    4. Agisanang SA Training 
    5. Amabamba Recruitment 
    6. Atlegang Training Consulting 
    7. AVAX SA 481 CC. T/A Mandisa Development Services 
    8. Bantubanye Skills 
    9. BF QUALITY SOLUTIONS (PTY) LTD 
    10. Big Start Training and Development 
    11. Boni Africa Events & Development 
    12. Buena Vista Learning Academy 
    13. BUSINESS CIRCLE CONSULTATION 
    14. Classic Human Capital Solutions 
    15. CTC College(PTY) LTD. 
    16. Dean Institute Of Learning (Pty) Ltd 
    17. Ditirelo Skills Development Services 
    18. Edutraining Business College 
    19. Elective Training Institute Enterprise CC 
    20. Fire Protection Association of Southern Africa 
    21. Glere Skills and Consultants 
    22. Goitsikitso Enterprise Trading 
    23. Growth Management Consulting 
    24. Heavenly Button Trading CC 
    25. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    26. Icando 
    27. Institute of Health and Social Care Studies 
    28. IQ Skills Academy (PTY) LTD. 
    29. ITO Focus Reagile 
    30. Jobafrik Consulting 
    31. KAGISHO BUSINESS CONCEPTS (Pty) LTD 
    32. Kernel Management and Consulting (PTY) LTD. 
    33. Kgolo Institute 
    34. KHOSITHI TRAINING 
    35. KNOWLEDGE PRODUCTION 
    36. Kokilesedi Trading 
    37. Kuyakhula Development Initiatives 
    38. Mahayi HRD Services cc 
    39. Makavila Suppliers CC. 
    40. Mangalani Business Enterprises 
    41. Marcado Human Resources Strategies 
    42. Mashphe Logistics Services 
    43. Mazasa Management Consulting CC. 
    44. Mbinga Holdings (Pty) Ltd 
    45. Mcebo Technologies 
    46. Mgwezane Training and Events Management CC. 
    47. Miczo's Enterprise 
    48. Mind Magic Consulting 
    49. Mission Point Consulting 
    50. Networx for Career Development 
    51. NJ & L Trading Enterprise CC. 
    52. NOMAKU TRADERS CC 
    53. NS Global Academy 
    54. Pioneer Business Consulting 
    55. Power Rush Trading 170 CC. 
    56. Powernexus 
    57. PWI CORPORATE TRAINING PTY LTD 
    58. Quick Leap Investment 
    59. RLSTP Training & Development (PTY) LTD. 
    60. Seige Trading Solutions 
    61. Senelo Trading CC 
    62. Siljeur Training Academy 
    63. Spring Forest Trading 578 CC 
    64. Talent Emporium Academy (PTY) Ltd 
    65. Thando Consulting Services 
    66. The Crimson CO CC. 
    67. Thubelihle Graduate Institute 
    68. TLD Consulting 
    69. Tshwane Skills Training Centre 
    70. Umfolozi FET College 
    71. University of Venda 
    72. Vicmat Consultants 
    73. XL AT Consulting CC 
    74. Ya Hina Management Consulting and projects 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.