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:

Erect and maintain wildlife fencing

SAQA US ID	UNIT STANDARD TITLE
8349	Erect and maintain wildlife fencing
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	4
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 erect, maintain and dismantle a game fence by applying appropriate techniques and actions. This competence will enable the qualifying learner to assist nature conservation managers in the erection and maintenance of fencing. Achieving this unit standard will enhance the cost effective management of the area and protect the surrounding areas and communities from possible attacks and damage to property. 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

Welding skills.

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

Erect and dismantle a fence of specified standard on a prescribed line.

OUTCOME RANGE

Erect the prescribed fence on the indicated line.

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

Prepare an area for fencing.

OUTCOME RANGE

Phsyically clear or debrush the area and / or level where required.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 the fence for effectiveness once erected.

OUTCOME RANGE

Complete the fence including prescribed electrification if necessary according to indicated specifications.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Monitor any impact of animals on communities.

OUTCOME RANGE

Complete the fence including prescribed electrification if necessary according to indicated specifications

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 5

Patrol and maintain the fence on a regular basis.

OUTCOME RANGE

Monitor the fence and communities to see whether there are any problems as a result of animals breaching the fence.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 6

Repair broken fences.

OUTCOME RANGE

Repair the fence when necessary (both barrier and electric fence), to ensure it always meets the prescribed standard.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 7

Construct fences at river crossings.

OUTCOME RANGE

Sacrificial or folding fences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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:

Erection skills for different types of fences.

Erection of fences at river crossings.

Gate hanging.

Proper use of stays and straining configuration.

Straining techniques of different fence types.

Proper use of tools and equipment.

Electrifying standard fences and configurations.

Repairs to various fences to effectively block any breaches (maintenance).

Repairs to river crossings.

Choosing a suitable type of fencing according to the terrain and species to be controlled.

Management objectives

Identifying and marking boundary beacons

Preparing the area where the fence is erected to facilitate construction in an environmentally friendly way within the prescribed specifications.

Determining personnel requirements

Fence placement in order to effectively contain animals.

Servicing and maintaining appropriate machinery and equipment.

Identifying and correcting weaknesses in a fence.

Precautions taken to prevent animals escaping.

Flood lines.

Herbicide application.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving related to the following specific outcomes:

Erect and dismantle a fence of specified standard on a prescribed line.:
Prepare an area for fencing.
Monitor the fence for effectiveness once erected.

UNIT STANDARD CCFO WORKING

Teamwork relates to the following specific outcomes:

Erect and dismantle a fence of specified standard on a prescribed line.:
Prepare an area for fencing.
Monitor the fence for effectiveness once erected.
Monitor any impact of animals on communities.
Patrol and maintain the fence on a regular basis.
Repair broken fences.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to the following specific outcomes:

Erect and dismantle a fence of specified standard on a prescribed line.:
Prepare an area for fencing.
Monitor the fence for effectiveness once erected.
Monitor any impact of animals on communities.

UNIT STANDARD CCFO COLLECTING

Information evaulation relates to the following specific outcomes:

Monitor any impact of animals on communities.
Patrol and maintain the fence on a regular basis.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes:

Erect and dismantle a fence of specified standard on a prescribed line.:
Prepare an area for fencing.
Monitor the fence for effectiveness once erected.
Monitor any impact of animals on communities.
Patrol and maintain the fence on a regular basis.
Repair broken fences.

UNIT STANDARD CCFO SCIENCE

Use of science and technology related to the following specific outcomes:

Erect and dismantle a fence of specified standard on a prescribed line.:
Prepare an area for fencing.
Monitor the fence for effectiveness once erected.
Monitor any impact of animals on communities.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to the following specific outcomes:

Monitor any impact of animals on communities.
Patrol and maintain the fence on a regular basis.
Repair broken fences.

UNIT STANDARD ASSESSOR CRITERIA

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 my 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 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 question linked to the unit standard
Testimony: collect a portfolio of evidence from suitable people (e.g. reports from a third party)

Intergrated assessment:

It may be more effective and efficient to assess a number of unit standards together thus reducing the ovreall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see whcih unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering al 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 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	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

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.

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