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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor: Policing Practices 
SAQA QUAL ID QUALIFICATION TITLE
50194  Bachelor: Policing Practices 
ORIGINATOR
SGB Visible Policing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 08 - Law, Military Science and Security  Safety in Society 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  394  Level 6  NQF Level 07  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification will enable managers within the Safety in Society environment to improve professionalism and enhance the quality of service delivery. It will also contribute to the further development of learners within Safety in Society by providing articulation, recognition and further mobility within a dynamic, changing environment. A learner acquiring this qualification will be able to plan, organize, lead, manage and control human, financial, physical and information resources in a Safety in Society environment in order to achieve the objectives of the organisation. The skills, knowledge and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the Safety in Society environment.

Qualifying learners will be able to show responsibility, and independently and effectively manage themselves and policing management processes.

The qualification aims at developing a competent and professional cadre of managers to ensure the effective delivery of relevant and appropriate policing services.

Rationale:

This qualification is for learners who are pursuing management careers within the Safety in Society sub-field and is one of several in a learning pathway that has been created. It provides learners with opportunities for professional development and career advancement within the broader constituencies of the Safety in Society community that will contribute to providing a safe and secure environment for all the people in the Republic of South Africa.

This qualification reflects the need and demand within the policing environment for officials who are/will be able to perform managerial and leadership functions with more complex managerial knowledge, skills and attributes of organisational processes and procedures contextualised within the Safety in Society environment. This qualification will provide a vehicle through which to develop competent managers that can stay abreast with the changing and dynamic environment of policing as well as create an atmosphere for life-long learning opportunities. The occupations, jobs or areas of activity in which the qualifying learners that will typically operate are in the areas of crime prevention, crime detection, community service centres and support in the Safety in Society environment. Through the availability of this qualification managers within the policing environment will be able to provide top class service, improve professionalism and enhance the quality of service delivery thereby contributing to the creation of public trust and achieving the vision of the sector.

This qualification opens up access for historically disadvantaged incumbents as well as other learners in the Safety in Society environment for further development through vertical mobility to higher-level qualifications and horizontally to qualifications on the same level but in a different discipline. The level of flexibility within the range of electives will also allow the individual to pursue further specialisation within the Safety in Society sector. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learners are competent in the outcomes of the National Certificate in Policing at NQF Level 5 or equivalent.

Recognition of prior learning

The structure of this non-unit standards-based qualification makes the Recognition of Prior Learning possible through challenging the associate Exit Level Outcomes. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards the Exit Level Outcomes.
  • Obtaining of this Qualification in part or in whole.

    Access to the Qualification

    Access to the qualification is open for any learner with:
  • A National Senior Certificate.
  • A National Certificate in Policing at NQF Level 5 or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    A learner who want to achieve this qualification must do all Exit Level Outcomes from the Fundamental and Core to the value of 320 and a choice of 40 credits from any of the Exit Level Outcomes in the Elective component of the qualification. 

    EXIT LEVEL OUTCOMES 
    On achieving this qualification the qQualifying learners will be are able to:

    1. Strategically manage and lead human, financial, physical and information resources through effective organisational relations and practices to achieve strategic goals.
    2. Apply managerial functions within a police specific environment on a daily basis for consistency and efficiency.
    3. Manage the legal framework by ensuring police adherence to the prescripts of the law in order to function strategically and effectively within a range of situations.
    4. Manage crime prevention by utilising specialised management skills in order to function strategically and effectively with a range of situations.
    5. Manage Community Service Centres by utilising specialised managerial skills in order to function strategically and effectively within a range of situations.
    6. Manage crime detection and intelligence by utilising specialised management skills in order to function strategically and efficiently with a range of situations.
    7. Manage the rendering of quality service orientated policing to the community and foreigners in order to strengthen the image and partnership with the communities and foreigners.
    8. Understand the principles of research and project management.
    9. Manage the provisioning of training and assessments within a policing environment with emphasis on creating competent officials.
    10. Manage internal quality management systems to enable the organisation to reflect on whether organisational needs have been met.
    11. Manage international relations and cooperation for policing with the focus on building partnerships, relations and development support to foreign police agencies.

    Any other area of specialisation can be added to this qualification at any time. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for exit level outcome 1:
  • Organisational policies and procedures are managed in planning, implementation and quality control practices to support decision-making.
  • Strategic plans, goals and objectives are set, monitored, measured and reviewed against actual developments using a sound methodological rationale.
  • Diversity is harnessed to promote teams for effective performance to achieve set goals and objectives and ensure quality service delivery.
  • The utilisation of information systems is optimised to improve service delivery.
  • Communication techniques are applied to optimise the impact and effectiveness of the management approach for quality service delivery.
  • On the job training is conducted in order to achieve strategic objectives.
  • Generic management functions are implemented daily for consistency and efficiency.
    Associated Assessment Criteria for exit level outcome 2:
  • Managerial functions are identified in order to apply these functions in a policing environment.
  • Communication techniques are applied in the daily functions by the supervisors and managers.
    > Note: Communication refers to but is not limited to end user computing, written and verbal communication and language proficiency (in English).
  • Principles of management are applied in various situations by supervisors.
  • Principles of management are applied in various managerial situations.
  • Various management processes are analysed and applied to management situations.

    Associated Assessment Criteria for exit level outcome 3:
  • The legal framework for law enforcement and policing is identified and applied in various situations related to policing.
  • The application of the legal framework, in relation to the execution of policing tasks, is coordinated and supervised.
  • The linkages between the legal framework for policing and other legal frameworks are analysed in relation to their impact on policing activities.
    > Note: Other legal frameworks refer to but are not limited to Administrative Law, Constitution of the Republic of South Africa and other relevant private law.

    Associated Assessment Criteria for exit level outcome 4:
  • The utilisation of information systems are optimised to effectively combat crime.
  • Different approaches are utilised, reviewed and revised against actual developments in the crime prevention environment.
  • Operational plans are compiled to direct and optimise the utilisation of resources during operations.
  • Targeted interventions are executed and implemented to ensure reduction in crime in accordance with operational strategies and concepts.
  • Integrated strategies are developed to ensure a multi-disciplinary approach towards crime reduction.
  • Monitoring systems are utilised to ensure the effectiveness of operational planning and execution processes.

    Associated Assessment Criteria for exit level outcome 5:
  • Information is captured and utilised in order to activate the judicial process.
  • Activities within the CSC are synergised in line with the strategic objectives and policies.
  • Quality service is rendered to the community reflecting the Batho Pele principles.
  • Organisational procedures regarding custody, property and financial management are managed to reduce losses and claims within the environment.
  • The activities of members are managed to enhance quality performance.

    Associated Assessment Criteria for exit level outcome 6:
  • Specialised managerial skills are optimally utilised in accordance with legislation and policies to manage the crime detection process.
  • Information and intelligence are strategically and effectively managed and filtered to enhance crime detection.
  • The collection and preservation of evidence for forensic and other purposes are managed in accordance with relevant applicable policies.
  • Case dockets are critically analysed in order to give individual guidance for investigations and problem solving.
  • Media liaison in matters relating to crime detection is managed in accordance with prescribed organisational policies.

    Associated Assessment Criteria for exit level outcome 7:
  • Government Policy with regard to community and foreigner relationships are recognised in order to strengthen the relationships.
  • Concepts related to National and International relations and cooperation for policing are identified and applied within the law enforcement environment to obtain cooperation between policing establishments.
  • Bi-National and Bi-Lateral agreements are identified and recognised to aid development.
  • The role of INTERPOL, SADC and SARPCCO, Local Policing Forums and Legislative structures is recognised as a tool to strengthen relationships between international policing agencies.

    Associated Assessment Criteria for exit level outcome 8:
  • The foundations of research are described in relation to the ethical principles and practices of research.
  • The methodologies, steps, role and aim of research are described in relation to research in general> The different scales of measurement and the preparation of data scales of tendency are illustrated by using practical examples.
  • The difference between research and project management is illustrated by applying it to the law enforcement work environment.
  • A research proposal is compiled and presented on a specific topic related to policing or law enforcement.

    Elective Component:

    Associated Assessment Criteria for exit level outcome 9:
  • Training needs are analysed in order to ensure that the organisation is able to better service the clients.
  • Assessment methods, tools and practical needs are evaluated in order to align the organisation with accepted standards.
  • The training and development activities in the organisation are managed and aligned to support the organisations transformation objectives.
  • he training and development processes are identified and analysed to ascertain whether they reflect the human resource development requirements in accordance with the human resource strategy of the organisation.
  • Education, training and development activities and processes are identified and utilised to promote the competence of officials to coordinate government communication activities.

    Associated Assessment Criteria for exit level outcome 10:
  • Quality management systems currently used are analysed in order to ascertain weaknesses and strengths in line with the needs of the organisation.
  • Future quality management systems are drafted in line with organisational needs.
  • Government communication processes are applied in order to demonstrate a positive effect on the organisation and its relationship with its stakeholders.
  • Principles, regulations and legislation underlying supply chain management are applied in accordance with the procedures and protocols of the public sector.

    Associated Assessment Criteria for exit level outcome 11:
  • The bigger role of INTERPOL is analysed in relation to police functions.
  • The role of education, training and development is illustrated within international relations and cooperation.
  • The international role of policing is assessed with regards to globalisation, crime combating and dignitaries.
  • The role of foreign embassies and NGO's is evaluated in relation to their roles and function within the policing environment.

    Integrated Assessment:
  • Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
  • Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
  • Assessment of communication and mathematical literacy should be integrated as far as possible with other aspects and should use practical administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
  • The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.
  • Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    The International comparison focussed on the specific needs of middle managers in a policing environment.

    International comparison was conducted by means of questionnaires based on the Exit Level Outcomes and Associated Assessment Criteria, Research on the Internet and staff reports compiled by SAPS Officials visiting various police forces and interviews with their training staff.

    The following countries were chosen for the international comparison.

    Botswana.
    Botswana is known to have a well-developed police service and the South African Government has a bi-lateral agreement with the Botswana Government regarding cross border policing activities.

    The United Kingdom
    The United Kingdom has a well-established police service and is renowned for their experience in national and international operations.

    Botswana
    The Botswana Police Service provides an in-house three-year programme at the Botswana Police College. It is equated equivalent to a national diploma. The programme covers leadership skills, management skills, managing crime, managing crime prevention, Community Service Centres, finances and disasters.

    Conclusion
    The proposed Bachelor in Policing covers all the objectives of the Botswana programme and is at least on par with the Botswana qualification.

    United Kingdom
    The comparison was conducted through the Internet based on the unit standards making up the qualifications.

    The United Kingdom has four National qualifications registered on the NVQ, namely:
  • National Vocational Qualifications Level 5 NVQ in Police Strategic Management
  • National Vocational Qualification Level 5 in Police Operational Management
  • National Vocational Qualification Level 4 in Police Organizational Management
  • National Vocational Qualification Level 4 in Police Operational Management

    The listed qualifications were pitched at a higher level than the proposed Bachelor: Policing Practices, however, most of the unit standards did not indicate such a complex level. The UK qualifications also have major overlaps between the four qualifications. The UK qualifications covered the entire Exit Level Outcomes of the proposed Bachelor: Policing Practices. Fortunately the unit standards also indicated some shortcomings in the proposed qualification, which were rectified by the task team. On the other hand, the proposed Bachelor: Policing Practices extends beyond the UK qualifications broadening the scope of managers in a policing environment and covering most of the Critical Cross Field Outcomes.

    Conclusion
    The proposed Bachelor: Policing Practices compares favourably with UK qualifications and is probably better pitched than the UK qualifications. It is not as narrow focussed as the UK qualification thus allowing more articulation possibilities.

    South Eastern Europe
    (Countries such as Finland, Norway, Sweden, Unit Kingdom, Nederland, Germany, Austria, France, Belgium and Estonia)

    The current training development in these countries as indicated in the police forum initiative progress report was benchmarked against this qualification.

    The following were found:

    No formal qualifications were found to benchmark this qualification with, although various training initiatives between various countries in South Eastern Europe (see countries such as Finland, Norway, Sweden, Unit Kingdom, Nederland, Germany, Austria, France, Belgium and Estonia) were found and it compares fairly with this qualification.

    The current learning areas include:
  • Police Management
  • Policing a Multicultural Society
  • Policing Ethics
  • Maintaining Public Order
  • Training Methods
  • Trafficking in Human Beings
  • Illegal Immigration
  • Trafficking in Drugs
  • Trafficking in Light Weapons and Small Arms
  • Dealing with Extreme Phenomena
  • Methods of Technical Crime Investigation
  • Financial Crime and Money Laundering
  • Smuggling Stole Vehicles
  • Forging Documents

    The following areas are included within this qualification:
  • Police Management
  • Policing a Multicultural Society
  • Policing Ethics
  • Maintaining Public Order
  • Training Methods

    Although the other areas are not directly included, certain exit level outcomes refer to these areas.

    Swaziland

    In the Human Resource Development strategy of the Royal Swaziland Police Services the following aspects were found and compared with this qualification.

    Training and Development in this country have a fairly well developed training infrastructure comprising of the initial Training Police College and Command Wing. The organization lacks coherent training and development strategy resulting in the organization's human resources not being trained and developed appropriately to meet the present and future demands.

    It is also clear that training and development approaches are not generally based on competencies, needs and requirements of the organization.

    They identified that they need to establish standards of performance and structure to support the organization's purpose, direction and requirements in terms of performance.
    They need to make provision of adequate facilities and re-skilling of personnel in line with current and projected policing and global technological demands.

    They also identified the need for the development of a profile of core competencies in order to enable all levels of the organization to deliver an effective and efficient service which meets public expectations.

    The South African Police Service is one of the major role-players in assisting the Royal Swaziland Police Service to fast track these developments as identified and for this reason, the SAPS are leaders in the field of the development of competencies of its members.

    Florida

    Within the Criminal Justice (Bachelor) the following were compared with this qualification:

    The Criminal Justice (Bachelor) prepares graduates for the entry level and middle management positions in probation, criminology, corrections, law enforcement, security and administration.

    The qualification explores all facets of crime and criminology and expands into areas such as gang activity, drug operation and criminal justice management.

    These areas include:
  • Criminal Justice Management
  • Ethics and Liability
  • Criminal Procedure
  • Constitutional Law
  • Criminal Investigations and Police Procedures
  • Concepts of Criminal Law
  • Computer Applications
  • Juvenile Delinquency
  • Victimology
  • Interviews and Interrogations

    It compares with the content of this qualifications, although not directly but indirectly.
    The exit level outcomes of this qualification covered most of the areas as indicated in the Criminal Justice (Bachelor).

    Colorado

    Learners entering the Bachelors of Science in Criminal Justice programme gain a solid knowledge base in the triad areas of the court, corrections and law enforcement in addition to the management skills needed for career advancement.

    Some areas included in this qualification are:
  • Corrections Solutions
  • Legal Aspects of Criminal Justice
  • Law Enforcement and the Community
  • Public Administration and Policy Making
  • Laws of Evidence in Criminal Courts
  • White Collar Crime
  • American Criminal Procedure
  • Juveniles and the Courts
  • Crime Scene Analysis
  • Investigation of Crime
  • Forensic Behaviour Analysis

    It compares well with the content of this qualification, although not directly but indirectly. The exit level outcomes of this qualification covered most of the areas as indicated in the Bachelors of Science in Criminal Justice.

    Indonesia

    In support to good governance in Indonesia, there is an urgent need to boost the capabilities of civilian police authorities in their role of maintaining public security and order in Indonesia.

    These areas include:
  • Communication Control and Command Systems
  • Practice of Criminal Identification
  • Management Principles
  • Criminal Identification
  • Police Station Management

    It is very clear that these areas form part of this qualification and compare very well with the content and exit level outcomes.

    United Kingdom

    The following NVQ qualifications are used to compare:

    100/4825/X Level 4 Police Operational Management

    Standards:
  • Unit 2B4 Determine and review authorizations
  • Unit 2B5 Identify and manage operational threats and risks
  • Unit 2B6 Plan policing operations
  • Unit 4A5 Manage the use of financial resources
  • Unit 4A8 Manage activities to meet requirements
  • Unit 4D2 Manage the performance of teams and individuals
  • Unit 4G3 Promote health and safety culture in the workplace

    100/4826/1 Level 5 Police Operational Management

    Standards
  • Unit 2B1 Set, monitor and review strategies for policing operations
  • Unit 2B2 Formulate, monitor and review tactics to achieve strategic objectives for policing operations
  • Unit 4A2 Evaluate and improve organizational performance
  • Unit 4A4 Manage the use of physical resources
  • Unit 4A7 Maintain activities to meet requirements
  • Unit 4A15 Manage information for action
  • 4A17 Use information to make critical decisions
  • Unit 4D3 Chair and participate in meetings
  • Unit 4F1 Set and manage local media strategies
  • Unit 4G3 Promote health and safety culture in the workplace

    100/4863/7 Level 4 Police Organizational Management

    Standards
  • Unit 1B4 Determine the concerns and priorities of communities in relation to safety, social inclusion and the prevention and reduction of crime and anti-social behaviour
  • Unit 1B56 Evaluate, prioritize and review demands for service
  • Unit 4A3 Manage change in organizational activities
  • Unit 4A5 Manage the use of financial resources
  • Unit 4A16 Provide information to support decision making
  • Unit 4D2 Manage the performance of teams and individuals
  • Unit 4G3 Promote a health and safety culture in the workplace

    100/4864/9 Level 5 Police Strategic Management

    Standards
  • Unit 2B1 Set, monitor and review strategies for policing operations
  • Unit 4A1 Establish strategies to guide the work of your organization
  • Unit 4A3 Manage change in organizational activities
  • Unit 4A6 Assess, negotiate and secure sources of funding
  • Unit 4A17 Use information to make critical decisions
  • Unit 4B2 Develop a strategy and plan for promotion of equality of opportunity and diversity
  • Unit 4C9 Develop management teams
  • Unit 4D3 Chair and participate in meetings
  • Unit 4F1 Set and manage local media strategies
  • Unit 4H3 Represent one's own agency at other agencies' meetings

    Taking all these unit and qualifications titles in consideration it is every clear that the exit level outcomes of this qualification is in line with the requirements of other countries. It is also important to note although these standards and qualifications are on different levels, it seems that the NQF level for this qualification are aligned. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with the following registered qualifications:
  • Bachelor of Arts: Policinge Practices; or Science Level 7.
  • Advanced Diploma: Traffic and Metropolitan Policing; or Bachelor of Police at NQF Level 7.

    This Qualification articulates vertically with the following registered qualifications:
  • Bachelor of Policing Practices (honours); or Arts Honours: Police Science at NQF Level 8.
  • Bachelor of Technology: Policing (professional qualification at NQF Level 8). 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding 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 or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
    Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s 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 in the exit level outcomes described in the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Assessment competencies and subject matter experience of the assessor can be established by recognition of prior learning.
  • Well-developed interpersonal skills, subject matter and assessment experience.
  • To be competent in the planning and conducting assessment of learning outcomes as described in the unit standards Plan and Conduct assessment of Learning outcomes NQF level 5.
  • Well-developed subject matter expertise within policing.
  • A relevant tertiary qualification and 3 years experience in the relevant field.
  • To be registered with the relevant Education and Training Quality Assurance Body.
  • Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided (Portfolio of evidence). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    59226  Bachelor of Policing Practices  Southern Business School (Pty) Ltd  Level 6  NQF Level 07  394  2020-09-29  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    59226  Bachelor of Policing Practices  Southern Business School (Pty) Ltd  


    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.