|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 QUALIFICATION THAT HAS PASSED THE END DATE:|
|National Diploma: Policing|
|SAQA QUAL ID||QUALIFICATION TITLE|
|61729||National Diploma: Policing|
|SGB Visible Policing|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|SAS SETA - Safety and Security SETA||OQSF - Occupational Qualifications Sub-framework|
|National Diploma||Field 08 - Law, Military Science and Security||Safety in Society|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||248||Level 6||NQF Level 06||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 replaces:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|48865||National Diploma: Policing||Level 5||Level TBA: Pre-2009 was L5||240|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification is to obtain a nationally recognised qualification in the law enforcement environment and to uplift the professional standards of policing. It will improve relationships between employer and employees and organisation and client (community) and attract and retain quality employees.
Learners will be able to identify, assess, formulate and solve problems while performing tasks related to maintaining public order, prevention of crime, investigation of crime, combating crime and protection of people and property. The Unit Standards in this qualification will allow progression and mobility to obtain further managerial competencies. Elective standards will further allow for progression and a career path into specialist areas. The qualification will make provision for the movement of learners between different environments.
Learners will be able to implement strategies to assist personnel in the handling of stress and in having an in-depth understanding of motivation techniques. These learners will also be able to lead a team, apply management skills and delegate tasks.
The learner obtaining this qualification will enhance service delivery to the internal and external clients that will enhance satisfaction and trust. Qualifying learners will be able to conduct limited policing operations, apply resource management at the lower management level and apply interpersonal skills in a law enforcement environment while balancing constitutional and legal rights of individuals with the competence to legally infringe those rights in the service of maintaining a safe and secure society. Fundamental human rights and adherence to such rights are also contained in this qualification with the focus on upholding and protecting fundamental human rights by creating a responsive and proactive environment in a responsible manner.
A fundamental understanding of the criminal justice system needed for middle management purposes is also outlined in this qualification and this qualification will also contribute to the implementation of preventative actions that law enforcement agencies need to take.
A learner acquiring this qualification will have skills, knowledge and attributes to:
This qualification will contribute to the sector needs by empowering law enforcement personnel in the execution of their prime function which is ensuring a safe and secure environment for all people within the country. The Safety in Society and Sovereignty of the State sub-fields will especially benefit in that firstly, it will provide policing competencies needed for employed in law enforcement agencies and organizations and secondly, it will further contribute to an in-depth understanding of the possible causes of crime, criminal preventative actions and the criminal justice system.
Managers of law enforcement resources will benefit in that the management specialisations embedded in this qualification will assist in the development of effective systems and the creation of standardised management capabilities.
Organisations such as the South African Police Services, the South African National Defence Force Military Police and the respective metropolitan police and traffic services will benefit the most from this qualification. This qualification allows learners employed in these services to progress from elementary law enforcement functions to middle management functions in order to perform relevant roles in the broader law enforcement environment.
This qualification primarily reflects the workplace-based needs of the sector Safety in Society that relate to managerial competencies. This qualification will further ensure better service delivery to the community thereby providing a safe and secure community environment, which will enhance the growth of the economy.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of Prior Learning (RPL):
This Qualification makes the Recognition of Prior Learning possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph.
This Recognition of Prior Learning may allow:
All recognition of Prior Learning is subject to quality assurance by the relevant accredited ETQA Body and is conducted by a registered workplace assessor. Because the standards are only core and fundamental, these standards may have been acquired in a range of economic sectors and these will be recognizes as appropriate.
Access to the Qualification:
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 248 credits as detailed below.
Training and Development (51 credits):
Resolving of Crime Investigation (34 credits):
Dog Handling (55 credits):
Forensics (39 credits):
Industrial Relations (40 credits):
Bomb Disposal (42 credits):
Protection Services (69 credits):
Career Management (42 credits):
Personnel Management (29 credits):
Supply Chain Management (46 credits):
Communication Services (45 credits):
Criminalistics (39 credits):
Hostage Negotiation (39 credits):
Border Control (46 credits):
Crime Intelligence 60 credits:
|EXIT LEVEL OUTCOMES|
|1. Apply management skills.
2. Implement workplace relations in a work environment.
3. Apply applicable legislation in a work environment.
4. Utilise a document management system.
5. Assess service delivery of the organisation.
6. Analyse operational plans for deployment and law enforcement purposes.
7. Apply the concepts and principles of crime prevention and investigation in the context of law enforcement.
Critical Cross-Field Outcomes (CCFOs):
This qualification promotes, in particular, the following Critical Cross-Field Outcomes:
Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
Working effectively with others as a member of a team, group, organisation, and community during:
Organising and managing oneself and one's activities responsibly and effectively when:
Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion when:
Collecting, analysing, organising and critically evaluating information to better understand and explain:
Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1. Resources are assessed for utilisation purposes.
1.2. Personnel abilities are assessed for operational purposes.
1.3. Problem solving strategies are implemented in order to advance informed decision making.
1.4. Leadership abilities are demonstrated in the guiding and coaching staff.
1.5. Performance management principles are applied within a work context.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1. Current sections of the Labour Relations Act are assessed in relation to organisational objectives.
2.2. Disciplinary procedures are applied in line with organisational operating procedures and current legal prescripts.
2.3. Grievance procedures are assessed in terms of the processes to be followed by employees.
2.4. Conflicts within the workplace are managed in terms of organisational policy.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1. Relevant sections of the Occupational Health and Safety Act are applied that influence the management of work environments.
3.2. The role and supremacy of the Constitution of South Africa is evaluated in terms of its position in relation to other legislation.
3.3. Compliance to legislation is assessed to determine potential areas of improvement.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1. Record keeping systems and practices are evaluated in order to determine adherence to systems and how systems can be improved.
4.2. The influence of record keeping on the criminal justice systems is analyzed in terms of its potential effect on the integrity of chain of custody.
4.3. Inventory control processes are analyzed to determine potential areas of improvement.
4.4. The principles outlined in the Public Management Finance Act are applied within a work environment.
Associated Assessment Criteria for Exit Level Outcome 5:
5.1. The ability of the organization to adhere to Batho Pele principles is assessed in order to ensure compliance.
5.2. The ability to build relationships with stakeholders is analysed for strategic purposes.
5.3. The importance of community involvement in organisational processes is explained in order ensure transparency.
5.4. Complaints are assessed to determine possible trends, weakness or strengths within an organisation.
5.5. Public relation principles are applied in order to build communities of trust.
5.6. The importance of establishing a culture of ethical behaviour within an organisation is explained in line with service delivery principles.
Associated Assessment Criteria for Exit Level Outcome 6:
6.1. Operational plans are collated with organisational objectives in order to determine their effectiveness.
6.2. Operational plans are reviewed taking into account operational activities in order to determine their effectiveness.
6.3. Factors are evaluated to determine possible influences.
6.4. Complex situations are analysed to determine solutions.
6.5. The principles of partnership policing are evaluated in order to enhance partnerships with other stakeholders.
Associated Assessment Criteria for Exit Level Outcome 7:
7.1. The philosophies of crime prevention are utilised in order to determine the most appropriate crime prevention strategy.
7.2. National legislation pertaining to crime prevention and investigation are analysed in order to determine the impact on day-to-day law enforcement activities.
7.3. Crime prevention approaches and techniques are identified in order to select the most appropriate approaches and techniques.
7.4. The scene of incident is managed for investigation purposes.
7.5. Different investigation methods and techniques are applied during the different investigation phases.
7.6. A scene is investigated according to crime investigation principles and techniques.
Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated.
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. 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 formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
The United Kingdom is regarded by many as one of the world leaders in the training and application of their police services. In light of this and the fact that their training is coupled to the NVQ the United Kingdom was chosen to compare with in terms of this qualification.
Most European countries, especially the ones belonging to NATO during the Cold War, are also regarded as efficient and effective police services. Europe through the European Union (EU) is not only trying to standardise a qualification framework but also attempting to standardise police training and commonality in approaches and content.
The United States of America has one of the best equipped and well trained police services in the world although problems are encountered due to the fact that the police service is not nationalised.
Within Africa, with the exception of South Africa, the Royal Swazi Police Services of Swaziland are regarded as being one of the more competent police services.
On the Pacific Rim, Japan and Indonesia are widely regarded as being very efficient in police training and having competent police forces.
The following NVQ qualifications are used to compare:
Taking all these Qualifications and Standards titles into consideration it is clear that all the exit level outcomes of this qualification are in line with the requirements of those qualifications. It is also important to note although these standards and qualifications are on different levels, it seems that the NQF Level for this qualification is in line with international qualifications and learning programmes.
No formal qualifications were found to benchmark this qualification with, although various training initiatives such as police management, policing ethics, maintain public order, training methods and policing a multicultural society were found between various countries in Europe. Participating in management training is not a prerequisite for promotion into management ranks in any of the surveyed countries. The only exceptions to this rule are countries in which management training is part of other forms of training which are prerequisites for such a promotion.
The most common topics of police management training in the Netherlands are supervision of operations, team building, training for modular education, career development, financial management, problem-oriented policing, project management, and effective influence tactics.
In Belgium such topics are coaching, leadership, negotiation, effective meeting conducting, listening and communication skills, delegation, and project and operation management.
In Finland, the most common topics of police management training are strategic, operational, and tactical management, personnel management, resource planning, data processing and data security, police ethics, international matters, new police legislation, pedagogics, selection and training of personnel, community policing, and scientific methodology.
Managing groups, motivating, interpersonal communication, working under stress, resolving conflict situations, decision-making, and an effective use of human resources, are the most common topics of police management training in Poland.
In Hungary, such topics are personnel development and training, organization development, human resource strategy, organized crime, constitutional aspects of the Penal Code, protocol, relationship between Police Force and media, cooperation between local governments and police, and current tasks of public security service.
Issues of management training in Croatia are scientific management, organizational structuring, tasks and skills of police officers of different ranks, police management approach, police management systems, organizational behaviour, conflict management, negations, decision making, and management planning and control.
In the Czech Republic, the most common topics in police management training are human resource management, crime control, organized crime, novelties in law (police law, criminal law, etc.), international cooperation, analytical skills, crime prevention, and management of police operations.
In Germany, police management training includes topics such as crime control, traffic safety, management of police operations, the role of police in society, leadership, human resource development, novelties in law (constitutional law, police law, etc.), and international cooperation. In Austria, in addition to the topics listed for Germany, police management training includes personnel selection, security issues, and rhetoric.
Topics of management training are quite similar among the surveyed countries. The most common topics fall into three categories. The first and the most frequent category could be broadly defined as "Topics in Organizational Behavior" (leadership, motivation, working with groups, team-building, stress management, conflict management, decision-making, etc.). The second most frequent category could be defined as "Human Resource Management" (recruiting and selection, career development, human resource development and training, effective use of human resources, etc.). The third most frequent category could be described as "Supervision and Management of Police Operations." It is surprising that among all the participating countries only one mentioned police ethics as a topic in their police management training, and very few listed international co-operation.
Although the other areas are not directly included, certain Exit Level Outcomes of this Qualification refer to areas such as the application of management skills, improving workplace relations, applying legislation and the utilization of documentary management systems. Exit Level Outcomes analysing operational plans for deployment purposes are good examples of maintaining public order policing and policing in a multicultural society.
United States of America:
Law enforcement in the United States of America is decentralised to the various states. Here follows the comparability in this regard.
Within the Florida law enforcement environment the following was 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 as well as Interviews and Interrogations.
It compares with the content of this qualification in the following manner. This qualification was used as benchmark in the Unit Standard, "Apply applicable legislation in a work environment" and this qualification speaks directly to the above-mentioned matters as stated in the Criminal Justice (Bachelors) which are at the same level of this qualification. The Criminal Justices (Bachelor) prepare graduates for the entry level of management position, as this is the intention of the Diploma: Policing, Level 6 as stated in the fundamentals and core as well as certain elective components.
Learners entering the Diploma 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, Legal Aspects of Criminal Justice, Law Enforcement and the Community, Public Administration and Policy making and Investigation of Crime.
It compares well with the content of this qualification in the following manner. The Exit Level Outcomes implement legislation and improve service delivery of this qualification covered most of the areas as indicated in the Diploma of Science in Criminal Justice. It is also clear the content of the Diploma (as a whole - including the elective component) covered almost all the aspects of the Diploma in Criminal Justice. It is also clear that the Diploma in Criminal Justice addresses all law enforcement agencies and not just policing as the case in this qualification.
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 a 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 identify 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.
Japan has a training programme in Police Management. This country presents the following Police Management and Leadership content: Selected supervisory skills and a wide perspective and fresh vision toward administration and advanced knowledge of management, senior management skills and advanced knowledge of management necessary for their management, junior management skills and basic knowledge and skills necessary for their management.
This qualification addresses all the specific requirements in Japanese learning programme as stated in the Exit Level Outcome Apply Management Skills.
In support to good governance in Indonesia, a great emphasis has been placed on management principles and 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 of this qualification. Some of the learners although at the level of junior managers will perform their competencies at station commissioner's level and therefore this was compared with the learning programmes in Indonesia. No formal qualifications are in place but learning programmes presented are in line with the needs and Exit level Outcomes of this qualification.
The content of this Qualification focuses mostly on policing operations, resource management and interpersonal skills. As can be seen from this International Comparison these focus points are also prominent in the programmes reviewed. Due to this, it can be stated that this qualification is in line with those programmes presented internationally.
|This Qualification lends itself to both vertical and horizontal articulation possibilities.
Horizontal articulation is possible with the following 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 by the relevant ETQA.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 48865, "National Diploma: Policing", Level 5, 240 credits.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||230026||Analyse tactical options for crowd management and public order management||Level 5||Level TBA: Pre-2009 was L5||9|
|Core||114873||Apply basic financial procedures to PFMA principles||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||255995||Apply Human Rights in a policing environment||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||120480||Demonstrate understanding of crime prevention||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||244288||Demonstrate understanding of occupational health and safety legislation in the workplace||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||114226||Interpret and manage conflicts within the workplace||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||253980||Investigate a crime or incident||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||9897||Manage inventory||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||7848||Manage the induction of new staff||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||7883||Manage workplace relations||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||230021||Conduct evaluations, inspections and visits for the purpose of assessing compliance and ensuring improvement of service||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||255994||Enhance the performance of employees||Level 6||Level TBA: Pre-2009 was L6||9|
|Core||7859||Lead and manage teams of people||Level 6||Level TBA: Pre-2009 was L6||6|
|Core||230023||Manage crime investigation processes for solving of crime||Level 6||Level TBA: Pre-2009 was L6||16|
|Core||120306||Manage service delivery improvement||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||230028||Manage tactical operations||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||230022||Manage the implementation of legislation||Level 6||Level TBA: Pre-2009 was L6||8|
|Core||230025||Manage the operations of a Community Service Centre (CSC)||Level 6||Level TBA: Pre-2009 was L6||16|
|Core||230029||Manage the prevention of crime||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||256054||Plan and implement operations||Level 6||Level TBA: Pre-2009 was L6||9|
|Fundamental||230078||Apply the principles of ethics to a business environment||Level 6||Level TBA: Pre-2009 was L6||10|
|Fundamental||8046||Communicate at an advanced level and maintaining interpersonal relations||Level 6||Level TBA: Pre-2009 was L6||20|
|Fundamental||243111||Manage human resources processes for a public sector organisation||Level 6||Level TBA: Pre-2009 was L6||12|
|Fundamental||243114||Manage the implementation of organisational strategies, polices and plans in a Public Sector environment||Level 6||Level TBA: Pre-2009 was L6||8|
|Fundamental||230024||Optimise the utilisation of information systems to improve service delivery||Level 6||Level TBA: Pre-2009 was L6||6|
|Elective||253986||Administer a case file||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||115318||Administer and control the movement of persons and goods across international borders at ports of entry||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||255996||Administer the loss management and civil claim process||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||114272||Analyse complaints and reports relating to referred disputes and select appropriate resolution process||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115311||Apply advanced driving skills / techniques in defensive and offensive situations||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||377201||Apply advanced driving skills: defensive driving||Level 5||NQF Level 05||6|
|Elective||377220||Apply advanced driving skills: offensive driving||Level 5||NQF Level 05||3|
|Elective||252290||Apply principles of supply chain management in a freight forwarding operation||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115306||Apply relevant legislation||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||242707||Assimilate and present specialised evidence in a court of law||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||244330||Compile a threat and risk assessment for a close protection operation||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||120470||Conduct a human scent identification trail with a scent identification dog||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||253982||Conduct an Investigative Interview||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117468||Conduct planning, briefing and debriefing sessions||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||120483||Conduct preliminary investigations||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||242712||Demonstrate an understanding of forensic science||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||244158||Demonstrate an understanding of the field of fingerprinting||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||117463||Demonstrate an understanding of the history and the impact of explosives and explosions||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||242708||Demonstrate an understanding of the specialised fields in forensic science||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||114228||Demonstrate and apply an understanding of bargaining council rules||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||114274||Demonstrate and apply an understanding of the Basic Conditions of Employment Act (Act 75 of 1997)||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||114278||Demonstrate and apply an understanding of the Labour Relations Act (Act 66 of 1995)||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||114273||Demonstrate and apply an understanding of the Labour Relations Act with respect to Collective Agreements and Bargaining Councils||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||242716||Demonstrate knowledge of temperature calibration measurements||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||120489||Demonstrate understanding of the criminal justice system||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||115325||Detect and identify places of concealment||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||119215||Develop acquisition requirements to meet stakeholders' needs||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||242711||Develop elementary calibration systems for reference weights, balances and pipettes||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||119209||Develop functional specification for complex acquisition programmes||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||242727||Display versatile use of the voice for performance||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||244152||Explain visual recording of a scene of incidence||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||253990||Handle suspects in the investigation of an alleged crime||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||117472||Identify and explain explosive ordnance (EO)||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||117469||Identify and explain explosives||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||117485||Identify and explain Improvised Explosive Devices (IED)||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||114863||Implement basic safety procedures in emergencies||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||114307||Interpret and apply collective agreements||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||242715||Interpret forensic science information||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||116488||Justify disclosure or non-disclosure of information in an ethical framework||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||119212||Manage complex acquisition contracts||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||11911||Manage individual careers||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||120465||Move tactically with a service dog||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||115307||Perform duties of a police office official at a port of entry||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||253993||Present evidence in a court of law||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||119038||Preserve evidence on a scene||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||115315||Profile and select goods at a port of entry||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||115323||Profile and select persons at a port of entry||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||244319||Provide close protection to designated persons whilst in transit||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||244327||Provide pedestrian escort to designated persons within a close protection environment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||244334||Provide protection to designated persons whilst embussing or debussing||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||244317||Provide static protection to designated persons.||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||120466||Select a dog for in service work or training||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||120468||Utilize a search and rescue dog in structured scenarios to locate missing persons and evidence||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117864||Advise and counsel learners||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||116367||Apply basic human resources practices||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||116349||Apply business performance management practices||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||256015||Apply the fundamentals of hostage, suicide and kidnapping negotiations||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||115759||Conduct moderation of outcomes-based assessments||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||256014||Demonstrate an understanding of hostage and suicide negotiations||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||115755||Design and develop outcomes-based assessments||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||117640||Develop and present an Integrated Marketing Communication (IMC) campaign||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||123395||Facilitate in complex situations to create learning and growth||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||12158||Formulate and coordinate government communications programmes||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||117586||Manage a communications project||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||114872||Manage the human resources of a mission||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||256034||Mentor employees in the performance management process||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||7888||Monitor staff performance||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||14183||Monitor the well-being of clients and personnel||Level 6||Level TBA: Pre-2009 was L6||16|
|Elective||256035||Participate as a hostage negotiator in a hostage negotiation team||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||230212||Support and maintain data communication equipment||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||117375||Understand and apply a wide range of analytical thinking skills and research methods in the intelligence analysis process||Level 6||Level TBA: Pre-2009 was L6||60|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|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.||AFRIC POLICING INSTITUTE|
|2.||BOKAMOSO INSTITUTE OF SOUTH AFRICA|
|3.||CRANE INTERNATIONAL ACADEMY DURBAN|
|4.||CRANE INTERNATIONAL ACADEMY MIDDLEBURG|
|5.||CRANE INTERNATIONAL BURGERSFORT|
|6.||DAM SCHOOL OF POLICING|
|7.||DAM SCHOOL OF POLICING POLOKWANE|
|8.||DAM SCHOOL OF POLICING PRETORIA|
|9.||DAM TECHNICALCOLLEGE PTY TD|
|10.||EKHURHULENI SHOOTING AND TRAINING ACADEMY|
|11.||HJN POLOKWANE BRANCH PTY LTD|
|12.||HJN TRAINING CC|
|13.||SNAP SOLUTIONS NETWX 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.|