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 QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Strategic Road Traffic Operations 
SAQA QUAL ID QUALIFICATION TITLE
80066  National Certificate: Strategic Road Traffic Operations 
ORIGINATOR
Task Team - Traffic 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
SAS SETA - Safety and Security SETA  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 08 - Law, Military Science and Security  Safety in Society 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  156  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" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This qualification is primarily aimed at equipping and enhancing the skills of traffic centre managers or regional traffic managers in the road traffic safety management environment. The qualification addresses a broad range of competencies including monitoring and measuring the performance of junior managers, leading and managing a team, and enhancing the development of teams and team members. Hence, the focus of this qualification is on showing leadership in the management of traffic officials in accordance with the road traffic legislation.

This qualification is for road traffic safety officials and will equip people who operationalise aspects of the core processes and functions at a management level across the four clusters in road traffic safety management and practices:
  • Initiating, developing, implementing and evaluating operational strategies, projects and action plans, and where appropriate, recommending change teams and/or a unit so as to improve the effectiveness of the unit.
  • Applying the principles of risk, financial and knowledge management and business ethics within internal and external regulatory frameworks in order to ensure the effectiveness and sustainability of the unit.
  • Develop and utilisating people.
  • Manage service delivery and interactive communication between public and government.

    This qualification will equip learners with tools and techniques to implement performance improvements at a team, departmental, project or small organisation level. It will also enable learners to understand how different functional perspectives work together to approach the real and complex problems of management and will give learners an opportunity to apply a range of management concepts to an in-depth analysis of a management problem in their own organisation.

    The learner achieving this Qualification will be able to:
  • Apply the principles of situational leadership in the traffic environment and analyse leadership related theories in the work context.
  • Apply monitor and evaluation approaches and tools to assess an organisation or its programmes' performance in a specific context.
  • Evaluate and plan the role of self as leader in a function.
  • Apply problem solving techniques to make decisions on a multi-faceted problem.
  • Facilitate and handle employee grievances.
  • Administer provisioning and procurement.
  • Create opportunities for innovation and lead projects to meet innovative ideas.
  • Develop a plan to combat corruption within an organization.
  • Develop, implement and evaluate operational plans and prepare and manage a budget whilst being able to interpret basic financial statements.
  • Performing road safety and infrastructure audits and analysing situations on the road in order to be proactive.

    Rationale:

    This qualification introduces key terms, rules, concepts, principles and practices in the road traffic safety management environment that will enable learners to be informed managers in other occupations as well. It has also been developed to enable managers to access higher education and provide flexible access to life-long learning.

    The scope of co-ordination covers four domains:
  • Leadership.
  • Self management.
  • People management.
  • Management practices.

    Although generic competencies address these domains as well this qualification intergrates management with road safety principles and practies. This will enable management competencies to be strengthened and enable managers to better management systems, processes, resources, self, teams and individuals and therefore contribute towards a reduction in the crash accident rates in South Africa.

    This qualification is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work.

    This qualification is aimed at improving the productivity and efficiency of managers within the road traffic safety management environment in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Mathematical Literacy at NQF Level 4.
  • Communication at NQF Level 4.

    Recognition of Prior Learning:

    The structure of this Unit Standard based 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 Road Traffic Law Enforcement Qualification. Recognition of Prior Learning will be done by means of an Integrated Assessment.

    This Recognition of Prior Learning may allow:
  • For accelerated access to further learning.
  • Gaining of credits towards a unit standard.
  • For full or partial recognition of the Qualification.

    All recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance body and is conducted by a registered workplace assessor.

    Recognition of Prior Learning will allow for accelerated access to further learning and gaining of credits towards the qualification. All Recognition of Prior Learning should be carried out by a provider in agreement with the relevant ETQA or another ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Access to the Qualification:

    Access is open to learners in possession of:
  • A qualification at NQF level 4 or equivalent; and
  • The National Certificate: Tactical Road Traffic Operations, NQF Level 5.

    In the case of learners currently in employed as traffic officials at the tactical level access is open to those who have experience in applying the skills related to the Exit Level Outcomes contained in the National Certificate: Tactical Road Traffic Operations, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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 156 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards to the value of 10 credits all of which are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 135 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of a number of Unit Standards. Learners must choose Elective Unit Standards to the value of 11 credits from the Unit standards listed. 

    EXIT LEVEL OUTCOMES 
    1. Organise, plan and conduct regional road traffic safety operations.

    2. Critically evaluate and solve road traffic safety problems.

    3. Conduct risk management within a road traffic safety management environment.

    Critical Cross Field Outcomes:

    The programme aims to develop the SAQA critical cross-field outcomes listed below:
  • Identify and solve management problems in the road traffic safety environment in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community when operational plans and deployment procedures are formulated.
  • Organise and manage oneself and one's activities responsibly and effectively when principles of economics are applied to ensure maximum efficiency and effectiveness with regards to resource allocations.
  • Collect, analyse, organise and critically evaluate information when road safety doctrine and strategy are evaluated.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation .when operational plans are developed.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others when operational plans are developed.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation when the performance of the teams and units is monitored and measured. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Deployment procedures are formulated at the operational level through application of the planning cycle and interpretation and application of doctrine and policy.
  • Operational plans are developed in the context of national policy, national road safety and relevant strategy.
  • Operational projects and action plans are evaluated in accordance with the intended outcomes.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Management problems are identified and solved with judgements across a range of functional areas.
  • Road safety doctrine and strategy are evaluated in accordance with policy on road traffic safety operations and deployment procedures.
  • Personnel are managed by employing the most appropriate management style within road traffic safety operations.
  • The performance of the teams and units is monitored and measured according to the entity's systems and procedures.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The strategic purpose and application of risk and crisis management for the maintenance of road traffic safety is analysed in order to develop operational plans and objectives.
  • The principles of economics are applied to ensure maximum efficiency and effectiveness with regards to resource allocations.

    Integrated Assessment:

    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.

    Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic selling and specific economic sector 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. 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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Many countries have been surveyed to generate this international comparability. The United Kingdom, the United States of America and Canada are known to have highly sophisticated traffic law enforcement agencies considering the human and financial resources at their disposal. Other European countries like Germany and Sweden were also considered but the United Kingdom qualification encapsulated many of their programme competencies.

    This qualification is comparable with a variety of management qualifications. In many countries the universities that offer management courses have a first degree as an entry level qualification, with the possibility of the learner, in many cases, being able to pursue a Masters in Business Administration. However, no qualifications could be found that integrated management skills with the operational requirements of road traffic law enforcement. This qualification does however compare favourably with what many universities and colleges call Executive Development Programmes. These constitute a series of high level short courses, designed to meet the needs of the individual who will be managing junior managers.

    United Kingdom:

    The School of Management of Cranfield University in the United Kingdom offers a series of two to three week intensive short courses that cover a number of competencies offered by this qualification. The Developing General Management Potential programme is designed to accelerate the early development of promising managerial careers and allows a manager to develop his/her visibility, credibility and maturity. The manager will make a wider business contribution through personal development and the acquisition of managerial knowledge. The programme has an unconventional design with a strong personal development focus. Managerial knowledge is translated into action through a powerful development process emphasising personal contribution, style and impact.

    Some of the specific competencies that a learner will acquire during the course are:
  • Make the transition from an operational into a managerial role.
  • Develop a wider perspective on management and business.
  • Become better informed about management thinking.
  • Understand the politics and social dynamics of organisations.
  • Challenge the status quo in constructive ways.
  • Differentiate between good and bad managerial practice.
  • Creating change through pockets of good practice.

    Some of the specific areas of focus that overlap with this qualification are:
  • Developing managerial potential: Understanding managerial roles distinguishing between managerial and operational contributions assessing and developing individual management style and impact.
  • Organisational culture and change: Exploring how different ways of thinking affect managerial contribution determining the role of individual managers in organisational change creating change through pockets of good practice.
  • Leadership and teamwork: Understanding the roles of leadership and management applying the concept of leadership at all levels understanding how to develop as a leader from within the organisation, appraising the use of teams in organisations exploring the role of the individual in teams.
  • Finance and management accounting: Understanding and using financial information ratio analysis managing the budgetary process investment appraisal interpreting corporate finance issues.

    Cranfield University also offers a series of short courses under 'leadership', which covers most of the leadership and people management competencies of this qualification. The course explores the many diverse issues that need to be addressed so that the manager can be an effective and successful leader. The personal awareness programmes assist one in understanding own leadership style, drivers, successes and the challenges one faces.

    The management development programmes stimulate the learner to think about his/her contribution as a strategic leader. In addition the course assists the learner to lead and influence teams, lead through change and understand organisational politics to aid her/his your leadership contribution.

    Some of the short courses that constitute the Leadership module are:
  • High Performance Leadership (duration 10 days full-time):
    > It provides a unique, sustainable pathway to high performance and also provides a vision and motivation for others.
  • The Director as Strategic Leader (duration 5 days full-time):
    > It addresses the question of an effective leader by understanding strategic leadership and one's role in the process.

    The university also runs a series of short courses on strategy which is a useful comparison for the competencies in this qualification.

    Ashridge Business School in the United Kingdom has a 5-day leadership programme called the Ashridge Leadership Process Fact File. It is a blend of small group development activities and one-to-one leadership coaching and delivers real impact and lasting change for the learner and her/his organization.

    Instead, which has campuses in Europe (Paris) and Singapore, offers several management programmes of a short duration. They offer an Advanced Management Programme, an International Executive Programme and a Management Acceleration Programme. It does not provide for a highly legislated organisation such Traffic Law enforcement. It is rather comparable with generic management qualifications.

    The Institute of Leadership and Management (ILM), based in the United Kingdom, is Europe's largest awarding body for leadership and management qualifications. It is also a professional membership body for leaders and managers-providing a wide range of career support services to members.

    ILM qualifications are practically based, designed to complement the individual`s role at work. Aligned to the UK's National Qualifications Framework (NQF), ILM qualifications begin at Level 2 and continue right up to Level 7. Other specialist qualifications cover skills in volunteer management, business start-up, coaching, and personnel management. All ILM qualifications have been accredited by the Qualifications and Curriculum Authority (QCA).

    The ILM offers the following Generic Management Qualifications:
  • Level 2 Introductory Certificate in Team Leading.
  • Level 2 Certificate in Team Leading.
  • Level 3 Introductory Certificate in First Line Management.
  • Level 3 Certificate in First Line Management.
  • Level 5 Introductory Diploma in Management.
  • Level 5 (new NQF) Diploma in Management.
  • Level 7 (new NQF) Introductory Executive Diploma in Management.
  • Level 7 (new NQF) Executive Diploma in Management.

    The ILM Level 5 (new NQF) Diploma in Management qualifications are for those people who are likely to be either practising or aspiring middle managers, particularly those who are already in post but have had little or no formal training. They may work in factories and offices, in hospitals, in call centres, on building sites, in leisure centres, in the armed services and in the voluntary sector. Wherever people and resources are employed, middle managers with an ILM Level 5 (new NQF) Diploma qualification ensure that they are employed effectively.

    Both qualifications are designed to improve performance in the organisation through their strong focus on your specific job role. These highly practical programmes can generate significant payback for the employer in terms of cost savings and quality improvements in the workplace. They may also have internal short training sessions in the organisation which can be incorporated into the programme structure.

    Australia:

    Monash University in Australia has a similar programme called Executive Certificate in Management. This course has been designed for experienced managers without a first degree to enable them to obtain an introductory qualification in management. The course content focuses on an appreciation of the management role and the crucial contribution that managers make to organisational effectiveness. The course examines major theories and concepts concerning the behaviour and performance of individuals and groups in organisations. Moreover, it explores the importance of self-awareness, learning and learning styles, self-management and specific managerial competencies.

    Malaysia:

    As part of Malaysia's integrated road safety strategy a pilot programme is being undertaken to support the professional development of the traffic police in strategic law enforcement and road safety. The aim of the programme is to strengthen the capacity of traffic law enforcement professionals in Malaysia to reduce the incidence, severity and costs of road trauma in the community.

    These Qualifications however lack content like leadership, effective use of intelligence, planning strategies and tactics and collision investigation.

    Management (supervision) at Level 5 and short specialised courses are available through the University of North Florida and North West University of Chicago.

    Benchmarking was done by comparing with similar qualifications offered in New Zealand and the United States. Social Sciences Degrees which have elements of policing within them on the NZQA at Levels 5 and 6 (National Certificate in Security.

    A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with each and the best practise points were highlighted and incorporated.

    Conclusion:

    In conclusion the Advanced Certificate: Strategic Road Traffic Operations is a more comprehensive Qualification for centre and regional managers within the road traffic safety environment than those surveyed and covers a wide variety of management aspects of three levels of complexity. This qualification together with the Certificate course will enhance their skills and equip them for the challenging positions of traffic law enforcement managers.

    Although many of the aspects in management are generic this Qualification is very specific to the South African traffic law enforcement environment. 
    		•

    ARTICULATION OPTIONS 
    This Qualification lends itself to both vertical and horizontal articulation possibilities.

    Horizontal articulation is possible with the following Qualifications:
  • ID 62270: Advanced Diploma: Management, NQF Level 6
  • ID 73496: Diploma: Public Administration, NQF Level 6
  • ID 21779: Advanced Diploma: Management: Human Resource Management, NQF Level 6
  • ID 19436: Advanced Certificate: Administration and Policy, NQF Level 6
  • ID 72826: Bachelor of Administration, NQF Level 7

    Vertical articulation is possible with the following Qualifications:
  • ID 17013: Advanced Certificate: Municipal Governance, NQF Level 7
  • ID 72754: Bachelor of Administration, NQF Level 7
  • ID 17242: Bachelor of Administration: Human Resource Management, NQF Level 7
  • ID 21760: Bachelor of Administration: Management, NQF Level 7 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, and Assurance (ETQA) Body.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed 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 and the integrated competence described in the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Be registered as an assessor with the relevant ETQA.
  • Be in a possession of a relevant Qualification at NQF Level 6 or higher.
  • Have two years` work experience in traffic law enforcement. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  120476  Adhere to professional conduct and organisational ethics  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  377260  Apply the concept of community involvement and development within the Road Traffic Safety Management environment  Level 5  NQF Level 05  8 
    Core  252039  Develop a plan to combat corruption  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  15225  Identify and interpret related legislation and its impact on the team, department or division and ensure compliance  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  15229  Implement codes of conduct in the team, department or division  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  252040  Manage the finances of a unit  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  252025  Monitor, assess and manage risk  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  377240  Apply a strategic direction process for a department, authority or division  Level 6  NQF Level 06  7 
    Core  337059  Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context  Level 6  Level TBA: Pre-2009 was L6  15 
    Core  10301  Complete a research assignment  Level 6  Level TBA: Pre-2009 was L6  20 
    Core  377221  Conduct road safety infrastructure audits on the road environment  Level 6  NQF Level 06  12 
    Core  12139  Facilitate the resolution of employee grievances  Level 6  Level TBA: Pre-2009 was L6  5 
    Core  264395  Formulate a strategy and an implementation plan for a function  Level 6  Level TBA: Pre-2009 was L6  6 
    Core  114493  Manage interactive communication between public and government  Level 6  Level TBA: Pre-2009 was L6  7 
    Core  120306  Manage service delivery improvement  Level 6  Level TBA: Pre-2009 was L6  8 
    Core  120302  Prepare budgets for a specific sector  Level 6  Level TBA: Pre-2009 was L6  15 
    Fundamental  264403  Apply problem-solving techniques to make decisions on a multi-faceted problem  Level 6  Level TBA: Pre-2009 was L6  5 
    Fundamental  264398  Evaluate and plan the role of self as leader in a function  Level 6  Level TBA: Pre-2009 was L6  5 
    Elective  115792  Access, process, adapt and use data from a wide range of texts  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  123507  Administer provisioning for procurement  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  120305  Analyse the role that emotional intelligence plays in leadership  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  252020  Create and manage an environment that promotes innovation  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  114882  Develop holistic productivity improvement strategies and plans  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  10044  Implement a generic communication strategy  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  11286  Institute disciplinary action  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  255496  Manage a training intervention  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  258116  Manage community schemes  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  252034  Monitor and evaluate team members against performance standards  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  115817  Provide and respond to feedback  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  12140  Recruit and select candidates to fill defined positions  Level 5  Level TBA: Pre-2009 was L5  9 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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.
     
    NONE 


    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.