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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: |
| Bachelor of Policing Practices |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 117862 | Bachelor of Policing Practices | |||
| ORIGINATOR | ||||
| Stadio (Pty) Ltd | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | 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 | 360 | Level 6 | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0733/25 | 2024-06-30 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 59226 | Bachelor of Policing Practices | Level 6 | NQF Level 07 | 394 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Bachelor of Policing Practices is to equip learners with the competencies required to function at a junior to middle level management within the Law Enforcement environment. The work environment is in a constant state of flux, and learners will be equipped with skills to ensure quality service delivery to both internal and external clients in the constantly changing environment in which they work. Through the achievement of this qualification, managers within the policing and law enforcement environment will be able to ensure improved service, professionalism, and quality of service delivery, thereby contributing to the creation of public trust and providing a safe and secure community environment, which will also enhance economic growth. This qualification is ideal for learners who would like to follow a career in Policing Practices and focuses on general management issues and enhancing service delivery in the Law Enforcement environment. The outcomes of this qualification may be achieved in any relevant context and specifically include the South African Police Service, the Military Police Service, the Traffic Police Service, the Namibian Police Service, and the Metro Police Service. With the skills and competencies obtained through this qualification, learners will be able to manage processes to enhance professionalism of the Law Enforcement sub-field, as well as undertake tasks with a high level of integrity and business ethics as either Police Officials or Traffic and Metropolitan Law Enforcement Officials. The Exit Level Outcomes of this qualification are aligned to the purpose of the qualification. Achievement of these learning outcomes will provide graduates with the skills and competencies to access the Law Enforcement environment at a middle to senior management level, provided they meet the entry requirements of the industry. Graduates who are already employed in the industry will have the skills and competencies to advance their careers. Upon successful completion of this programme, learners will be able to: At the end of this qualification, learners will have the skills, knowledge, and attributes to: The HEQSF (2013) states that the bachelor's degree provides a well-grounded, broad education that equips graduates with the knowledge base, theory, and methodology of disciplines and fields of study to enable them to demonstrate initiative and responsibility in an academic or professional context. The bachelor's degree emphasises general principles and theory as preparation for entry into general employment or for a postgraduate qualification. Rationale: The National Development Plan (2030) indicates that safety is a human right, and when communities do not feel safe, the country's economic development and the people's well-being are adversely affected. Achieving the vision of a safe South Africa requires a well-functioning criminal justice system in which the police, the judiciary, and the correctional services work together to ensure that suspects are caught, prosecuted, convicted, if guilty, securely incarcerated, and rehabilitated. The South African Police Service aims to develop professionalism and discipline among its members. Professional police will uphold the integrity of the police service. These officials will be knowledgeable about the law and their roles, carry out their functions competently, and understand their responsibility to serve communities. The South African Police Service indicated that they needed their employees to have formal qualifications if they wanted to be deemed eligible for promotion in the industry. The Bachelor of Policing Practices was developed in conjunction with the South African Police Service to specifically address the national, regional, and local priorities of the South African Police Service. Further to this, the programme allows for graduates to progress to the Bachelor of Policing Practices: Honours and ultimately the Master's in Policing Practices and the Doctor of Policing. This qualification reflects the workplace-based needs of the Law Enforcement sector that relate to managerial competencies in the field. The sector will benefit from this qualification by developing entry-level to middle-management skills to enhance the functioning of the law enforcement agencies through graduates who can provide service excellence and efficient human resources. This qualification will improve performance excellence and will enhance relationships between both internal and external clients of the Law Enforcement environment. The qualification will develop a competent and professional cadre of managers to ensure the effective delivery of relevant and appropriate policing services. Further to this, 99% of the learners on this programme are already employed in the Law Enforcement environment and require a formal qualification to apply for promotion in the industry. Those who are unemployed but wish to gain access to the industry will use this qualification, provided they meet the entry requirements of the industry. Graduates of this programme will contribute to providing a safe and secure environment for all the people of South Africa by functioning as either Police Officials or Traffic and Metropolitan Law Enforcement Officials. The development of this programme was completed in collaboration with the South African Police Services. The South African Police Services wanted a qualification to be developed that met industry needs and provided employees with a formal qualification necessary for career advancement. This qualification is intended for learners from both South Africa and Namibia who would like to follow a career in Policing Practices and focuses on management issues and enhancing service delivery in the Law Enforcement environment. The outcomes of this qualification may be achieved in any relevant context and specifically include the South African Police Service, Military Police Service, Traffic Police Service, Metro Police Service, and the Namibian Police Force. This qualification is for learners who are pursuing management careers within the Law Enforcement environment. It provides learners with opportunities for professional development and career advancement within the broader constituencies of the Safety in Society community and will provide them with a vehicle through which to develop as competent managers who stay abreast of the changing and dynamic environment of policing. Graduates of this qualification will typically operate in the areas of crime prevention, crime detection, community service centres, and support within the Law Enforcement 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. Learners who apply the competencies achieved in this qualification are normally employed in junior to middle management positions as either Police Officials or Traffic and Metropolitan Law Enforcement Officials. Graduates of this programme will also be able to plan, organise, lead, manage, and control human, financial, physical, and information resources in the Law Enforcement environment 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 Law Enforcement environment. Graduates of this qualification will be professional officials who have the graduate attributes envisioned in the National Development Plan (2030). They will have the ability to apply for access to a police service that conforms to minimum standards for recruitment, selection, appointment, and promotion. The qualification can provide graduates with access to the Bachelor of Policing Practices: Honours at NQF Level 8, 120 credits. Graduates of this programme will also be able to vertically articulate into the Master of Policing. The qualification will provide learners with the competencies required to function at a junior to middle management level within the Law Enforcement environment. This environment is constantly in a state of flux, and learners will be equipped with the skills to ensure quality service delivery to both internal and external clients in the constantly changing environment in which they work. Graduates of this programme will carry out the duties of either Police Officials or Traffic and Metropolitan Law Enforcement Officials. The sector and the economy will benefit from the skills and competencies of these learners as they use their management, supervisory, and organisational abilities to stabilise a sector that is pressed for employees who are able to use their skills practically and vitally. Graduates of this qualification will serve their community ethically and professionally to achieve safety in society. The qualification will benefit the learners in that those who are employed in the Law Enforcement environment will be able to apply skills and competencies at a level that may result in promotion and/or salary review within the industry. Learners who are not already employed within the Law Enforcement environment will have the skills and competencies to apply for entry to middle-level management positions as a Police Officer or a Traffic and Metropolitan Law Enforcement Official, providing they meet the entry-level requirements of the industry. The Law Enforcement environment in South Africa is an environment that is under pressure from the country's citizens and the government to employ staff members who are suitably qualified and can apply management skills in the environment in a way that promotes quality in service delivery. Human resources in this environment need to be efficient and must be able to operate effectively to meet the needs of both internal and external stakeholders. Further to this, stakeholders require officials within the Law Enforcement environment who have a strategic focus on crime detection and crime prevention. The stakeholders require leaders who are employed in junior to middle management as either Police Officials or Traffic and Metropolitan Law Enforcement Officials with skills that enhance the functioning of the law enforcement agencies. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution is committed to achieving inclusion and overcoming barriers to access and success in higher education. Applicants who do not meet the stated admission criteria, but who have relevant work experience and/or prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, programme, and level. In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption. Learners who have completed credits at another higher education institution may apply for the transfer of those credits in line with the institution's CAT policy. The recognition of credits for transfer from one qualification to another is determined by the nature of the qualifications, the relationship between them, the nature, complexity, and extent of the curricula associated with the specific subjects to be recognised for credit, and the nature of the assessment used. A maximum of 50% of credits of a completed qualification may be transferred via CAT, while all credits from an incomplete qualification may be transferred, provided that no more than 50% of the credits on the receiving qualification are awarded via CAT. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, and 7, totalling 370 credits.
Select one specialisation from the following: Police Officials Compulsory Modules, NQF Level 5, 60 Credits: Elective Modules, NQF Level 5, 20 Credits (Select one module): Compulsory Modules, NQF Level 6, 120 Credits: Elective Modules, NQF Level 6, 20 Credits (Select one module): Compulsory Modules, NQF Level 7, 150 Credits: OR Traffic and Metropolitan Law Enforcement: Compulsory Modules, NQF Level 5, 60 Credits: Compulsory Modules, NQF Level 6, 120 Credits: Elective Modules, NQF Level 6, 20 Credits (Select one module): Compulsory Modules, NQF Level 7, 150 Credits: |
| EXIT LEVEL OUTCOMES |
| 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 daily for consistency and efficiency. 3. Manage the legal framework by ensuring police adherence to the prescripts of the law to function strategically and effectively within a range of situations. 4. Manage crime prevention by utilising specialised management skills to function strategically and effectively with a range of situations. 5. Manage community service centres by utilising specialised managerial skills to function strategically and effectively within a range of situations. 6. Manage crime detection and intelligence by utilising specialised management skills to function strategically and effectively within a range of situations. 7. Manage the rendering of quality service-oriented policing to the community and foreigners 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 to support foreign police agencies. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Communication refers to but is not limited to end-user computing, written and verbal communication, and language proficiency (in English). Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: INTEGRATED ASSESSMENT The institutional assessment model uses formal and non-formal, formative and summative assessment tasks to assess learners' progress and their achievements on the modules in a programme. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards the achievement of success of modules. Modules may use a Final summative or a continuous assessment approach. The institution is committed to learner success, and as a result, the Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy is contained in the Assessment Guideline document, which is made available to learners on the first day of the semester/year. The assessment strategy will either employ a continuous assessment strategy, or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks. Where a final summative approach is used, the final mark on a module comprises a semester/year mark (SYM), as well as a final summative assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed up by a presentation. In cases where continuous assessment is used, the FIS is replaced by a series of formative and summative assessments that take place throughout the semester/year. Depending on the nature of the subject matter, a range of assessment methods is applied at formative and summative assessment stages to facilitate authentic assessment. For panel discussions, presentations, and project work, experts from industry are often invited to provide input into the formal assessment results, along with the institution examiners. Internal and external moderation is undertaken by the institution for all assessment processes. The purpose of moderation is to check for accuracy and validity in the practice of assessment to enhance consistency and standardisation across the board. A further aim is to reduce bias, promote the integrity and quality of the academic project. The institution uses both internal and external moderation, and moderation happens when assessment tasks are drafted (pre-moderation), as well as post-assessment (post-moderation), when learner work is being assessed. Internal moderators will ensure the reliability of the assessment procedures and will comment on the validity of the assessment instruments, the quality of learner performance, and the standard of learner attainment. Internal moderators will be nominated by the relevant department and approved by the Head of School and will be required to have relevant academic qualifications higher than the exit level of the qualification, as well as experience in assessment. External moderators will comment on the validity of the assessment instruments, the quality of learner performance and the standard of learner attainment, the reliability of the marking process, and any concerns or irregularities with respect to the observation of institutional regulations. External moderators will be nominated by the relevant department and approved by the Head of School and will have relevant academic qualifications higher than the exit level of the qualification, as well as experience in assessment. Distance learning learners who fail a module that is assessed on the final summative assessment approach will be granted a supplementary registration opportunity in the next available semester, subject to the following rules. |
| INTERNATIONAL COMPARABILITY |
| The International comparison focused on the specific needs of junior to middle managers in a policing environment.
An international comparison was conducted by means of questionnaires based on the Exit Level Outcomes and Associated Assessment Criteria. The following countries were chosen for the international comparison. Country: Eswatini Institution: Royal Eswatini Police Services In the Human Resource Development strategy of the Royal Eswatini Police Services, the following aspects were found and compared with this qualification. Training and Development in this country has a well-developed training infrastructure comprising 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 the 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 to enable all levels of the organization to deliver an effective and efficient service that 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 is the leader in the field of the development of competencies of its members. Country: United States of America Institution: Florida Qualification Title: Bachelor of Criminal Justice Within the Criminal Justice (Bachelor) the following were compared with this qualification: The Criminal Justice (Bachelor) prepares graduates for 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: It compares with the content of these 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). United Kingdom The following NVQ qualifications are used to compare: Level 4 Police Operational Management Standards: Level 5 Police Operational Management Standards Level 4 Police Organizational Management Standards Level 5 Police Strategic Management Standards Taking all these units and qualifications titles into consideration, it is very clear that the exit level outcomes of this qualification is in line with the requirements of other countries. It is also important to note that although these standards and qualifications are on different levels, it seems that the NQF level for this qualification is aligned. |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal Articulation |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| 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. |
| 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. |
| 1. | Stadio (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. |