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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: Military Studies 
SAQA QUAL ID QUALIFICATION TITLE
49106  National Certificate: Military Studies 
ORIGINATOR
SGB Military Professional Development 
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  Sovereignty of the State 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 9999/99  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Certificate in Military Studies (CMS) is to enhance the decision-making ability of junior leaders. After completion of the qualification officers will be commissioned. Learners will be exposed to one of the following four focus areas:
  • Human and Organisational Development (HOD): To enhance the decision-making ability of junior leaders involved in the general management of human resources in a military environment.
  • Organisational and Resource Management (ORM): To enhance the decision-making ability of junior leaders involved in the general management of organisations and resources in a military environment.
  • Technology and Defence Management (TDM): To enhance the decision-making ability of junior leaders involved with technology in a military environment.
  • Security and Africa Studies (SAS): To enhance the decision-making ability of junior leaders functioning in the African security environment.

    After completion of their service in the military these learners will be able to pursue a career in diverse fields with the ability to make decisions within the broad labour market rather than being limited to a narrow field of application.

    Rationale

    With the newfound democracy South Africa's role on the continent and in the broader international fraternity became more evident. Leaders in all aspects of the defence of sovereignty are challenged with new competencies. Labour requirements have changed to the extent that life long employment had been replaced with contracted services. The military environment has not gone unscathed. The modern junior military leader requires a more holistic insight into the complexities of command in peace and hostile situations. These skills eventually mature into strategic decision-making skills. Those leaders that do not intend to follow a lengthy career in the services will have to integrate seamlessly back into civil society. All of this puts a major demand on the training of such leaders. It will be required to maintain a balance between a full-range leadership style and the ability to serve in a community with diligence.

    This qualification serves as a first Level 5 (Higher Education) qualification in the career path of officers in national defence of South Africa, SADC and other international relations. While providing learners with foundational knowledge, skills and attitudes in fields of study relevant to the military, the qualification also equips learners with a transferable competence facilitating articulation to further studies and transferable skills and attitudes that will contribute to improving the quality of the body of South African citizens in general. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner will have the appropriate levels of communication, English proficiency and numeric proficiency at NQF Level 4.

    Recognition of prior learning

    Prior learning may be recognised in gaining access to the qualification, with regard to exit level outcomes. RPL must be done by qualified assessors registered by the applicable ETQA and treated in accordance with the moderation options. Application for RPL should be made to the relevant accredited ETQA. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Fundamentals

    1. Apply appropriate grammar conventions to draft and edit a written or electronically produced academic text, free of bias and rhetoric in a diverse English-speaking environment. (12 Credits on NQF-level 5)

    2. Apply basic Computer skills. (12 Credits on NQF-level 5)

    3. Demonstrate an understanding of the generic military knowledge, skills and attitudes required of a commissioned officer in a defence force. (12 Credits on NQF-level 5)

    4. Demonstrate a basic understanding of role of Industrial Psychology in the working environment. (36 Credits on NQF-level 5)

    5. Demonstrate an understanding of financial management in compliance with the Public Financial Management Act. (12 Credits on NQF-level 5)

    6. Demonstrate an understanding of the functions of management on appropriate managerial levels. (12 Credits on NQF-level 5)

    7. Apply the principles of Criminal and Military Law in a military environment. (24 Credits on NQF-level 5)

    8. Demonstrate the ability to critically read, appreciate, analyse and integrate fictional and non-fictional English texts within academic environment. (12 Credits on NQF-level 5)

    9. Demonstrate basic managerial knowledge, skills and attitudes to function in the public service. (12 Credits on NQF-level 5)

    10. Understand, interpret and analyse basic economic problems in terms of Micro- and Macroeconomics. (24 Credits on NQF-level 5)

    11. Perform the paper recording of financial transactions in terms of the fundamental principles of financial accounting systems. (12 Credits on NQF-level 5)

    12. Utilise information systems to assist in making management decisions and solving problems in a rapidly advancing technological environment. (12 Credits on NQF-level 5)

    13. Demonstrate an understanding of simple technology in terms of the laws of natural science. (24 Credits on NQF-level 5)

    14. Formulate statistically grounded decisions in terms of statistical inference techniques. (12 Credits on NQF-level 5)

    15. Demonstrate an understanding of the causes, courses and consequences of wars, the evolution of warfare and the interaction between war and society, enabling them to view African security issues in context from a historical- and African perspective. (24 Credits on NQF-level 5)

    16. Understand and apply the spatial nature of the aeronautical human-environment interaction realm in the tactical application of systems. (48 Credits on NQF-level 5)

    17. Understand and apply the spatial nature of the nautical human-environment interaction realm in the tactical application of systems. (24 Credits on NQF-level 5)

    18. Understand and apply the spatial nature of the land human-environment interaction realm in the tactical application of systems. (24 Credits on NQF-level 5)

    19. Apply basic mathematical content and principles in a Technology and Defence Management environment (12 Credits on NQF-level 5)

    20. Apply computer programming as an instrument in information systems. (24 Credits on NQF-level 5)

    21. Apply the principles of Security Law. (12 Credits on NQF-level 5)

    22. Comprehend and explain the idea systems, dynamics, processes, institutions, structures and role-players in the national and international political arena in the African security environment. (24 Credits on NQF-level 5)


    Critical cross-field outcomes
    The following critical cross-field outcomes are integrated and assessed in the qualification.

    Identifying and solving problems using critical and creative thinking.
  • Exit-level Outcomes 2, 8, 9, 16, 17, 18, 19.
  • Working effectively with others as part of a team, group, organisation or community.
  • Exit-level Outcomes 3, 10, 11, 15
  • Organise and manage themselves and their activities responsibly and effectively.
  • Exit-level Outcomes 3, 6, 7
  • Collect, organise and critically evaluate information.
  • Exit-level Outcomes 1-20
  • Communicate effectively using visual, conceptual and language skills in various modes.
  • Exit-level Outcomes 1,2, 8, 12 15, 22
  • Use science and technology effectively and critically.
  • Exit-level Outcomes 1, 2, 15, 17, 18, 19
  • Demonstrate an understanding of the world as a set of related systems.
  • Exit-level Outcomes 6, 9, 10, 20
  • Be culturally and aesthetically sensitive across a range of social contexts.
  • Exit-level Outcomes 9, 10, 11, 12 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Rhetorical devices are identified as employed by skilled writers/speakers.
  • Reading strategies are applied appropriate to the identification of bias and rhetoric in writing and speech.
  • Texts are produced, analysed and evaluated for a range of purposes, audiences and contexts.
  • Concepts are identified and explained particular to the logical and unbiased presentation of text.
  • Argumentative texts is produced relatively free of bias and rhetoric.
  • The effects of content, language and style on readers' responses in specific texts are evaluated.
  • Appropriate text type, format and layout are selected for specific purposes.
  • English is applied in an academic environment.
  • Grammar conventions are applied according to the conventions of English.

    2.
  • Word-processing, spreadsheets, presentations, Internet searches, e-mail transactions and system related software are mastered and used.
  • Fundamental computer concepts, essential hard- and software components, web-design, computer security and virus control are understood.
  • Operating systems, communication technology, software installation and document management is understood.

    Core

    3.
  • Compliance to the value system and civil military duties expected of commissioned officers and citizens in a democracy are demonstrated.
  • Communication skills are applied in the working environment.
  • A concise history of the military in South Africa is understood and demonstrated.
  • The requirements expected from the junior officer are demonstrated in terms of the profession of arms.
  • Functioning on the appropriate regimental level is demonstrated as required of an officer in a military unit.
  • Service weapons are used according to organisation requirements.
  • The factors contributing to personal financial well-being are demonstrated in different scenarios.

    Electives

    4.
  • The schools of thought and areas in Industrial Psychology are understood.
  • The human physical dimensions are understood.
  • The human psychological dimensions are understood.
  • The theoretical perspectives on personality are understood.

    5.
  • The fundamental principles of public finance are understood.
  • The legislature, executive authority and administrative authority in public financial management are understood.
  • Public Revenue is understood.
  • Public Budgets are understood.

    6.
  • Knowledge and managerial skills to reach objectives effectively and efficiently through planning is demonstrated.
  • Knowledge and managerial skills to reach objectives effectively and efficiently through organising is demonstrated.
  • Knowledge and managerial skills to reach objectives effectively and efficiently through leading is demonstrated.
  • Knowledge and managerial skills to reach objectives effectively and efficiently through control is demonstrated.

    7.
  • The ability to act as presiding officers and assessors is demonstrated in terms of military courts procedures.
  • The general principles of Criminal Law are recognised, interpreted and applied with reference to case studies.
  • The general principles of Military Law are recognised, interpreted and applied with reference to case studies.
  • The general principles of Law of Evidence are recognised, interpreted and applied with reference to case studies.
  • The rules of International Humanitarian Law are recognised, interpreted and applied in peace- as well as belligerent times.

    8.
  • Reading strategies are employed appropriate to different genres.
  • Text for a range of purposes, audiences and contexts is produced, analysed and evaluated according to different literary genres.
  • A sensitivity towards text related to South African society and the environment in which learning takes place is demonstrated.
  • Text is produced that speaks of objectivity, critical thought, factual accuracy and grammatical care.

    9.
  • The structure of an organisation in general and the public service and its functioning specifically are understood.
  • The fact that an organisation does not function in isolation is understood.
  • The different environments within which an organisation functions are understood.
  • The different functional areas in an organisation are understood.
  • The public service's unique/distinguishable features are understood.
  • The ethical foundations public officials must act in accordance with are acknowledged and understood.
  • The evolution of public management theory is understood.
  • The functions of a public manager are understood.

    10.
  • Economic systems are understood.
  • The theories of demand and supply are understood.
  • Market interventions by government are analysed.
  • The four-sector macro-economic model is understood.
  • Unemployment and inflation are understood.
  • The gains from free international trade are understood.
  • The balance of payments and the exchange rate are understood.

    11.
  • The nature and function of accounting is understood.
  • The double entry system is understood and applied.
  • Accounting systems and the processing of accounting information is understood and applied.
  • Trade stock and calculating profit are understood.
  • Bank reconciliation, cash budgets, accounting assets and liabilities and the drafting financial statements are understood and demonstrated.
  • Accounting data is understood, analysed and interpreted.

    12.
  • Modern information systems are understood by systematically identifying appropriate opportunities.
  • Information systems are optimally used to secure a competitive advantage.
  • The value chain, competitive forces and system planning methodologies and the application thereof are understood.
  • Information systems and end-user computing in a rapidly advancing technological environment are planned, organised, lead and controlled.
  • Security and ethical issues of information systems are understood.

    13.
  • An understanding of what a law of nature is, is demonstrated, using examples.
  • Laws of nature are formulated in words and mathematically.
  • Quantities represented in a law of nature are identified and defined.
  • Word problems are translated into mathematical format.
  • Laws of nature are verified practically.
  • Laws of nature applicable to a system are determined through analysis.
  • A system analysis is executed indicating the applicable laws of nature.
  • Problems are solved using basic differential mathematics.
  • Simple mechanical, electrical and thermo dynamical problems are understood and solved.
  • The laws of nature are used to forecast the behaviour of systems quantitatively.

    14.
  • Descriptive statistics are calculated and presented.
  • Different statistical inference techniques are distinguished.
  • Statistical techniques are applied and interpreted correctly.

    15.
  • The causes, courses and consequences of wars and the relation between these are explained with reference to particular case studies.
  • The reciprocal interactions between war and society and the relation between these are explained with reference to particular case studies.
  • The evolution of warfare is understood.
  • The origin and nature of conflict in Africa from origin to 1945 and the relation between these are explained with reference to particular case studies.
  • African security issues within the international and Southern African environments and the origin and contexts of these issues are understood.

    16.
  • Aeronautical theory is understood.
  • Aeronautical theory is applied.

    17.
  • The rules of navigation (planning and execution of passages) are demonstrated in relation to the coast and in the deep sea.
  • The influence of natural environment in which sea vessels operate is understood.
  • Sea charts are constructed and distances calculated on the surface of the earth.

    18.
  • The nature of geography, the intellectual challenges of the discipline and the logical relationships between the different sections of the discipline are understood.
  • The processes and the relationships between the physical components of the earth and nature in which these relationships influence human activity are understood.
  • The principles of geographical communication and diagram construction by analysing and interpreting maps and presenting geographical information in a graphical format are understood and applied.

    19.
  • Techniques of calculus are used to solve scientific problems relating to differentiation and integration.
  • Comprehension of basic principles and concepts of mathematics is demonstrated.
  • Systems of linear equations are created and solved from real statements.
  • Mathematics is brought into relation with other subject disciplines.
  • Mathematical related problems are solved by thinking in abstract terms
  • Mathematical models to simulate a situation and to obtain possible solutions are constructed.
  • Mathematical expressions are generated from experimental data.

    20.
  • Basic computer programs are developed in a fourth generation programming language.
  • The principles of software engineering and programming are demonstrated by applying these in developing computer information systems.

    21.
  • The general principles of Public International Law are recognised, interpreted and applied with reference to case studies.
  • The rules and principles of Operational Law are recognised, interpreted and applied with reference to case studies.

    22.
  • The meaning and functioning of politics; states; governments; political ideologies and ideas; governmental systems are understood in the South African and African context.
  • The different processes, systems and institutions used to put political ideas into practice are explained especially in the South African and African context.
  • Civil-military relations are understood with reference to the interaction between the military, the state and non-state actors.
  • The concept of international relations and the different role-players and structures are understood from a theoretical perspective.

    Integrated assessment

    Assessors should use a range of formative and summative assessment methods that will allow learners to demonstrate competence and apply theoretical knowledge and understanding covering the entire exit-level outcome. The weight of the summative assessment will be theoretical in nature, with practical assessment for selected outcomes (this may include simulations).

    The assessment of exit-level outcomes associated with a specific Focus Areas should support and supplement each other in providing insight into interdependency and opportunity for integrated assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Participants/members of the workgroup did research on standard practice regarding the learning requirements for Candidate Officers, Midshipmen and selected junior officers at the entry level of a career in the military. This included actual visits to foreign countries, consultation via e-mail and incoming foreign visits to South Africa. This included the USA, UK, France, Germany, Canada, Australia, Egypt, Kenya, Nigeria, Zambia, and other African countries.

    Internationally, related learning opportunities are restricted to countries that do have dedicated military units for this purpose, usually known as Military Academies. The qualifications on offer from these institutions however are on the level of a first degree, similar to the first degree on offer at the South African Military Academy (Faculty of Military Science, Stellenbosch University). Similar Programmes on Certificate-level were not found. Research therefore focused on the nature of programmes, first-year content and related matters.

    Australian Military Academy.

    While stationed at the Australian Military Academy candidates enrol at the University of New South Wales. A three year degree programme is provided and students must select a study direction associated with a specific school. These are: School of Aerospace, Civil and Mechanical Engineering, School of Business, School of Humanities and Social Sciences, School of Information Technology and Electronic Engineering or School for Physical, Environmental and Mathematical Sciences.

    First Year content focus on providing learners with foundational knowledge on which further studies are based.

    The Egyptian Military Academy. While stationed at the Military Academy students enrol for a 4-year B-degree of choice at the nearby civilian university.

    Germany. Candidate Officers enrol for a 4-year B-degree in a specific direction. This includes: strategic and diplomatic studies, European studies, Turkish studies, history of the Aemos peninsula, operational research-statistics, computer science, food chemistry, etc.

    Indian Military Academy. Students enrol for degree studies of choice extending up to 4-years (engineering).

    Royal Military College of Canada. A degree programme is presented. Students may select subjects in the Arts (English, History, French, Politics, Economics, Military and Strategic Studies or Business Administration), Science (Chemistry, Mathematics, Computer Science, Physics or Space Science) or engineering.

    United States Military Academy at Westpoint.

    United Kingdom, Royal Military Academy at Sandhurst. A 4-year B-degree is presented in a different directions. Students are expected to master the following academic content during the 1st year of study: Communication and Management Study (with an emphasis on a greater appreciation of management techniques and theories), defence and International Affairs (providing an awareness, knowledge and understanding of the international, political and strategic context in which the British Armed Forces operate) and War Studies.

    Candidates are provided with foundational military contextualised insight on which further learning is based.

    Other African Countries. Other African defence forces like Kenya send officers abroad for studies.

    The detail on the above mention studies indicated learning opportunities structured to facilitate learning in a specific area of study. The content during the first year of studies however centres on providing foundational knowledge from which further, specialised studies flows.

    While similar degree programmes are on offer in South Africa, the unique developmental requirements of the SANDF in the new democratic South Africa however justifies the CMS as a qualification aimed at providing a first Higher Education qualification, in a career of life-long learning. The knowledge and insight gained in exploring international compatibility pointed towards content to be integrated with the unique South African requirement.

    The CMS therefore is a unique South African requirement with contents, context and influences as applicable to the South African and African context receiving priority 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • National Certificate: Management, NQF Level 5.
  • National Diploma: Human Resource Management and Practices, NQF Level 5.


    Vertical Articulation:
  • BMil Human and Organisational Development, NQF Level 6.
  • BMil Organisational and Resource Management, NQF Level 6.
  • BMil Technology and Defence Management, NQF Level 6.
  • BMil Technology, NQF Level 6.
  • BMil Security and Africa Studies, NQF Level 6.

    Note. Since this is a qualification not based on unit standards, it will be extremely difficult to provide learners who do not complete the qualification with credits for exit-level outcomes achieved. All learners should however be provided with a learner record of proof of exit-level outcomes achieved, thereby enabling them to apply for recognition (RPL) for/in similar learning opportunities. 
    		•

    MODERATION OPTIONS 
    Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with a relevant Education and Training Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Any ETD provider offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    The ETD provider will conduct integrated formative and summative assessment internally with moderation being done by the relevant ETQA Body or by an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must comply with the requirements for assessors as stipulated by SAQA and the applicable ETQA and must possess at least a degree on NQF level 6 relevant to the specific Exit-level Outcome to be assessed. 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    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.