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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 THAT HAS PASSED THE END DATE: |
National Certificate: Multi-National Safety and Security Operations Management |
SAQA QUAL ID | QUALIFICATION TITLE | |||
49337 | National Certificate: Multi-National Safety and Security Operations Management | |||
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 | 122 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
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 qualification is to impart knowledge of peacetime, joint and multi-national operations and to provide the necessary competencies for senior supervisors at the operational and strategic levels to deal effectively with the safety and security issues of the 21st century.
The qualifying learner will be able to: This qualification will add value to senior supervisors and will facilitate their reintegration into civil society once their tenure of service expires. This qualification promotes the South African Qualifications Authority's (SAQA) ideal of life long learning and contributes to the personal development of the learner. Rationale This qualification is intended for senior supervisors who participate on the operational and strategic levels in the safety and security sectors. South Africa finds itself more and more involved in international military, search and rescue missions. Foreign forces and other institutions such as the Southern African Development Community (SADC) could also benefit from this qualification. The intention of the programme is to enable senior supervisors to contribute towards the planning of joint, combined and multi-national safety and security operations. The wide range of skills acquired will support Government initiatives such as New Partnership for Africa Development (NEPAD). This qualification provides employees with access to employment opportunities within the broader military, security, and safety community such as African Union (AU), United Nations (UN) and NEPAD. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Leading to the achievement of this qualification, it is assumed that persons are competent in the following areas of learning:
Recognition of Prior Learning (RPL) This qualification may be achieved in part or in whole through the recognition of prior learning. Access through RPL is to be determined and explained in the RPL policy documents of ETD Providers. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
Credit Composition
Fundamental: All Unit Standards in the Fundamental section are compulsory. A total of 12 credits. Core: All Unit Standards in the Core section are compulsory. A total of 102 credits. Elective: Four Unit Standards with a total weight of 14 credits have been selected for this component. The learners are compelled to select unit standards (totalling at least 8 credits) that suit them best and prepare them to further their development on completion of the qualification. |
EXIT LEVEL OUTCOMES |
Persons exiting this qualification before completion, retain the credits for unit standards successfully completed. Persons may also retain the credits should further studies be recommended, provided the unit standards are still relevant to the qualification.
Qualifying learners can: 1. Contribute towards the planning of joint, combined and multi-national operations. 2. Communicate ideas, concepts and arguments verbally and in writing when dealing with internal/ external stakeholders. 3. Advise and support higher authority on the application of sound leadership and management principles in the execution of their daily tasks. Critical cross-field outcomes The critical cross-field outcomes are incorporated and assessed in the associated assessment criteria and in the various unit standards. |
ASSOCIATED ASSESSMENT CRITERIA |
1.
2. 3. Generic Management Human Resource Management Project Management Financial Management Labour Relations Integrated Assessment: Integrated assessment at the level of this qualification provides an opportunity for learners to show they are able to integrate concepts, ideas, skills and action across unit standards to achieve competence that is grounded in and coherent in relation to the purpose of the qualification. In this qualification formative assessment will be aimed at the development of a life-long learning culture based on continuous self study. Learners will be assessed on individual work and as part of a team during formative and summative assessments. Assessment of competence will be done through a combination of formative and summative assessments, methodologies, instruments and procedures. Formative assessment will integrate theory with practice. Much of the transfer of skills will be conducted in a real or simulated workplace environments. A variety of methods including tests and oral examinations, continuous evaluations, practical simulations, assignments and presentations will take place. Integration implies that the theoretical and practical components should, where possible, be assessed simultaneously. In formative assessment a greater weighting should be given to the application of knowledge and skills in workplace or simulated situations. A greater weighting may be given to the understanding of theory in summative assessment. Summative assessment entails the judgement of learning in relation to the exit level outcomes of the qualification which assess the learners ability to integrate a large body of knowledge, skills and attitude. Exit level summative assessment will be used as part of the integrated assessment. Assessments should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes (CCFO) are assessed. Assessment should ensure that all exit level outcomes and CCFO's are assessed. This integrated assessment approach will ensure the achievement of the qualification. Integrated Assessment The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this qualification is achieved. The achievement of applied competence of this qualification will be demonstrated if the learner is able to contribute towards the planning of joint, combined and multi-national operations through advise and support of higher authority and be able to communicate ideas, concepts and arguments verbally and in writing. To ensure this, all specific outcomes, embedded knowledge and critical cross-field outcomes of the unit standards of the qualification must be assessed as well as the exit level outcomes of the qualification. Integrated assessment processes could be advanced by the "clustering" of unit standards in order to assess them simultaneously and to avoid duplication of assessment of learning outcomes and fragmented assessments. Even though learners will retain credits for those unit standards successfully completed, the learner must, in order to successfully complete the qualification, demonstrate applied competence through an integrated summative assessment of the exit level outcomes of the qualification. During formative and summative assessments, the assessment methods must include observation (eg during syndicate exercises), product evaluation (eg the appreciation) and questioning (oral and or written) to provide sufficient opportunity to the learner to demonstrate applied competence. Exit level summative assessments of this qualification may include the assessment of knowledge (theoretical examinations). Greater weighting should be given to the application of knowledge, skills and values in the workplace environment in order to integrate theory and practice. Simulated scenarios must be utilised (e g planning of a multi-national operation) to enable the learner to demonstrate the ability to integrate the knowledge, concepts and ideas and put into practise the learning outcomes achieved across the unit standards. Learners must be assessed on individual work and as part of a team during formative and summative assessments. The above-mentioned assessment processes are also capable of being applied to recognition of prior learning. |
INTERNATIONAL COMPARABILITY |
International comparability focussed on the specific needs of the Warrant Officers in the SANDF. In developing the qualification, broader application of this need became apparent. Elements that compare favourably with this qualification was identified in the courses presented in the USA Air Force Senior NCO Academy and the USA Marine Corps. The courses developed in the USA are not unit standard based.
United States Air Force Senior NCO Academy: Advanced Professional Military Education Programme The course of study is designed to further develop learners for increased responsibilities by expanding their leadership and managerial capabilities and perspective of the military profession. The two guiding concepts of the programme are relevancy and self- development The course includes: USA Marine Corps The Staff NCO Advanced Course enhances the learners' skills of individual leadership, war-fighting skills, functioning as a member of the commanders' staff, and effectively communicating with seniors, subordinates and peers. The course contains the following areas of instruction: Throughout the continual professional development, the learners gain insight regarding military knowledge and recognition of the need for continued self-improvement. There are similarities regarding the content of the generic subjects such as communication, management and leadership as well as the war-related subjects. African States During a visit to 10 African countries by members of the SANDF, it was determined that no equivalent qualification exists for the development of Warrant Officers on the Operational or Strategic level. Generic subjects such as communication, management and warfare- related subjects are presented at the tactical level. All the countries agreed that the development of senior Non Commissioned Officer (NCO's) and Warrant Officers (WO's) needs attention and they were very interested in the outcomes of this qualification. A brief outline of the content of the courses presented at the undermentioned countries are provided. It should be noted that the content focus is similar for this qualification, but is on the level of officers and not Warrant Officers and non-commissioned officers. These countries visited were: Recognised for their expertise in Peace support operations. Training in war related subjects as well as generic subjects in communication, management and leadership. Training in war related subjects as well as generic subjects in communication, management and leadership. Newly established Peace support operations institute. Excellent training on Military subjects as well as generic subjects in communication, management and leadership. The Military Academy focuses on training qualities of leadership, character, intellect and physical fitness, professional military training and education. Basic training, officers formative and staff courses are conducted jointly. The generic focus is on awareness skills and leadership qualities. Generic management is presented as part of the staff training. The Military Establishment of Zambia (MILTEZ) provides training for officers, technical staff, infantry and recruits. Generic subjects are presented as part of the curriculum. Training in peacekeeping, recruit training, special to Arm training and advanced training in military skills. Generic subjects are also presented at the military school. (Communication, management/leadership fields) At the Army battle school the focus is on practical battle drills at battalion level down to platoon battle drills, advanced and basic quality management programmes. Training in peacekeeping, computer skills, professionalism and discipline. Generic subjects are also presented. (Communication, management/leadership fields) The SANDF delegation did not have any access to any curriculum or training material. This made it difficult to access the training objectively. High War College (HWC) fellowship degree (Operational and strategic levels in the field armies, military zones and the general headquarter of the armed forces) Generic subjects are also presented. (Communication, management/leadership fields) New Zealand After a thorough search on the Qualifications website of the New Zealand Qualifications Authority, it was found that the generic subjects presented on the Joint Warrant Officer Programme can be linked to the New Zealand unit standards and qualifications. No links were found relating to the war-related subjects. South African Police Service (SAPS). Benchmarking was also conducted with the SAPS regarding the full spectrum of their management programmes. Similarities were apparent at the operational level specifically in the management field. No similar qualification exists. |
ARTICULATION OPTIONS |
This qualification articulates horizontally with the following qualifications:
This qualification articulates vertically with the following qualifications: |
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 institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. The provider will conduct integrated 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. Verification of assessments and moderation conducted will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation. Moderation must include internal and external moderating of assessments at exit level points of the Qualification, unless ETQA policies specify otherwise. |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
For an applicant to register as an assessor, the applicant needs to comply with the requirements of an assessor as stipulated by SAQA and relevant ETQA.
Additional requirements for assessors are listed in the relevant unit standards. |
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 | 114873 | Apply basic financial procedures to PFMA principles | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Core | 117988 | Apply the Strategic Process during Planning | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Core | 117987 | Contextualize concepts of National Security | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 117986 | Demonstrate an understanding of the Evolution of Warfare | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 117985 | Demonstrate an understanding of the Law of Armed Conflict during multi-national operations | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 118027 | Demonstrate an understanding of the planning process at the operational level | Level 5 | Level TBA: Pre-2009 was L5 | 13 |
Core | 114278 | Demonstrate and apply an understanding of the Labour Relations Act (Act 66 of 1995) | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Core | 9224 | Implement policies regarding HIV/AIDS in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 114226 | Interpret and manage conflicts within the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 11911 | Manage individual careers | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Core | 13640 | Research and analyse an environmental issue in terms of principles of environmental justice and sustainability and recommend possible solutions | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 10146 | Supervise a project team of a developmental project to deliver project objectives | Level 5 | Level TBA: Pre-2009 was L5 | 14 |
Core | 14505 | Apply the principles of ethics and professionalism to a business environment | Level 6 | Level TBA: Pre-2009 was L6 | 6 |
Fundamental | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 12433 | Use communication techniques effectively | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 15237 | Build teams to meet set goals and objectives | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 15231 | Create and use a range of resources to effectively manage teams, sections, departments or divisions | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 15219 | Develop and implement a strategy and action plans for a team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
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. |
1. | WARRANT OFFICER ACADEMY |
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. |