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: Policing 
SAQA QUAL ID QUALIFICATION TITLE
20496  National Certificate: Policing 
ORIGINATOR
SGB Visible Policing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was SAS SETA until Last Date for Achievement  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  146  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 "Registered" 
SAQA 0146/03  2003-02-19  2006-02-09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-02-09   2010-02-09  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
50122  National Certificate: Policing  Level 5  Level TBA: Pre-2009 was L5  130  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualification will allow a learner in the sector safety in society to obtain a nationally recognized qualification in the policing environment. It will contribute to the upliftment of the sector safety in society and set an acceptable standard for professionalism in the industry. It will also assist in changing perceptions of the lack of integrity and business ethics within the safety in society sector, particularly the Policing environment.

It will assist in improving relationships between employer and employees. The attainment of a nationally recognized qualification will help to attract and retain quality learners and employees. It will also provide for recognition of prior learning to allow for the recognition of existing and common knowledge and skills that will not only allow a learner to gain credits towards this qualification, but also to progress to further learning in the safety in society environment and Policing environment in particular.

The generic core unit standards as well as the specialized context (functional) unit standards provide credits that allow access to both vertically and horizontally articulated qualifications. These enhance the status, productivity and employability of the learner within the industry, particularly within the Policing environment, as well as contribute to the quality, and growth within the industry. This allows for access, progression, portability and mobility within the Policing environment. Through the electives component of the qualification learners are able to demonstrate specific vocational skills.

Qualifying learners are capable of using a series of learning, legal and policing skills to protect and serve members of communities and in accordance to the Constitution of South Africa. This will allow the learner to provide a more effective service that will improve community satisfaction and place them to fulfill their mission of creating a safe and secure environment for all who live in South Africa. Attainment of this qualification allows a learner to begin a career in the Policing environment and will, in addition, open possibilities of future specialization and advancement.

This qualification will also allow for transformation within the Policing environment, as learners will be models for other employees/learners. This will as mentioned earlier, attract quality people and allow for the aspirations of people to be part of the Policing environment. The recognition of prior learning will formalize informal and non-formal learning and learners will be able to obtain a national qualification. This will improve the level of participation of employees in the Policing environment.

A learner acquiring this qualification will have skills, knowledge and experience to:
  • Balance constitutional and legal rights of individuals with the competence to legally infringe those rights in the service of maintaining a safe and secure society.
  • Prevent crime by conducting patrols.
  • Support a criminal investigation by gathering initial information and evidence of a crime and attend to court duties by giving evidence.
  • Prioritise and conduct an armed response to reported crimes.
  • Conduct a lawful arrest.
  • Safeguard, transport and release prisoners in detention.
  • Conduct oneself in a professional manner that delivers quality service to the community.
  • Conduct themselves as effective members of a policing team.
  • Monitor, reflect and improve their own practices.

    Rationale of the qualification:

    This qualification reflects the workplace-based needs of the sector safety in society that are expressed by employers and employees, both for current and future purposes. It provides the learner with accessibility to be employed within the sector safety in society sector, with specific references to policing environment and provides the flexibility to pursue different careers in the broader policing environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners wishing to enter a programme leading to this qualification have the necessary literacy, numeracy and communication skills at NQF level 4.

    Recognition of prior learning:

    This qualification may be achieved in part or in whole by recognition of prior learning. The candidate in this case must be assessed/evaluated in the same manner as described in the paragraph that deals with integrated assessment above. 

    RECOGNISE PREVIOUS LEARNING? 

    EXIT LEVEL OUTCOMES 
    1. Balance constitutional and legal rights of individuals with the competence to legally infringe those rights in the service of maintaining a safe and secure society.

    2. Prevent crime by conducting patrols.

    3. Support a criminal investigation by gathering initial information and evidence of a crime and attend to court duties by giving evidence.

    4. Prioritise and conduct an armed response to reported crimes.

    5. Support a criminal prosecution by preparing relevant documentation and ensuring court testimonies.

    6. Conduct a lawful arrest.

    7. Safeguard, transport and release prisoners in detention.

    8. Conduct oneself in a professional manner that delivers quality service to the community.

    9. Conduct oneself as an effective member of a policing team.

    10. Reflect on one`s own practice in order to make improvements. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. A sound working knowledge is shown of the Constitution of South Africa, including the ability to reflect on its everyday impact on own policing actions, and on decisions made by superiors or by the service;
  • An appreciation of aspects of South African law (statutory law, common law, criminal procedure act) affecting own policing actions is shown, including the ability to reflect on its own everyday impact on own policing actions, and on decisions made by superiors on own policing actions, an on decisions made by superiors or by the service;
  • An understanding is shown of specific instances, and the extent to which the law allows the infringement of constitutional and legal rights in the service of maintaining a safe and secure society;
  • An understanding is shown of instances where these legal parameters have been or might be overstepped in the conducting of everyday policing; and
  • A learner is able to consider options and make policy decisions with regard to the balance of rights of individuals.
  • Learners are able to communicate effectively with customers and members of the organisation.

    2. A beat is planned and patrolled;
  • An official vehicle is inspected, driven and maintained;
  • An official vehicle`s communication equipment is operated;
  • During the course of area patrolling, observation of the environment is carried out in order to identify potential crimes or crime in progress;
  • Vehicles and people are stopped and searched and premises are entered and searched in a manner conducive to (1) preventing crimes, (2) uncovering evidence of crimes and (3) engendering a feeling of security among community members;
  • Potential flash points are concentrated on as part of a crime prevention strategy;
  • Crime prevention intelligence is obtained. This should include the methodology of recruiting and maintaining informers, as well as that of establishing open and trusting communication with community members; and
  • A visible police presence in the beat area is maintained as part of a community policing strategy.

    3. The scene of a crime is secured in order to protect potential evidence;
  • Premises, vehicles and persons are searched in order to determine potential evidence and/or witnesses of a crime;
  • An investigation process is implemented;
  • Information is entered into the case docket;
  • Information is gathered to investigate specific crimes;
  • The perpetrator is individualised by the application of investigative principles of specific offences.

    4. The relative urgency of reported crimes is assessed according to policies and procedures and decisions are made and motivated for prioritising responses;
  • Standard tactical procedures are used to determine the danger at a crime scene and to ensure the safety of civilians and police officers at the scene;
  • An initial crime scene investigation is conducted;
  • Suspects and witnesses are dealt with according to policies and procedures;
  • Equipment is safely used;
  • Community policing principles are applied in attending to complaints; and
  • Victims of a crime are given immediate support appropriate to their needs. This may include referring a victim to specialist or specially trained police officers where appropriate and possible.

    5. Responsibilities with regard to prosecution documentation are identified, and documentation is carefully kept;
  • The presence of a prisoner on time in court is ensured
  • Classifiable fingerprints are taken and recorded where they have been identified as required;
  • The chain of evidence is identified and its integrity maintained;
  • When required to testify in a court, and explanation can be given as to the role of the testimony in the prosecution and techniques for testifying.
  • Evidence of preparation for testimony should also be given; and
  • Testimony is given in a manner required by the law and the courts.

    6. Motivation is given for a decision to conduct an arrest;
  • Motivation is given for the timing, place and manner of an arrest;
  • An arrest is executed according to legal requirements;
  • The principle of proportionality of force is applied in a making an arrest; and
  • Physical restraining techniques are applied in making an arrest.

    7. A detainee is searched and his/her safety is secured;
  • Detainees are booked in. Motivation for placement and securing a detainee is given;
  • Evidence is sought of possible detainee problems;
  • Detainee complaints are dealt with;
  • Regular meals are served to detainees according to policy and procedures;
  • Detainees are prepared and released for court
  • Detainees are released from detention;
  • Detainee cells are sited and evidence is sought of consideration of (1) the safety and well-being of detainees, (2) the legal rights of detainees, (3) the security of detainees, (4) potential problems;
  • Access to detainees is regulated; and
  • Detainees are transported with due consideration to their security, well-being and legal rights as well as to policy and legal requirements.

    8. Relationships are built with community members and structures that engender trust and open communication;
  • Constant thought is given to community needs and problems and the implications of these for policing and crime prevention;
  • Crime prevention advice is made available to community members and structures;
  • Participation takes place in joint projects between communities and policing structures;
  • A familiarity with and adherence to the customs of the organisation concerning the principles of salute and compliments are shown;
  • Proficiency is shown in all basic movements comprising organised drill;
  • Obedience is shown in carrying out legal orders;
  • A range of interpersonal communication and self-management skills are shown in responding to reports, requests, suggestions and/or complaints;
  • Service is rendered in Community Service Centre according to management principles and policy; and
  • Property in Community Service Centre is dealt with and maintained.

    9. The structure and purpose of a particular team are identified;
  • The roles and responsibilities required to work in any described team are described and carried out;
  • External and internal factors affecting a described team are identified and possible effects are explained; and
  • The effectiveness of a team and participation in that team is reviewed and suggestions for improving the team`s effectiveness and own participation are made.

    10. Various options for any action or decision are discussed;
  • Decisions are made based on a consideration of options, and the learner is able to explain why a particular option is optimal and has led to a particular decision;
  • An action is take on the decision arrived at;
  • The action is reviewed for efficiency and effectiveness, and the learner is able to analyse both the way in which the action was carried out, and the original decision that lead to the action; and
  • Suggestions for improving the action or similar such actions are made as well as suggestions for improving the decision, and the decision-making process.

    Integrated Assessment

    The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve all exit level outcomes of the qualification. The identification and solving of known problems, team work, organising self, using of data, implication of actions and reactions in the world as a set of related systems must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

    Certain exit level outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tool(s) to establish the foundational, reflective and embedded knowledge to problem solving and application of the world as a set of related systems within the Policing environment. Competence will be assessed when conducting formative and summative assessment.

    Formative assessment:

    The assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence.

    These tools include the following:
  • In-situ (on-the-job) observations
  • Role-play simulations
  • Structured group discussions
  • Knowledge tests, exams, case studies, projects, registers, logbooks, workbooks
  • Oral report backs (presentations)
  • Portfolios of evidence
  • Projects
  • Experiential learning
  • Working in teams
  • Scenario sketching

    The assessment methods and/or tools used by the assessor must be fair in a sense that they do not hinder or advantage the learner, valid in a sense that they measure what they intend to measure, reliable in a sense that they are consistent and delivers the same output across a range of learners and practical in a sense that they take into account the available financial resources, facilities, equipment and time.

    Summative assessment:

    Summative assessment is carried out at the end of the learning programme to assess the achievement of the learner. A detailed portfolio of evidence is required to prove the practical, applied and foundational competencies of the learner.

    Assessors and moderators:

    Assessors and moderators should develop and conduct their own integrated assessment by making 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.

    Unit standards associated with the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies. 

  • INTERNATIONAL COMPARABILITY 
    Since 1994, the South African Police Service has engaged in extensive liaison with colleagues and related services in the international community. Material, best practices and many other innovations have been considered and integrated into this qualification.

    In addition, it has been bench marked against the qualifications of the Multi Implementation Team (Commonwealth, Netherlands, Sweden and the United Kingdom) who helped plan and implement a new basic policing training programme for community police constables in the post 1994 South Africa. This qualification is built in such a way that it will receive constant international review and input.

    Other national institutions and Departments were consulted during the standards generation processes such as the Department of Correctional Services, Community Policing Agencies, Business against crime, Metro Police etc.

    During the year 2002 the South African Police engaged in an assessment and assessment practices project with the Swedish Police. The two organizations will assist each other in evaluating and generating assessment and assessment practices. 

    ARTICULATION OPTIONS 
    The choice of elective learning component allows the learner to change to another pathway in policing environment at the same level or at the next level.

    Some fundamental and non-policing core learning components will equip the learner with credits that will be useful in the safety in society sector and other learning fields that the learner may wish to pursue. 

    MODERATION OPTIONS 
    All providers offering the learning to achieve this qualification must be accredited by the relevant ETQA or through a memorandum of understanding with the relevant ETQA.

    All assessors must be registered with the relevant ETQAs, and must comply with the requirements for assessors as prescribed by the relevant ETQAs. In addition, the assessors must have at least the skills levels in this field equivalent to those require by the NQF at level 6, plus two years of practice in this field as a worker or expert consultant or provider. All moderators moderating the assessment of a learner for this qualification must be registered with the relevant ETQAs. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to be registered as an assessor, the applicant needs the following:
  • A minimum of two years practical, relevant occupational experience;
  • Declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by SAQA;
  • Detailed documentary proof or educational qualification, practical training undergone, and experience gained by applicant must be provided;
  • Meet any other requirements stipulated by the ETQAs. 

  • NOTES 
    This qualification has been replaced by qualification 50122, which is "National Certificate: Policing", Level 5, 130 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  11985  Inspect, drive and maintain an official vehicle  Level 4  NQF Level 04 
    Core  11980  Administer a centre  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  11982  Attend to and handle crime  Level 5  Level TBA: Pre-2009 was L5 
    Core  11983  Compile and administer a case docket for investigation purposes  Level 5  Level TBA: Pre-2009 was L5 
    Core  11975  Conduct a lawful arrest  Level 5  Level TBA: Pre-2009 was L5 
    Core  11976  Conduct a lawful search and seizure  Level 5  Level TBA: Pre-2009 was L5 
    Core  11984  Give evidence in a court of law  Level 5  Level TBA: Pre-2009 was L5 
    Core  14130  Master restraining techniques  Level 5  Level TBA: Pre-2009 was L5 
    Core  11986  Plan and conduct various kinds of crime prevention patrols  Level 5  Level TBA: Pre-2009 was L5 
    Core  11987  Receive and handle complaints  Level 5  Level TBA: Pre-2009 was L5 
    Core  11988  Receive and release detainees  Level 5  Level TBA: Pre-2009 was L5 
    Core  11989  Take care of detainees and cells  Level 5  Level TBA: Pre-2009 was L5 
    Core  11991  Transport a prisoner  Level 5  Level TBA: Pre-2009 was L5 
    Core  14118  Use of firearms in a policing environment  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Fundamental  11973  Build and maintain relationships with local communities  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  11974  Conduct oneself in a professional manner in a policing environment  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  11978  Identify and apply different sections of the Criminal Procedure Act  Level 5  Level TBA: Pre-2009 was L5 
    Fundamental  11977  Identify and apply relevant knowledge of specific common law and statutory offences  Level 5  Level TBA: Pre-2009 was L5  12 
    Fundamental  11979  Identify and apply relevant knowledge on applicable law related to policing  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11981  Attend to and manage a collision scene  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  14122  Collate crime intelligence  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11992  Deal with suspects in the investigation of an alleged crime  Level 5  Level TBA: Pre-2009 was L5 
    Elective  9224  Implement policies regarding HIV/AIDS in the workplace  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11993  Investigate a crime scene  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11994  Monitor, reflect and improve on own performance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  14125  Move tactically in pairs to conduct medium risk, crime-combating operations  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  11995  Plan and perform special operations in the prevention and resolving of crime  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11996  Recruit and maintain informers to assist in the prevention and resolving of crime  Level 5  Level TBA: Pre-2009 was L5 
    Elective  11990  Take finger, palm and sole prints of persons for identification purposes  Level 5  Level TBA: Pre-2009 was L5 
    Elective  14131  Use appropriate force to uphold and enforce the law and protect people and property  Level 5  Level TBA: Pre-2009 was L5 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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. DAM SCHOOL OF POLICING 
    2. PROVINCIAL HEAD OFFICE TRAINING COMPONENT PORT SHEPSTONE 
    3. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION 
    4. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION ALL SAINTS 
    5. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION LIMPOPO PROVINCE 



    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.