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: 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:
  • Contribute towards the planning of joint, combined and multi-national operations.
  • Communicate ideas, concepts and arguments verbally and in writing when dealing with internal/ external stakeholders.
  • Advise and support higher authority on the application of sound leadership and management principles in the execution of their daily tasks.

    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:
  • Communication (NQF Level 4).
  • Numeric Literacy (NQF Level 4).
  • Computer literacy (NQF Level 3)

    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: 12 credits
  • Core: 102 credits
  • Elective: 8 credits
  • TOTAL:122 credits

    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.
  • Identifying and solving problems using critical and creative thinking.
  • Working effectively with others as part of a team, group, organisation or community.
  • Organise and manage themselves and their activities responsibly and effectively.
  • Collect, organise and critically evaluate information.
  • Communicate effectively using visual, conceptual and language skills in various modes.
  • Use science and technology effectively and critically.
  • Demonstrate an understanding of the world as a set of related systems.
  • Be culturally and aesthetically sensitive across arrange of social contexts. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • National security concepts are contextualised so as to engage in national security debates, which leads to the evaluation of both national policy on security issues and the broader security implications of organisational policy and operations.
  • Law of Armed Conflict is understood and demonstrated during joint, combined and multi-national operations.
  • Strategic process is applied during the planning of joint, combined and multi-national operations.
  • Evolution of war and warfare since Antiquity with the main focus on strategic, operational art and tactics are demonstrated with specific emphasis to the 19th and 20th Century.
  • Planning process at the operational level are understood in order to contribute towards the success of joint, combined and multi-national operations.

    2.
  • Oral communication skills are effectively participated in.
  • Analytical skills are used to make informed mature judgements about complex, human, personal, social and environmental issues.
  • Writing skills are demonstrated confidently and fluently.

    3.

    Generic Management
  • Methods, procedures and techniques are managed in terms of a clearly defined work role which is applied in terms of specific organisation policy, legislative requirements and standard industry practices.
  • Code and ethics implementation is analyzed and interpreted within an organization.
  • HIV/AIDS issues in the work environment are understood in order to contribute to building a wider understanding of these issues.
  • Leadership abilities are demonstrated and the impact thereof on team dynamics is discussed in a specific organisation.

    Human Resource Management
  • Problems in the field of human resource management is identified and solved by correctly applying the basic theoretical principles and reflects on the application thereof.
  • Personal conflict between persons or parties are identified and resolved in order to achieve a harmonious working environment.

    Project Management
  • A range of options are identified and understood in the field of project management which leads to decisions in the specified field .

    Financial Management
  • Budget functions of a business unit are applied

    Labour Relations
  • Labour relations issues are understood in order to facilitate fair and equitable adjustments and leads to the implementation of the various labour related acts.


    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:
  • Leadership and Management contain three element namely: Behavioural Analysis, Human Resource Development and Organisational Management. Learners are required to apply selected leadership and managerial theories, concepts, techniques and skills in real-world case studies during each element.
  • The Communication Skills element begins by surveying the learner's abilities and then gives thorough exposure to developmental lessons on required skills. After practical exercises in both writing and speaking, the students are evaluated in both areas.
  • The lessons contained in the Profession of Arms element expand the senior NCOs perspective of the military profession. Emphasis is placed on the learner's role as senior leaders who need to explain to workers how unit-level duties fit in the larger context of joint operations in support of national policies. The module also includes a Wellness Programme, designed to encourage a healthy life-style through aerobic exercise, strength training and stress management.

    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:
  • Leadership and Counselling.
  • Effective Communication and Military Briefs.
  • Military Training.
  • Unit Training Management.
  • Manoeuvre Warfare and Battle Studies.
  • Supporting Arms and Tactics.
  • Command Post Operations and Rear Area Security.

    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:
  • Ghana
    Recognised for their expertise in Peace support operations. Training in war related subjects as well as generic subjects in communication, management and leadership.
  • Nigeria
    Training in war related subjects as well as generic subjects in communication, management and leadership.
  • Kenya
    Newly established Peace support operations institute. Excellent training on Military subjects as well as generic subjects in communication, management and leadership.
  • Zimbabwe
    The Military Academy focuses on training qualities of leadership, character, intellect and physical fitness, professional military training and education.
  • Tanzania
    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.
  • Zambia
    The Military Establishment of Zambia (MILTEZ) provides training for officers, technical staff, infantry and recruits. Generic subjects are presented as part of the curriculum.
  • Namibia
    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.
  • Botswana
    Training in peacekeeping, computer skills, professionalism and discipline. Generic subjects are also presented. (Communication, management/leadership fields)
  • Mozambique
    The SANDF delegation did not have any access to any curriculum or training material. This made it difficult to access the training objectively.
  • Egypt
    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:
  • National Certificate in Human Resources Management and Practices Support (NQF level 5).
  • National Certificate Generic Project Management (NQF level 5).

    This qualification articulates vertically with the following qualifications:
  • Advanced Diploma Management (NQF level 6).
  • Advanced Diploma Management: Human Resource Management (NQF level 6). 
    		•

    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.