Advanced Diploma in Traffic and Metropolitan Policing

Purpose

This qualification combines studies in traffic and metropolitan policing with related studies in traffic science, civil liability, basic research principles, fleet management and advanced project management. There are numerous challenges that face law enforcement agencies, particularly at provincial and local government level. Their resources more than often do not match their responsibilities, with the effect that law enforcement administrators are challenged to achieve their goals and objectives with scarce resources.

This requires a professional and innovative approach from the supervisory and management staff as well as the officers that are deployed operationally. On achieving this qualification, the learner will be able to:

• Effectively manage the organisation through sound principles of delegation, ethical values and accountability.
• Communicate effectively with the media.
• Perform a range of research projects within the organization.
• Effectively manage a project within prescribed timelines.
• Effectively complete a project within the approved budget.
• Implement measures to prevent or minimise civil liability claims against the institution.
• Effectively manage the assets of the institution.
• Manage the fleet of the institution within prescribed parameters.
• Implement measures that contribute towards the safety of road users within the road infrastructure.
• Enhance the rendering of professional law enforcement services.

This Advanced Diploma: Traffic and Metropolitan Policing seeks to contribute to local, provincial and national goals by

• Facilitating, equipping and improving general community expectation vis-�-vis constitutional mandate regarding the whole spectrum of safety and security.
• Facilitating the improvement of general management principles across all law enforcement sectors.
• Promoting equity by providing affordable access to law enforcement management education across the full spectrum of the population.
• Recognising and supporting students from previously disadvantaged backgrounds with a qualification/s complying with the required access prerequisites.

Rationale

Metropolitan and traffic policing, although there are many generic issues affecting policing, has developed as a distinguishable and clearly independent field of study over many years. Metropolitan and traffic policing agencies have specific requirements and identifiable parameters within which they operate. These requirements are incorporated in the qualification. Traffic policing specifically differs from general policing as it reflects on a large number of issues that are related to traffic engineering. Policing at local level also has clearly distinguishable characteristics that necessitate a more focused approach.

This programme is designed to develop personal skills, an improved knowledge of relevant legislation and police management, as well as fleet and maintenance management. The operational aspect of policing is the 'why and how' of police practice and management. Policing in this context refers specifically to traffic and metropolitan policing. This qualification will provide a spring board for those learners who wish to further their careers in traffic and/or metropolitan policing or serving officers who want to advance their education by maximising prior learning and policing expertise.

This qualification combines studies in traffic and metropolitan policing with related studies in traffic science, civil liability, basic research principles, fleet management and advanced project management. There are numerous challenges that face law enforcement agencies, particularly at provincial and local government level. Their resources more often than not do not match their responsibilities, with the effect that law enforcement administrators are challenged to achieve their goals and objectives with scarce resources. This requires a professional and innovative approach from the supervisory and management staff as well as the officers that are deployed operationally.

The Advanced Diploma: Traffic and Metropolitan Policing, NQF Level 7 reflects the trends in modern contemporary management techniques, a client-focused approach to serving the community and professional development within the traffic and metropolitan policing fraternity.

Apart from following a career as a law enforcement officer, successful learners will also be able to articulate with related fields of study such as Criminology, Safety and Security, Criminal Justice, and more specifically the security industry, transport operators and organs of state that have a law enforcement responsibility. Learners are furthermore offered the opportunity to enter the field of the private transport industry with regards to fleet and operations management.

The qualification assumes that the student is competent in the language of the instruction material, and in the general theoretical, practical, professional and academic knowledge accomplished at NQF Level 4.

Recognition of Prior Learning

Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this qualification or part of the qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Recognition of Prior Learning is performed by means of assessment of competence against the required outcomes.

This Recognition of Prior Learning may allow for accelerated access to further learning. All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by an experienced assessor.

Access to the qualification

The entrance requirement is the Diploma: Metropolitan and Traffic Policing, NQF Level 6, or any equivalent NQF Level 6 qualification obtained from an accredited institution.

The qualification consists of the following compulsory modules all at NQF Level 7 worth 28 credits each

• Advanced Law Enforcement Practice.
• Advanced Traffic Science.
• Introduction to Research for Law Enforcement Practitioners.
• Police Liability Issues.

Learners are also to complete one of the following elective modules all at NQF Level 7 each worth 28 credits

• Advanced Fleet Management for Law Enforcement Practitioners.
• Advanced Project Management for Law Enforcement Practitioners.

This means that learners are to complete modules totalling at least 140 credits to be awarded the qualification.

On achieving this Qualification, the learner will be able to

• Effectively manage the organisation through sound principles of delegation, ethical values and accountability.
• Communicate effectively with the media.
• Perform a range of research projects within the organization.
• Effectively manage a project within prescribed timelines.
• Effectively complete a project within the approved budget.
• Implement measures to prevent or minimise civil liability claims against the institution.
• Effectively manage the assets of the institution.
• Manage the fleet of the institution within prescribed parameters.
• Implement measures that contribute towards the safety of road users within the road infrastructure.
• Enhance the rendering of professional law enforcement services.

Associated Assessment Criteria for Exit Level Outcomes

The following Associated Assessment Criteria are applied in an integrated way to determine competence in the Exit Level Outcomes of the qualification:

• A sound and systematic basis of knowledge in various disciplines that impact on policing and detailed knowledge of law enforcement management and traffic science is demonstrated.
• The requisite information systems in managing a law enforcement agency are developed for use in an organisation.
• Data from various sources are integrated and useful conclusions are made that will improve law enforcement practices.
• Data is presented in a format that will align the law enforcement agency's strategic imperatives with that of elected political representatives.
• The law enforcement agency's patrol resources are strategically positioned in order to ensure that public funds are used optimally.
• The need to minimise any risks associated with law enforcement practice is explained.
• Systems are developed to ensure that the organisation operates effectively and that co-workers interact and support all relevant external stakeholders.
• Structures are pursued to maximize the partnership between the police and the community.
• The intricacies and the inter-relationship between various factors that impact on the incidence of localized crime, road crashes, and education are understood and explained.
• Advances in technology and training to improve law enforcement practice, but with due regard to the external environment and the health and safety of others are identified.
• Advanced knowledge of crime and crash causation and the impact of the build environment on these issues are explained.
• Demonstrate an ability to advance and argue proposals to solve traffic safety problems and congestion on public roads with traffic engineers.
• The roles that a wide range of external stakeholders play in the prevention of crimes and road crashes are identified and plans made to implement strategies to activate these stakeholders to become active partners in the fight against disorder in society.
• The impact that unethical conduct in law enforcement has on society is explained and measures are implemented to professionalize policing practice.
• Oversight and control of the financial resources of a law enforcement agency are overseen, specifically in regard to the institution's fleet operations.
• A number of projects identified in strategic plans are managed according to organisational requirements.
• Practical responses (projects) that will transform strategic imperatives into tangible/measurable outcomes are developed.
• Community needs and expectations are integrated with available resources.
• Strategic options to balance the various needs of society in a responsible manner are developed.
• Appropriate responses/policies that will direct the conduct of law enforcement practitioners in accordance with the laws of the country are developed.

Integrated Assessment

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessment, the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulation, case studies and other similar techniques should be used to provide a context appropriate to the assessment. 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.

Formative Assessment

Formative assessment methods include

• Self assessment activities in the learning materials.
• Case studies.
• Knowledge tests.
• Report writing and other generic management formats.
• Basic research and project based assignments.

The learner is required to put together a portfolio of evidence that will act as proof of the learning that has taken place.

Formative assessment is designed to ensure that

• It supports the teaching and learning process.
• It provides constructive feedback to the student on own progress.
• It helps to make decisions on the readiness of students to complete their summative assessment.
• It is developmental in nature.
• It does not award credits/certificates.

Formative assessment is useful in terms of assessment of Critical Cross-Field Outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned accordingly. The assignments, which are submitted, have a weighting of 20% towards the final examination mark.

At-risk learners are identified and offered additional assistance in a range of possible interventions.

Summative Assessment

Summative assessment includes

• Formal written examinations with oral assessment, where applicable.
• Summative assessment makes a judgement about achievement.
• Student-readiness determines whether the learner will qualify for the respective examination/s. It is required that assignments be submitted in order to write an examination in each module.

Summative assessment occurs

• At the end of each study cycle of learning.
• On a continuous basis throughout the learning experience.

Summative assessments are moderated per module of learning, in order for all learners to be fairly assessed against the planned outcomes.