Bachelor of Policing Practices Honours

Purpose

The purpose of the Bachelor of Policing Practices Honours is to enable learners with the competencies required to function at a middle to senior level management within the Law Enforcement environment. The work environment is in a constant state of flux and learners will be equipped with skills to ensure quality service delivery to both internal and external clients (community) in the constantly changing environment in which they work. Through the achievement of this qualification, managers within the policing and law enforcement environment will be able to ensure improved service, professionalism, and quality of service delivery, thereby contributing to the creation of public trust and providing a safe and secure community environment, which will also enhance economic growth.

This qualification is for learners who would like to follow a career in Policing Practices and focuses on strategic management issues and enhancing service delivery in the Law Enforcement environment. The outcomes of this qualification may be achieved in any relevant context and specifically include the South African Police Service, the Military Police Service, the Traffic Police Service, and the Metro Police Service. With the skills and competencies obtained through this qualification, learners will be able to independently

manage processes to enhance professionalism of the Law Enforcement sub-field, as well as lead for the purpose of openness and transparency in work tasks, thereby indicating a high level of integrity and business ethics.

The Exit Level Outcomes of this qualification are aligned to the purpose of the qualification. Achievement of these learning outcomes will provide graduates with the skills and competencies to access the Law Enforcement environment at a junior to middle management level, provided they meet the entry requirements of the industry. Graduates who are already employed in the industry will have the skills and competencies to advance their careers.

Upon successful completion of this qualification, learners will be able to

• Critically appraise the role of personal, team, and organisational excellence in relation to their impact on a law enforcement environment.
• Develop a strategic management plan to optimise the use of resources in a law enforcement environment (Range: resources include human resources, administrative resources, information resources, material resources, and financial resources).
• Critically assess the impact of leadership and strategic management on a law enforcement environment.
• Evaluate concepts of service excellence in law enforcement processes.
• Develop an integrated plan to optimise policing (Range: Policing refers to both functional and support activities).
• Conduct research in the realm of law enforcement.

At the end of this qualification, learners will have the skills, knowledge, and attributes to

• Critically appraise the role of personal, team, and organisational excellence.
• Develop a strategic management plan to optimise the use of resources.
• Critically assess the impact of leadership and strategic management on a law enforcement environment.
• Apply concepts of service excellence to law enforcement processes.
• Develop an integrated plan to optimise policing.
• Conduct research in the realm of law enforcement.
• Operate ethically in the Law Enforcement environment.
• Employ strategic initiatives to ensure they lead their teams in a professional manner that is for the good of the community they serve.

The HEQSF (2013) states that the Bachelor Honours Degree is a postgraduate specialisation qualification characterised by the fact that it prepares learners for research-based postgraduate study. It serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification will provide learners with the necessary research abilities and will facilitate a high level of theoretical engagement and intellectual independence. This qualification includes conducting and reporting research under supervision and is worth 40 credits. Research conducted by learners on this qualification is appropriate to the Law Enforcement environment.

Rationale

Several of the graduates of the Bachelor of Policing Practices wish to obtain postgraduate qualifications in a cognate area. A postgraduate qualification in policing practices will assist them to apply for pay increases and promotions from their current employers. Graduates who are not yet employed will use a postgraduate qualification to gain employment in the sector, provided they meet the entry requirements of the industry. The introduction of a Bachelor of Policing Practices: Honours is also supported by the South African Police Services and the Law Enforcement sector in general. The introduction of this qualification will enable graduates of the undergraduate qualification to engage with the concept of lifelong learning in their industry.

Further to this, an Honours qualification builds on the learning undertaken in the Bachelor of Policing Practices. What learners achieve in this Honours degree will also serve as a basis for further learning, where successful graduates will gain access to a Master's qualification (Master's in Policing Practices) and, ultimately, a Doctoral degree (Doctor in Policing).

This qualification reflects the workplace-based needs of the Law Enforcement sector that relate to managerial competencies in the field. The sector will benefit from this qualification by developing middle to senior-level management skills to enhance the functioning of the law enforcement agencies through graduates who are able to provide service excellence and efficient human resources. This qualification will improve performance excellence and will enhance relationships between both internal and external clients of the Law Enforcement environment.

This qualification was developed together with members of the South African Police Service to ensure that the learning outcomes are aligned to sector requirements.

This qualification is aimed at learners who would like to follow a career in Policing Practices and focuses on strategic management issues and enhancing service delivery in the Law Enforcement environment. The outcomes of this qualification may be achieved in any relevant context and specifically include the South African Police Service, Military Police Service, Traffic Police Service, and Metro Police Service.

Graduates of this qualification will typically operate in the areas of crime prevention, crime detection, community service centres, and support within the Law Enforcement environment. Learners who apply the competencies achieved in this qualification are normally employed in middle to senior management positions in the Law Enforcement environment, providing they meet the entry requirements of the industry.

The Bachelor of Policing Practices: Honours at NQF Level 8 and 120 credits can provide graduates with access to the Master's in Policing Practices at NQF Level 9, 180 credits. Graduates of this qualification will also be able to vertically articulate into the Master of Policing offered by the Tshwane University of Technology (SAQA ID: 96918).

The qualification will provide learners with the competencies required to function at a middle to senior level management within the Law Enforcement environment. This environment is constantly in a state of flux, and learners will be equipped with the skills to ensure quality service delivery to both internal and external clients in the constantly changing environment in which they work. The sector and the economy will benefit from the skills and competencies of these learners as they use their management, supervisory, and organisational abilities to stabilise a sector that is pressed for employees who can use their skills practically and vitally. In terms of the National Development Plan (2030), this qualification will facilitate the professionalism and ethical practices of the Officials who graduate.

The qualification will benefit learners who are employed in the Law Enforcement environment to apply skills and competencies at a more strategic level, which may result in promotion and/or salary review within the industry. Learners who are not already employed in the Law Enforcement environment will have the skills and competencies to apply for middle to senior-level positions, provided they meet the entry-level requirements of the industry.

The law enforcement environment in South Africa is an environment that is under pressure from the country's citizens and the government to employ staff members who are suitably qualified and can lead their teams in the environment in a way that promotes quality in service delivery. Human resources in this environment need to be efficient and must be able to operate strategically to meet the needs of both internal and external stakeholders. The stakeholders require leaders who are employed in middle to senior management with skills that enhance the functioning of the law enforcement agencies.

Recognition of Prior Learning (RPL)

The institution is committed to achieving inclusion and overcoming barriers to access and success in higher education. Applicants who do not meet the stated admission criteria, but who have relevant work experience and/or prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL).

In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

Learners who have completed credits at another higher education institution may apply for the transfer of those credits in line with the institution's CAT policy. The recognition of credits for transfer from one qualification to another is determined by the nature of the qualifications, the relationship between them, the nature, complexity, and extent of the curricula associated with the specific subjects to be recognised for credit, and the nature of the assessment used. A maximum of 50% of credits of a completed qualification may be transferred via CAT, while all credits from an incomplete qualification may be transferred provided that no more than 505 of the credits on the receiving qualification are awarded via CAT.

Applicants who do not meet the stated admission criteria, but who have relevant work experience/prior learning may apply for admission under the policy for admission under the policy on Recognition of Prior Learning (RPL). Institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, qualification, and level. Procedures and forms are available from the School Administration.

In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Policing, NQF level 7.

Or

• Advanced Diploma in Law Enforcement, NQF level 7.

Or

• Bachelor of Policing Practices, NQF level 7.

Or

• Bachelor of Arts in Criminology, NQF level 7.

This qualification comprises the following compulsory modules at National Qualifications Framework Level 8, totalling 120 credits.

Compulsory Modules, NQF Level 8, 120 Credits

• Police Management V, 25 Credits.
• Leadership in the Safety and Security Environment V, 10 Credits.
• Research Methodology V A, 10 Credits.
• Research Methodology V B, 30 Credits.
• Organisational Behaviour in the Safety and Security Environment V, 10 Credits.
• Project Management V, 10 Credits.
• Applied Policing Studies V, 25 Credits.
• Traffic Police Science V, 25 Credits.

1. Critically appraise the role of personal, team, and organisational excellence in relation to their impact on a law enforcement environment.
2. Develop a strategic management plan to optimise the use of resources in a law enforcement environment (Range: resources include human resources, administrative resources, information resources, material resources, and financial resources).
3. Critically assess the impact of leadership and strategic management on a law enforcement environment.
4. Evaluate concepts of service excellence in law enforcement processes.
5. Develop an integrated plan to optimise policing (Range: Policing refers to both functional and support activities).
6. Conduct research in the realm of law enforcement.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically examine the concept of excellence to describe performance excellence for individuals, teams, and the organisation in a law enforcement environment.
• Design standards for excellence in a law enforcement environment to meet identified performance criteria for individuals, teams, and the organisation.
• Define personal, team, and organisational excellence in relation to its impact on organisational and operational aims and objectives.
• Analyse the principles of emotional intelligence of human resource management to maximise personal, team, and organisational excellence.
• Evaluate the organisational policy for the holistic development of individuals to identify strengths, weaknesses, and areas for development to best equip the organisation to meet challenges within the law enforcement environment.

Range: Holistic development includes spiritual, emotional, physical, and mental (left and right brain) development.

• Evaluate organisational development plans to improve individual skills within the focus of enhancing organisational excellence in a law enforcement environment.

Range: Development plans include conducting a gap analysis within the application of the theory of team dynamics.

• Develop strategies to manage diversity and potential conflict to the benefit of the individual, team, and organisation, and in line with policies, procedures, and best practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply strategic management skills to align the objectives of the law enforcement organisation with national government resource directives.

Range: Law enforcement organisation refers to the area of responsibility or workplace in middle management.

• Drawn up a strategic management plan to reflect an in-depth understanding of law enforcement policies and procedures regarding the utilisation of resources.
• Include Methods of enhancing transparency and ethical behaviour associated with the allocation of resources in the plan.
• Maximise Law enforcement capabilities through the allocation of available resources.
• Include strategies in the strategic management plan that in line with organisational and government guidelines to ensure transformation in resource management.

Range: Government guidelines include applicable legislation relating to the management of resources and decision-making.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply the inter-relationship of leadership and strategic management to determine its effectiveness in implementing command and control within the law enforcement environment.

Range: Command and control refer to hierarchical-related instructions and orders.

• Evaluate personal leadership styles for different situations to determine effectiveness and consistency within the parameters of national and governmental aims and objectives.

Range: Different situations include high, medium, and low stress conditions.

• Evaluate strengths and weaknesses of team members to provide a basis for maximising the potential of each team member and the team to achieve operational objectives.
• Evaluate leadership theories to determine leadership styles that apply to given situations and established best practices in the field.

Range: Theories refer to but are not limited to: Afro-centric and Euro-centric theories.

• Analyse the influence of leadership in politics in terms of the potential impact on law enforcement policies, procedures, and operations. Range: Politics refers to governance methodologies such as democracy, communism, etc.

Associated Assessment Criteria for Exit Level Outcome 4

• Evaluate the strengths and weaknesses of team members to provide a basis for maximising the potential of each team member and the team as a whole to achieve operational objectives.
• Evaluate Leadership theories to determine leadership styles that apply to given situations and establish best practices in the field.

Range: Theories refer to but are not limited to: Afro-centric and Euro-centric theories.

• Analyse the influence of leadership in politics in terms of the potential impact on law enforcement policies, procedures, and operations. Range: Politics refers to governance methodologies such as democracy, communism, etc.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate existing quality systems against the broader concept of quality and relevant quality models for their potential to deliver benefits to the law enforcement environment.
• Implement decisions on the adoption of a suitable quality management system based on a detailed cost-benefit analysis and the consideration of the consequences of not implementing a quality management system.
• Plan the implementation of a suitable quality management system within the organisation is developed in line with project management principles, quality controls, policies, and procedures.

Range: Project management principles refer to internationally accepted principles, such as the PMBOK (Project Management Body of Knowledge) principles.

• Develop a client service strategy to enhance the corporate image of the organisation in line with organisational and national government initiatives.

Range: Client service strategy refers to the integral focus on the client within the law enforcement environment. Development includes an implementation plan.

• Evaluate service delivery levels and amend the implementation plan as necessary to align service levels with existing service standards.

Range

Service levels refer to, but are not limited to, service recovery strategies, reputation management, internal marketing, and relationship building.

• Include service standards reference to customer focus, service recovery, corporate image, and performance chart.
• Evaluate the value of an organisation-wide client service mindset in terms of its impact on the execution of law enforcement operations and the corporate image of the organisation.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse Governmental or organisational strategies to develop an implementation plan for policing in a given situation.

Range: Evaluation must include, but is not limited to, a SWOT analysis and feasibility studies for proactive and re�active approaches to policing.

• Evaluate policing functions in terms of their potential strengths and weaknesses and select to represent the most suitable operational plan and contingency plans.

Range: Policing functions include crime prevention, crime detection, crime intelligence, and support.

• Develop a risk management plan that minimises the impact of obstacles encountered during implementation of the plan.
• Allocate resources to the selected plan to adhere to the allocated budget.
• Integrate stakeholder roles, responsibilities, and requirements in the plan to ensure a multi-disciplinary approach in the law enforcement environment.

Associated Assessment Criteria for Exit Level Outcome 7

• Analyse research methodologies for their relevance to the specific research topic.

Range: Methodologies include quantitative and qualitative differences related to rules, principles, and theories.

• Formulate a research proposal, which identifies a problem related to law enforcement issues.

Range: The proposal must include a rationale, objectives, methodology, and research plan.

• Conduct research in accordance with the research proposal and prescribed ethical principles using the applicable/relevant research methodology.

Range: Conducting research includes gathering and processing, capturing, and interpreting information.

• Present findings, conclusions, and recommendations relevant to the research proposal and consistent with supporting data.
• Drawn up the research report is drawn up to comply with the organisation's format requirements.

Range: Format requirements include scope, numbering, headings, structure, layout, and appearance.

INTEGRATED ASSESSMENT

The institutional assessment model makes use of formal and non-formal, formative and summative assessment tasks to assess learners' progress and their achievements on the modules in a qualification. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards the achievement of success in the module. Modules may make use of a Final summative or a continuous assessment approach.

The institution is committed to learner success, and as a result, the Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy is contained in the Assessment Guideline document, which is made available to learners on the first day of the semester/year.

The assessment strategy will either employ a continuous assessment strategy or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks. Where a final summative approach is used, the final mark on a module comprises a semester/year mark (SYM), as well as a final summative assessment mark (FIS). The SYM is made up of a combination of different assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed by a presentation. In cases where continuous assessment is used, the FIS is replaced by a series of formative and summative assessments that take place throughout the semester/year.

Depending on the nature of the subject matter, a range of assessment methods are applied at the formative and summative assessment stages to facilitate authentic assessment. For panel discussions, presentations, and project work, experts from industry are often invited to provide input into the formal assessment results, with the examiners.

Internal and external moderation is undertaken by the institution for all assessment processes. The purpose of moderation is to check for accuracy and validity in the practice of assessment to enhance consistency and standardisation across the board. A further aim is to reduce bias, promote the integrity and quality of the academic project. The institution uses both internal and external moderation, and moderation happens when assessment tasks are drafted (pre-moderation), as well as post-assessment (post-moderation), when learner work is being assessed.

Distance learning learners who fail a module that is assessed on the final summative assessment approach will be granted a supplementary registration opportunity in the next available semester, subject to the following rules:

The formative assessments completed during the supplementary registration opportunity will contribute to the final mark (FIN) in the same ratio as the first attempt.