Higher Certificate in Law Enforcement in Supervision

Purpose

The purpose of the Certificate: Law Enforcement Supervision is

• To promote the development of knowledge, skills and values that are required in the supervision of traffic, policing and law enforcement officers.
• To help learners realize their potential in the field of supervision in law enforcement.
• To provide opportunities for people to progress to levels of recognition and possible progression to higher levels of learning within the field of law enforcement.
• To enhance the performance of officers that are involved in police supervisory functions and wish to advance professional policing practices.

Rationale

This Qualification is aimed at any individual who is, or wishes to be involved in the supervision of law enforcement officers. It serves to support and advance the functioning of supervision in the law enforcement industry.

Learners working towards this qualification will find that the acquisition of the competencies in the qualification will add value to their understanding of the sector and functioning in the workplace. It will provide for consolidation of the broad knowledge, skills and values needed in the supervision of officers in the law enforcement field of study.

The qualification will facilitate access to, and mobility and progression within education and training and to progress along a learning path for learners who:

• Have worked in traffic management, metro policing or any other law enforcement agency or any other related field for many years, but have not obtained a formal qualification.
• Wish to extend their range of skills and knowledge of this field of study so that they can become competent supervisors in the field of law enforcement and policing.
• Want to improve the level of professionalism in the law enforcement industry.

The following actual knowledge is assumed to be in place in order to embark on learning

• Learners accessing this qualification will have demonstrated achievement of outcomes in Language/communication and mathematics/numeracy at NQF Level 4 or equivalent.

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 Integrated Assessment as mentioned in the previous paragraph.

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 academic.

Access to the qualification

The minimum admission requirement is a National Senior Certificate (NSC) with a minimum of 30% in the language of learning and teaching of the higher education institution as certified by Umalusi, coupled with an achievement rating of 3 (Moderate Achievement, 40-49%) or better in four recognised NSC 20-credit subjects.

The learning program is flexible and accessible to students who are either currently unemployed or engaged in full time employment.

Learning components; NQF Level; Credits

Fundamental

• Business Communication; NQF Level 5; 20 Credits.

Core

• Police Supervisory Practice; NQF Level 6; 20 Credits.
• Personnel Management; NQF Level 5; 20 Credits.
• Police Liability Issues; NQF Level 6; 20 Credits.

Electives (select 2)

• Public Relations for Law Enforcement; NQF Level 5; 20 Credits.
• Risk Management for Law Enforcement; NQF Level 5; 20 Credits.
• Law and Procedure of Meetings; NQF Level 5; 20 Credits.

Total, 120 Credits.

On achieving this Qualification, the learner will be able to

• Communicate effectively in the traffic and policing environment with team members and members in society.
• Supervise a team of police or traffic officials in compliance with industry norms and regulations.
• Plan for effective management, organise, direct and control the management of people and the department or area of responsibility.
• Understand and apply knowledge of police liability issues in a law enforcement context.
• Contribute to the management of public relations within the area of responsibility.
• Risk in law enforcement is managed.
• Understand and apply procedures of meetings.
• Monitor the outcome of interventions and apply remedial action.

In the assessment strategy, competence must be demonstrated and assessed through a variety of options.

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 student is required to put together a portfolio of evidence, which will act as proof that learning has taken place. Although this method of formative assessment is required, it will not be measured or monitored by the assessors due to the mode of distance learning. Compilation of the portfolio is designed to assist students toward the compilation of tutor-marked assignments, which are formally assessed.

Formative assessment is designed to ensure that

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

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.

The assignments, which are submitted, have a weighting of 20% towards the final examination mark.

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

Summative assessment

Summative assessment includes

• Formal written examinations (where applicable oral assessment).

Summative assessment is making a judgment about achievement.

Student-readiness determines whether the student will qualify for the respective examinations. It is required that the assignments are submitted in order to write an examination in each module.

Summative assessment occurs

• At the end of each study cycle of learning.
• Is used to determine whether the student is competent in the required knowledge and skills.

Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for all students to be fairly assessed against the planned outcomes.

Integrated Assessment

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments 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.