Postgraduate Diploma in Policing

Purpose

The purpose of the Postgraduate Diploma in Policing is to equip learners with professionalism, enhanced problem solving and investigative skills. This qualification aims to address investigative practices and approaches, intelligence-led policing, project management component, research, and advanced strategic communication, which was identified as the niche area. The emphasis of this qualification is to broaden the attributes of the learner to articulate from a relevant undergraduate qualification. The research component integrated into the qualification design will enable a learner to become a critical and analytical thinker which will strengthen the ability to conduct independent and relevant research.

The qualifying learner will be able to develop his or her analytical and critical thinking skills at an advanced level in an ever-changing law enforcement environment.

The qualification provides opportunities for learners to learn a strategic approach to the managerial functions of the police such as project management and intelligence-led policing. The Learners capabilities of communicating professionally, efficiently, and effectively with all stakeholders in a hostile policing environment, will be enhanced. The qualification will provide advanced crime investigation skills and a sound understanding of the legal principles involved provide a platform for deeper understanding and professionalism.

To address the crime trends this qualification will prepare learners to be able to

• Critically analyse and address the gaps in identifying crime patterns and be able to plan intelligence-driven
• Solve and identify organised crimes and be able to apply best police practices in solving complex crimes in society.
• Apply best practice approach with regard to complex managerial project management methods in a law enforcement environment.

Qualifying learners will become research-driven in an ever-changing law enforcement environment. The qualification allows the learner to independently conduct research in various themes and debates in policing and law enforcement sector. Learners will learn to find the truth and gain experience in conducting research and evaluation regarding all aspects of contemporary police practice and policy.

Rationale

The development and the design of the qualification were not done in isolation, a diverse variety of stakeholders were consulted. The qualification is designed and aligned with all relevant internal and external agencies. The need for the qualification was identified during an annual advisory board meeting. The advisory board members consist of various safety and security practitioners and academia in the field of law enforcement. To address the changing needs identified, through advisory boards. This qualification focuses on equipping learners with advanced communication skills and knowledge to enable them to manage advanced operational and managerial functions in a law enforcement environment. Inputs were received from the advisory committee/board and other stakeholders in the discipline, therefore meeting the needs of the industry. Crime patterns identified requires skilled security and law enforcement personal to critically analyse and address the gaps in crime patterns and the ability to plan intelligence-driven operations.

The qualification focuses on professionalism in the law enforcement environment. This qualification is aimed at learners who are pursuing management careers within the safety and security (law enforcement) field.

It reflects the need and demand within the law enforcement environment for officials who are/will be able to perform managerial and leadership functions with more complex managerial knowledge, skills and attributes of organisational processes and procedures contextualised within the safety and security environment such as the South African Police Services; Metropolitan Police Services; the Private Security Sector or Correctional Services.

This qualification focuses on equipping learners with advanced communication skills and knowledge to enable them to manage advanced operational and managerial functions in a law enforcement environment.

Recognition of Prior Learning

This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Policing, NQF Level 7.

Or

• Bachelor of Criminal Justice, NQF Level 7.

Or

• Any other qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory modules, Level 8, 120 Credits

• Project Management Module 1, 8 Credits.
• Project Management Module 2, 8 Credits.
• Advanced Intelligence-Led policing, 25 Credits.
• Methods and techniques of criminal investigation, 25 Credits.
• Research project in policing, 30 Credits.
• Advanced Strategic Communication Module 1, 12 Credits.
• Advanced Strategic Communication Module 2, 12 Credits.

1. Apply enhanced project management and investigative principles tools and techniques to diagnose and solve ill-defined discipline-specific problems.
2. Apply analytical thinking strategies and communication skills to address discipline-specific needs.
3. Develop an integrated project plan into management and a relevant research project design.
4. Conduct independent investigative research of discipline specific-defined problems.
5. Apply investigative methods and intelligence-driven operations utilising protocols and techniques.
6. Communicate professionally, efficiently, and effectively (both orally and in writing) with all stakeholders
7. Demonstrate enhanced knowledge and competence in addressing discipline-specific projects within a team.
8. Demonstrate the ability to identify, evaluate and address the learning needs in a self-directed manner, and to facilitate collaborative learning processes.
9. Comprehend and apply an ethical principle and, commit to professional ethics within the law enforcement discipline.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply managerial principles to managerial problems and project management.
• Conceptualise the building blocks of project management.
• Explain and apply project management aspects in current projects in South Africa.
• Design and execute a project (phase one and two) by utilising the various elements of project management.
• Integrate advanced techniques, tools and skills to utilise the building blocks of project management (e.g. designing, executing, monitoring and controlling) and apply investigative principles, tools and techniques to diagnose and re-solve ill-defined current discipline-specific problems within the South African context.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and apply analytical thinking strategies and communication skills on investigation approaches from a leadership and management perspective to address specific needs.
• Conceptualise the inter-related elements for human resource management, risks, project quality and organisational structures in the application strategies.
• Explain aspects of execution, monitoring and controlling of a project and address challenges and risks that influence the project.

Associated Assessment Criteria for Exit Level Outcome 3

• Design an integrated project plan to reflect an in-depth understanding of law enforcement policies and procedures regarding the utilisation of resources.
• Develop a risk management plan that minimises the impact of obstacles encountered during the 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.
• Design and execute the final part of the project (phase three and four) in accordance with the skills, techniques and knowledge gained throughout modules one and two.

Associated Assessment Criteria for Exit Level Outcome 4

• Formulate a research question or hypothesis related to law enforcement issues.
• Conceptualise the purpose of research and the research project.
• Conduct the literature review and independently validate the sources of information.
• Implement research project planning (methodologies and method) and apply research skills.
• Critique and present findings, conclusion and recommendations with supporting data.
• Design a workable plan of action.
• Apply relevant skills and competencies to compile the research report and finalise the research.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage crime intelligence, analyse crime information and provide technical support for investigations and crime prevention operations.
• Apply and evaluate the principles and procedures relating to the criminal investigating methods and techniques to solve an investigation.
• Solve incidents and transgressions in the public, private or corporate environment by applying techniques and methods (collecting and analysing information and evidence, interviewing, interrogation, and surveillance)
• Analyse, critical situations constituting crime, incidents, and transgressions to determine the sources and procedures that must be followed.
• Conduct scientifically sound investigation in the field of criminal investigation ethically and professionally.
• Utilise a range of specialised skills, techniques, and methods to identify, analyse and address complex incidents.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply different communication models to real-life situations.
• Conceptualise the different categories of non-verbal communication.
• Demonstrate active and emphatic listening.
• Select suitable strategies for negotiation and handling conflict.
• Respond with social and emotional intelligence to difficult situations ethically.

Associated Assessment Criteria for Exit Level Outcome 7

• Develop new knowledge and share knowledge through collaborative practice with relevant stakeholders within a team context.
• Interrogate multiple sources of knowledge in an area of specialisation and evaluate knowledge and processes of knowledge production of the identified problem.

Associated Assessment Criteria for Exit Level Outcome 8

• Integrate community needs and expectations with available resources.
• Manage a number of community research projects identified in strategic plans according to organisational requirements.
• Apply the necessary learning skills through well-developed learning pathways to balance the various needs of society responsibly.
• Develop practical responses (projects) that will transform strategic imperatives into tangible/measurable outcomes.

Associated Assessment Criteria for Exit Level Outcome 9

• Analyse and apply ethical principles and approaches within the law enforcement discipline.
• Apply comprehensive communication strategies for sharing knowledge and expressing views on law enforcement and intelligence-led policing matters.
• Evaluate and apply policies and legislation pertaining to law enforcement.

Integrated Assessment

Assessment will be in accordance with the assessment policy of the institution. Formal assessments are based on assignments, presentations, projects, and reports which constitutes 50% of the year mark. The summative assessment consists of a portfolio of evidence that contributes to the final 50%. All formal assessments and summative assessments will constitute a final mark. To guide a learner through the assessment appropriate rubrics will be given.

Summative, formal and informal assessment strategies will be used to develop the learners' competence in this qualification. More emphasis is placed on the application of knowledge at this level. Informal assessments typically include discussions, quizzes, feedback sessions, and peer assessments, among others.

Formal assessments include class tests, presentations, and assignments. Summative assessments will typically include semester assignments and/or the portfolio of evidence, and a final portfolio at the end of the year. In accordance with the institution's assessment policy, learners are allowed a second assessment opportunity, regardless of their results in the first opportunity. All assessments are at the appropriate NQF level.

The research project is assessed differently. Learners will be marked on their research proposal/project (oral and written) and the final report (oral and written). An external moderator is needed for the final research reports.