Advanced Diploma in Public Administration

Purpose

This qualification provides entry-level vocational or professional preparation and specialisation for the three spheres of government, parastatals and non-profit organisations. The Advanced Diploma in Public Administration offers an intensive, focused and applied specialisation which meets the requirements of niche areas including public finance and public human resources management and research and development in the public sector. This qualification aims to provide learners with knowledge, skills and attributes in financial management, strategic management, policy development and analyses, research (qualitative and quantitative or mixed) and human resources management applicable in government departments. This qualification will contribute to assisting government departments, Non-Governmental Organisations (NGOs), quasi institutions (universities) and government parastatals to function efficiently, effectively, economically, appropriately and productively.

The purpose of this qualification includes, inter alia

• To apply micro and macro-economic policies/models/theories within the South African government and in the global environment.
• To apply Human Resources Management (HRM) components, interpret HR policies and enhance knowledge in the organisational development interventions in government departments.
• To attain knowledge and skills on policy formulation or development processes and analyses of policies and implementation.
• To conduct socially responsive research studies in order to solve or provide recommendations to a particular problem in government thus contributing to the body of knowledge.
• To enhance learner's capabilities in strategy formulation, analyses and implementation.

This qualification will assist learners to be able to scan the environment with the view to develop a vision, mission, core values and principles, strategic results and implementation plan of a particular government department.

Rationale

The Advanced Diploma in Public Administration was developed in response to the revised Higher Education Qualifications Sub-Framework (2013) and replaces the Bachelor of Technology qualification to be phased out.

The curriculum aligns with findings arising from the situational analysis and stakeholder engagement, to include specialist knowledge areas such as Public Human Resource Management and Public Financial Management. The qualification was designed to align with the needs of the public administration sector to ensure that graduates are better prepared to deal with workplace demands at a higher level of engagement. This advanced diploma has a dominant vocational orientation to respond to stakeholder workplace requirements, but simultaneously preparing graduates for vertical alignment in academia. For example, the subject Research Methodology requires graduates to conduct research in the sector, thereby contributing to knowledge production and problem-solving from a research perspective. The research knowledge and skills acquired in the advanced diploma prepares graduates for the next level of study, the Postgraduate Diploma in Public Administration or any other similar qualifications.

An extensive analysis of job advertisements for national, provincial and local government positions revealed that specialist knowledge in financial management and human resource management are needed and the curriculum of this qualification addresses those shortcomings. The Advanced Diploma has a broader subject mix which enables learners to get a general understanding of the functions of government. The Advanced Diploma subject mix reflects the knowledge areas that were prevalent in the job advertisement requirements for operational, tactical and strategic level positions in local, provincial and national government sectors.

This qualification takes cognisance of the legacy of the public-sector institutions in South Africa which has been thwarted by inefficiencies and ineffectiveness mainly attributed to the high level of incompetence of the public sector officials. The department recognises that it has an important role to play in producing competent and employable graduates needed to respond to the local, national and international needs.

The Government Gazette signifying the List of Occupations in demand identified management and planning skills in education and health as specific skills areas that need immediate attention. These skills are covered by the curriculum. Furthermore, section 3(a) of the Gazette reveals public service delivery and a shortage of curriculum advisors, as stipulated in the National Development Plan (NDP) as major shortcomings in the country. These are also explicitly addressed by this qualification, including skills development, community development and Research and Development. However, the list of occupations on demand, as of 2014, which are covered in this qualification includes:

• Local Authority Manager-111203 (OFO number).
• Finance Manager-121101 (OFO number).
• Personal/Human Resource Manager -121905 (OFO number).
• Programme or Project Manager-121905 (OFO number).
• Research and Development Manager-122301(OFO number).
• University lecturer-231101 (OFO number).

This qualification will prepare graduates for the following positions in different spheres of government (local, provincial and national):

• Programme/Project Manager/Project Coordinator.
• Policy Analyst/Planners/Advisor.
• Administrator.
• Researcher.
• Lecturer.
• Human Resources Management Officer.
• Personal Assistant.

Recognition of Prior Learning (RPL)

The Advanced Diploma in Public Administration is informed by and aligned to the approved institutional Recognition of Prior Learning Policy. The implementation of the RPL policy is undertaken in the context of the institutional commitment to alignment with the principles of the NQF and the National Plan for Higher Education in South Africa, with specific reference to:

• Broadening the social base of higher education.
• Increasing access to higher education.
• Increasing mobility of students across higher education institutions.
• And other learning contexts.
• Accelerating progress through learning programmes.
• Increasing the number of graduates.
• Developing staff.

RPL applies to candidates with considerable work experience, who wish to apply for entry into a qualification but who do not meet the entry requirements of this qualification. The RPL application is evaluated against the entry requirements of the qualification according to the RPL policy, rules and procedures of the institution. The Department of Public Administration and Governance will conduct a pre-screening process to determine whether a candidate may apply for the desired qualification in this department. A portfolio of evidence assessments and interviews may be conducted if required and referred to the faculty for approval.

Entry Requirements

• A 360-Credit Diploma in Public Administration/Management or in a related field.

Or

• A 240-Credit Diploma in a related field.

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

Modules

• Economics and Public Sector Financial, 20 Credits.
• Public Strategic Management, 20 Credits.
• Public Human Resources Management, 20 Credits.
• Policy Studies and Analysis, 24 Credits.
• Research Methodology, 18 Credits.
• Administration Theory, 18 Credits.

1. Apply advanced knowledge of the principles of Economics (micro and macro), be able to use indicators and theories and link strategic planning and budgeting aligned to the Public Financial Management (PFMA) Act of 1999 (Act 1 of 1999).
2. Develop and apply policy and strategy formulation processes and implementation, alignment with institutional structures and budget as well as deep understanding of performance monitoring and evaluation.
3. Understand all components of human resource management and integrate it with the overall strategy of the organisation.
4. Apply and analyse terms, concepts, principles, rules and theories associated with policy studies and management to enable policy formulation, implementation, monitoring and evaluation.
5. Develop a sound qualitative and quantitative knowledge of research philosophies or paradigms and methods including literature review, problem statement, data collection and analyses of the research findings and draw conclusions and recommendations.
6. Understand a plethora of concepts, approaches and theories associated with administration theory and have good knowledge of intergovernmental relations.

Associated Assessment Criteria for Exit Level Outcome 1

• Compare and contrast micro-and macro-economics.
• Apply economic indicators and theories to determine current economic cycle and possible future directions.
• Design strategic planning and measure in terms of the PFMA (budgeting).

Associated Assessment Criteria for Exit Level Outcome 2

• Compare and contrast policy and strategy and its formulation processes.
• Assess strategy alignment with a particular government structure and budget.
• Investigate risks/gaps on policy formulation and implementation.
• Evaluate the policy impact on the project/programme to customers/clients as well as on the society.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe and illustrate all strategic human resources components and appraise with the overall strategy of the organisation at local, provincial and national level.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate and apply terms, concepts, principles, rules and theories associated with policy studies.
• Analyse and synthesise policy formulation, implementation.
• Monitor and evaluate the impact of policies on society.

Associated Assessment Criteria for Exit Level Outcome 5

• Formulate a research proposal to investigate or survey a particular problem that affects a particular sphere of government.
• Generate and analyse data using appropriate methods for the kind of study conducted.
• Measure the reliability and validity of the research findings using Cronbach Coeffiency Alpha and Factor analyses.
• Analyse and discuss the research findings with previously published materials and formulate appropriate conclusions and recommendations.

Associated Assessment Criteria for Exit Level Outcome 6

• Define concepts and approaches associated with administration theory.
• Correlate the interrelationships amongst the spheres of government.

Integrated Assessment

Integrated assessment forms part of continuous assessment and an appropriate mix of both formative and summative assessment methods has been included in this qualification. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment aims at enhancing learner learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification it will consist of a variety of tasks such assignments, presentations, case studies.

Summative assessment takes place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. In this qualification it will consist of written tests, assignments and project based learning conducted during and at the end of the academic semester/year.

Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of learners. This mode of assessment promotes learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Learners will be assessed holistically by means of project reports, a portfolio of evidence and oral presentations related to the needs and requirements of the industry and field of study.