Advanced Diploma in Public Management

Purpose

The Advanced Diploma in Public Management is designed to equip learners with advanced knowledge, skills, and competencies to excel in middle-management and leadership positions within the public and development sector.

The primary purpose of this qualification is to assist learners or existing junior managers in developing the ability to formulate, undertake and resolve more complex theoretical and practical problems and tasks, as well as to direct, improve and manage public institutional structures, resources, and functions to positively affect the quality-of-service delivery. This will be achieved through the development of skills in areas such as General Management, Human Resources, Finances and Ethics to contribute towards the creation of ethical professionals in our Public Sector workforce.

The qualification focuses on developing professional organisational leaders and managers within and across the different spheres of government, with a strong emphasis on the development of conscious ethical leadership to drive change and promote innovation. Graduates will be able to evaluate and apply core managerial methods and techniques to effectively navigate a variety of scenarios within the public and development sector.

The curriculum and exit level outcomes of the qualification have been designed to ensure that learners can articulate into the qualification from an Advanced Certificate in Public Management, or similar qualifications, and will graduate with the necessary knowledge and competencies required for a professional career in the Public and Development sector, or for further postgraduate studies in Local and Public Management.

Upon completion of the qualification, qualifying learners will be able to

• Engage in a comprehensive analysis of public policies to manage the planning and implementation of sector-specific qualifications.
• Illustrate a detailed understanding of the relevant legislation and policies governing recruitment and selection.
• Effectively apply internal control systems, along with budgeting policies and procedures, to ensure the ethical division of income allocations in the public sector.
• Display an in-depth understanding of the concepts of applied moral theory by constructing theoretically sound arguments and moral judgements.
• Correctly interpret the role and responsibilities of the ward councillor, as per the legislative framework and the position of local government within the national structure.

Rationale

Whilst the South African Public and Development Sector strives to achieve global standards in its service delivery endeavours, it is often hampered by low levels of capacity, which result in poor quality service delivery. The National Development Plan 2030 (NDP) "articulates a vision of a capable and developmental state built through strengthening delegation, accountability and oversight in the Public Service", which can only be achieved through capacity building within the three spheres of government, i.e. The national, provincial, and local areas of government.

From an external perspective, it is vital that educational institutions produce graduates who can fulfil the vision of the NDP and capacitate existing public officials with the required skills and expertise in public administration and management, to close the gaps in the critical skills for an improved public and development sector.

From an internal perspective, the rationale for adding this qualification to its profile was influenced by the strategic decision Regenesys made in 2018 to develop ethical and competent leaders across various sectors and disciplines, inclusive of the Public and Development Sectors.

The qualification has been designed to ensure that it articulates vertically into further studies at higher NQF levels, such as the Postgraduate Diploma in Public Management, thus allowing for the continuous professional development of present and future public sector managers.

The goal of this qualification is to prepare graduates for local, provincial, national, and international labour markets, as well as for existing professionals within the public and development sector to meet the vision of the NDP to strengthen the service delivery endeavours of both local and national government institutions.

Recognition of Prior Learning (RPL)

RPL for access

From a qualification-specific perspective, Recognition of Prior Learning (RPL) may be applied for by applicants who do not meet the admission criteria for any qualification. Recognition of prior learning access into this qualification will be applied to learners who discontinued their advanced diploma or bachelor's degree studies at the institution or other institutions.

This RPL assessment process will only apply to learners who discontinued their studies at NQF 7 in a cognate qualification should it be determined that there is a 70 % correlation in modular content between the completed modules and the modules from the institution's modules.

From an institutional perspective, admission of applicants per qualification through an RPL route would not constitute more than 10 percent of the learner intake for the qualification. The institution's RPL Policy and Process determine the criteria and methodology used to assess prior learning.

The institution applies recognition of prior learning in the scope of the SAQA policy principles as amended in 2019.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Public Accountability, NQF Level 6

Or

• Diploma in Public Administration, NQF Level 6

Or

• Diploma in Public Affairs, NQF Level 6

Or

• International learners who provide a SAQA equivalence certificate for an Advanced Certificate or Diploma that is relevant to Public Management.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, NQF Level 7, totalling 120 Credits.

• Advanced Public Management Practices, 20 Credits.
• Advanced Public Finance Operations, 20 Credits.
• Advanced Public Human Resource Management Practices, 20 Credits.
• Advanced Public Quality and Customer Management Operations, 20 Credits.
• Advanced Public Ethics, 20 Credits.
• Advanced Local Government Operations, 20 Credits.

1. Engage in a comprehensive analysis of public policies to manage the planning and implementation of sector-specific qualifications.
2. Illustrate a detailed understanding of the relevant legislation and policies governing recruitment and selection.
3. Effectively apply internal control systems, along with budgeting policies and procedures, to ensure the ethical division of income allocations in the public sector.
4. Display an in-depth understanding of the concepts of applied moral theory by constructing theoretically sound arguments and moral judgements.
5. Correctly interpret the role and responsibilities of the ward councillor, as per the legislative framework and the position of local government within the national structure.
6. Demonstrate a thorough understanding of quality management and customer relations management, in the public and development sectors.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Present own comprehensive analysis of the planning and implementation policies focusing on how work performance and organisational development can be improved by hierarchic management and communication, within the context of sector-specific qualifications.
• Streamline the communication and hierarchic management structures leading to improved work performance and organisational development.
• Provide input to national policies based on the evaluation of existing policies to ensure that policy needs are continually addressed.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Evaluate different strategies that can be used in local, provincial, and national government, covering all aspects of human resource management related to job analysis, selection processes, induction planning, monitoring, and staff development.
• Prepare a comprehensive explanation of all the human resource management legislation governing recruitment and selection.
• Identify and compare the different recruitment and section strategies.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Effectively apply an internal control system plan, outlining the budgeting policies and procedures.
• Apply the correct and ethical division of public sector earnings, thus assisting with the accurate compilation and analysis of financial statements to assess performance and fix reporting measures.
• Evaluate organisational financial performance and ensure financial oversight and accountability.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Provide well-formulated arguments and moral judgements founded on the concepts of applied moral theory and the implications thereof within the public and development sector context.
• Critically examine the implications of sound arguments and moral judgements in the public and development sectors.
• Apply strategies to lead and manage change in the public and development sectors.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Present a comprehensive comparison of the roles and responsibilities of local government officials as per the legislative framework and within the national governance structure.
• Identify the applicable legislation affecting Labour Relations in the workplace based on appropriate management practices.
• Promote congruency between plans and budgets, by applying an overall monitoring and evaluation of projects inclusive of the processes required for community engagement.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Provide a comprehensive quality management plan with a clear focus on customer relations, guided by the principles of Batho Pele.
• Select tools to monitor service quality within the public and development sectors.
• Conduct stakeholder analysis, select tools for monitoring service quality and implement the principles of Batho Pele within the context of customer operations.

INTEGRATED ASSESSMENT

The assessment strategy broadly includes formative assessment and summative assessment.

Formative Assessment

For purposes of the formative assessment segment learners are required to complete and submit two formal formative assessment tasks per module:

• Objective test, e.g. multiple choice (weighted at 20%),
• Cognitive assessment, e.g. traditional assignment (weighted at 40%).

Learners who receive less than 50% for their formative assessment may request a re-submission after improvements are made. Learners who do not achieve an average sub-minimum of 40% for each of their formative assessments may be given the opportunity to re-submit their assessment tasks after academic support and guidance are provided through the Academic Department.

Summative Assessment

Learners who receive a mark of 39% and below are not eligible for the summative assessment, i.e. examination. Learners are therefore encouraged to request a re-submission and ensure submission of a greatly improved assessment. A re-submission is capped at 60% unless the Academic Committee is convinced that the reason for the re-submission is valid and compelling. The mark awarded after marking the re-submission will be the final recorded mark against the module, even if it is lower than the original mark.

Upon achievement of a sub-minimum of 40% for each formative assessment, the learners will be allowed to proceed to the summative assessment (weighted at 40%). The summative assessment will itself also have a sub-minimum of 40%.

The summative assessment carries a weight of 40 %. The final mark therefore is formed of the formative assessment carrying a weight of 60 % and the summative assessment carrying a weight of 40 %.

A learner passes a module if a final average mark of at least 50% is achieved for the module, i.e. the final mark. This is subject to a sub-minimum of 40% being obtained for both the formative and summative assessments. A learner who does not achieve an average pass mark of 50% for the module after writing the exam may be granted the opportunity to improve and re-submit the assignment for which a mark of between 40-50% was achieved. Such a re-submission mark is capped at 60%.

Those learners who obtained a final module mark of between 30% and 39% are not automatically allowed a second examination opportunity but may apply to the Academic Committee for special permission to write during the next examination session, providing written justification for the request. Weighting is 20 % for the digital assessment, 40 % for the individual assessment and the summative assessment weighs 40 %

This strategy aligns with the broad sub-minimum approach and is seen to be part of the renewal of the institution's assessment approach as part of its plans to mitigate risks posed by the impact of external factors on learner success.