Bachelor of Administration

Purpose

All learners will take Public Administration over three years and thus receive three full years of education and training in this core subject. Similarly, learners will take Business Management across all three years as the content is seen as essential for learners to function efficiently and effectively in the public administration domain. In the first year, learners will take a foundational module in end-user computing. This module will ensure that all learners can use standard software for word-processing, preparation of presentations and management of large data sets. A second foundational module will assist learners is academic literacy for public administration, and these skills will continue through the second and the third years in the other modules. In addition to the core subjects described, learners can broaden their knowledge and skills by selecting from a range of elective subjects, including politics, sociology, psychology and industrial psychology. These modules will complement public administration and business management and allow them to specialise in a particular area of public administration. In 3rd year there is a focus on research to prepare the learners to research as part of a team.

Rationale

The Bachelor of Administration will address the human capacity needs for public administration and support the achievement of the Medium Term Strategic Framework (MTSF) (2014 - 2019) and the National Skills Development Strategy (NSDS) III, and meet the identified needs of the Mpumalanga Provincial Government: Socio-Economic Review and Outlook (2018) and the Local Government Sector and Education and Training Authority (LGSETA).

The rationale for the Bachelor of Administration follows a review of national and provincial documents listed below

• Medium Term Strategic Framework 2014-2019.
• Government's Medium Term Strategic Framework (MTSF) for 2014-2019 lists 14 priority areas, all of which have a bearing to some extent on UMP's proposed Bachelor of Administration. The priority areas are listed below:

> Quality basic education.

> Long and healthy life for all South Africans.

> All people in South Africa are and feel safe.

> Decent employment through inclusive growth.

> A skilled and capable workforce to support an inclusive growth path.

> An efficient, competitive and responsive economic infrastructure network.

> Vibrant, equitable, sustainable rural communities are contributing towards food security for all.

> Sustainable human settlements and improved quality of household life.

> Responsive, accountable, effective and efficient local government.

> Protect and enhance our environmental assets and natural resources.

> Create a better South Africa and contribute to a better Africa and a better world.

> An efficient, effective and development-oriented public service.

> A comprehensive, responsive and sustainable social protection system.

> A diverse, socially cohesive society with a common national identity.

All the priority areas of the MTSF speak to the Bachelor of Administration and most, if not all the outcomes and exit level competencies of this qualification and the career paths for Bachelor of Administration learners. The qualification will target Civil Servants, Education Administrators, administrative Service Managers, Public Administration Consultants, executive directors for non-profit organisations, directors of Development, qualification analysts, qualification directors, city managers and possibly, at the pinnacle of the Public Service, Mayors. The learners will deal with issues relating to basic education, health, safety and protection, growth, infrastructure, rural communities and sustainable development, human settlement, local government, environmental assets and natural resources. Thus, learners can handle with sensitivity, expertise and infuse with critical thought, will contribute to social cohesion and a common national identity. The NSDS III of 2015 emphasises the need for increased access to occupationally directed qualifications such as the Bachelor of Administration. Also, it stresses the importance of increasing public sector capacity for improved service delivery and supporting the building of a developmental state, which relates to the proposed qualification.

As part of its skills development mandate, the Department of Higher Education and Training periodically publishes a list of occupations in high demand measured following several pre-set criteria. In 2015 it listed the following occupations related to the qualification: Local Authority Manager and Senior Government Official. The qualification will contribute towards alleviating skills shortages in the public administration sector. These skills shortages in no small measure contribute towards the many challenges experienced in service delivery and effective and efficient local and provincial administration. In this respect, this qualification would thus play a vital role in providing skilled administrators and managers for public service functions and responsibilities, as reflected above. Service delivery at the local government sphere in South Africa has been subject to severe dysfunctionality. It is thus leading to widespread dissatisfaction, protests and unrest. Although the reasons for this state of affairs are many and complex, one of them is the lack of adequate management and administrative capacity in our local municipalities.

The rationale presents some information emerging from an analysis of the 2016 Sector Skill Plan of the LGSETA concerning the Bachelor of Administration qualification that would, amongst others, yield learners for the Public Service, Provincial Service and Local Government Service.

Mpumalanga has 18 local municipalities and three district municipalities making up a total of 21 representing close to 8% of all South Africa's municipalities. Municipalities in the Province employ 13 856 people, and this figure represents only 5% of the total municipal workforce in the country. Of these 13 856 workers, about 37% are women. As far as qualification levels are concerned, about 66% of the total workforce employed by municipalities in South Africa have qualifications at NQF Level 4 or lower.

This very brief analysis already shows two major challenges about human capacity development for the Sphere of Local Government:

• First, many more women need to be equipped through appropriate education and training qualifications to take up employment in this sector,
• and
• Second, the general qualification levels in this sector are low and require improvement, especially at the higher education level.

An analysis of vacancies and human capacity needs in the LGSETA's Sector Skills Plan for 2016 lists management skills as the most critical and the most scarce followed by professional skills such as in the fields of engineering and health. The institution's qualification in this field thus represents a measured and carefully designed response to contribute towards the alleviation of high-level human capacity shortages.

The qualification sits within the following learning pathway

• National Senior Certificate;
• Bachelor of Administration;
• Work or Bachelor of Administration (Honours).
• Or
• Postgraduate Diploma in an area of specialisation.

Recognition of Prior Learning (RPL)

Alignment of RPL is with the institution's Policy on the Recognition of Prior Learning and Credit Accumulation and Transfer.

The institution will use the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) as important tools to widen access and grant credits to achieve inclusion and to overcome barriers to access in higher education. RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education. The use of CAT as the mechanism for promoting and facilitating articulation between qualifications within the NQF.

The Recognition of Prior Learning (RPL) is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in the redress of past inequities. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification. In summary, for the qualification, RPL may be used to gain access to the qualification. The Policy includes an annexure that guides how RPL will implement:

• Implementation of RPL: The assessment of RPL learners and the decisions concerning status recognition and admission are academic tasks undertaken by discipline experts and quality assured by the faculty.
• The RPL process will normally involve the following:

> Before formal application, learners seeking RPL access to a specific qualification of study will approach the Registrar's Office and the appropriate Head of School.

> The Head of School will screen and advise the adult learner whether RPL is an option that they could pursue and what the procedure will entail.

> The learner will then complete an RPL application.

> The Registrar's Office forwards the RPL application form to the relevant Dean who forwards it to the appropriate Head of School.

> The Head of School will identify an appropriate assessor(s) (normally the qualification leader).

> The assessor(s) will advise the learner on how to gather and present the evidence required to demonstrate that they have met the stated learning outcomes and associated assessment criteria, and for assessment.

> The outcome of the RPL process, including written reports by the assessor(s) and a recommendation regarding status recognition and admission to a qualification, articulation or recognition for a module, will be documented by the Head of School.

> The dean makes the final decision regarding the recognition of status and admission of the RPL and reports to the Registrar's Office, the Faculty, the Teaching and Learning Committee of Senate and Senate.

> The Registrar's Office is responsible for communicating the outcome and decision to the learner.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NQF Level 4) granting access to Qualification studies.

This qualification consists of the following compulsory modules at NQF Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at Level 5, 72 Credits

• Public Administration 101, 12 Credits.
• Public Administration 102, 12 Credits.
• Business Management 101, 12 Credits.
• Business Management 102, 12 Credits.
• End-User Computing for Public Administration, 12 Credits.
• Academic Literacy for Public Administration, 12 Credits.

Elective Modules at Level 5, 48 Credits (select two modules, each comprising a pair of modules)

• Sociology 101, 12 Credits.
• Sociology 102, 12 Credits.

And/Or

• Politics 101, 12 Credits.
• Politics 102, 12 Credits.

And/Or

• Psychology 101, 12, Credits.
• Psychology 102, 12, Credits.

And/Or

• Industrial Psychology 101, 12 Credits.
• Industrial Psychology 102, 12 Credits.

Compulsory Modules at Level 6, 60 Credits

• Public Administration 201, 15 Credits.
• Public Administration 202, 15 Credits.
• Business Management 201, 15 Credits.
• Business Management 202, 15 Credits.

Elective Modules at Level 6, 60 Credits (Continue with both of the electives taken in 1st year)

• Sociology 201, 15 Credits.
• Sociology 202, 15 Credits.

And/Or

• Politics 201, 15 Credits.
• Politics 202, 15 Credits.

And/Or

• Psychology 201, 15, Credits.
• Psychology 202, 15 Credits

And/Or

• Industrial Psychology 201, 15 Credits.
• Industrial Psychology 202, 15 Credits.

Compulsory Modules at Level 7, 80 Credits

• Public Administration 301, 20 Credits.
• Public Administration 302, 20 Credits.
• Business Management 301, 20 Credits.
• Business Management 302, 20 Credits.

Elective Modules at Level 7, 40 Credits (Select one pair of the electives taken in 2nd year)

• Sociology 301, 20 Credits.
• Sociology 302, 20 Credits.

Or

• Politics 301, 20 Credits.
• Politics 302, 20 Credits.

Or

• Psychology 301, 20, Credits.
• Psychology 302, 20, Credits.

Or

• Industrial Psychology 301, 20 Credits.
• Industrial Psychology 302, 20 Credits.

1. Demonstrate detailed knowledge of key terms, concepts, principles, insights and issues relating to public administration.
2. Assess, evaluate, integrate and apply such knowledge to address complex and multidisciplinary management issues in the public sector.
3. Demonstrate an understanding of knowledge competition and that community members may have different expectations and needs and expect people to reflect this understanding in multiple views and perspectives.
4. Identify suitable methods for data collection, and to justify those methods; investigate the sources of and validated the data; and evaluate its suitability for building, sustaining and defending arguments in the public sector.
5. Deal with complex socio-economic problems in familiar and unfamiliar settings, identify solutions and evaluate those solutions in the light of the understanding that problem-solving is context-bound and does not happen in isolation.
6. Make decisions, justify decisions and act ethically and professionally at all times, and be accountable for one's actions.
7. Undertake independent research and show the ability to analyse and synthesise information and make recommendations to address issues and solve problems relating to public administration.

Associated Assessment Criteria for Exit Level Outcomes 1

• Understand the theories, principles, procedures and practices, research methodologies, methods and techniques in public administration, is demonstrated in assignments, research reports and examinations.

Associated Assessment Criteria for Exit Level Outcomes 2

• Apply and integrate knowledge from public administration and business management, in familiar and unfamiliar contexts, is demonstrated in assignments and the exam.

Associated Assessment Criteria for Exit Level Outcomes 3

• Manage complex problems, integrate alternative ideas and apply knowledge from public administration in assignments, research reports and exams.

Associated Assessment Criteria for Exit Level Outcomes 4

• Identify appropriate methods, including statistical methods, and choose a range of methods in research reports.

Associated Assessment Criteria for Exit Level Outcomes 5

• Manage complex problems, integrate alternative ideas and apply knowledge from public administration in assignments, research reports and exams.

Associated Assessment Criteria for Exit Level Outcomes 6

• Identify ethical issues, and how best to address them in assignments, the research project and exams.

Associated Assessment Criteria for Exit Level Outcomes 7

• Conceptualise and present the project question and scope.
• Prepare a literature review in support of the project.
• Prepare a project plan including timeframes and budget, goals, targets and indicators.
• Identify appropriate methods, including statistical methods, consider a range of methods, and choose the appropriate ones.
• Identify ethical issues, and seek approval if necessary;
• Collect, collate and analyse data.
• Interpret and discuss data in the context of the available information gathered in the literature review.
• Formulate recommendations.
• Prepare a research report in a format that is appropriate for the discipline of public administration.

Integrated Assessment

Assessment of learning in the Bachelor of Administration has been standardised as far as possible within academic years and differs slightly between years, and is both formative and summative. For formative assessment, learners will go through a range of assignments throughout the modules, and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and well-aligned with the learning outcomes of each module. Comprehensive feedback provided will help learners learn, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and in monitoring their learning. For the summative assessment, the extent to which learners have achieved the outcomes will manifest at the end of each module in a single formal examination.

The assessment is as follows

The formal assessment will include

• 1 Assignment per term.
• 1 Test per term.

Summative Assessment

• Final examination.

The final module mark is the weighted average of formative assessment 50% (60% for tests and 40% for other) and Summative Assessment 50%.