Bachelor of Arts Honours in Public Governance

Purpose

The purpose of the Bachelor of Arts Honours in Public Governance is to provide South Africa with Postgraduates who have the ability to use enquiry and innovation to assist and guide the transformation of public sector organisations in order to improve infrastructures and services within a democratic, accountable and responsive public sector environment. The qualification also develops important generic skills, such as observation, problem-solving, effective communication, analysis and critical thinking.

Rationale

The Bachelor of Arts Honours in Public Governance empowers Postgraduate learners to master comprehensive knowledge and skills pertaining to the public sector environment, which enable them to serve as leaders in their work environment. These learners also develop analytical and research skills related to the fields of public administration, public management, governance and development management studies. The design of the qualification is focused on providing learners with the knowledge and its application, which they need to operate within a governance paradigm in the South African developmental state.

Recognition of Prior Learning (RPL)

The principles underlying outcomes based, source-based and lifelong learning are subscribed to. In this context, considerations of articulation and mobility play an important role. The Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification. RPL does not only imply assessment to determine the level of skills and knowledge the learner already possesses, but also the skills and knowledge the learner has to master prior to being accepted for the qualification. The assessment processes involved with RPL are the same as those followed for awarding credits in the formal learning setting. An RPL learner seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, qualifications and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

The minimum entry requirement is

• Bachelor's Degree in Public Management, Level 7 or equivalent qualification at Level 7 with an achievement of at least 60%.

Plus

• At least two year's relevant work experience.

This qualification comprises the following compulsory modules at Level 8 totalling 144 Credits

• Public Policy Analysis, 16 Credits.
• Public Financial Management, 16 Credits.
• Public Human Resource Management, 16 Credits.
• Municipal Governance, 16 Credits.
• Public Performance and Project Management, 16 Credits.
• Research Methodology, 32 Credits.
• Public Management and Leadership, 16 Credits.

1. Demonstrate comprehensive and systematic knowledge of aspects of Public Governance at the forefront of developments, which are relevant within the current South African and African context.
2. Explain the complexities for selecting, applying and transferring procedures and processes to complex, abstract and unfamiliar problems relevant to Public Governance or Management in a particular context.
3. Creatively solve a research problem under mentorship using evaluated, gathered and synthesised specialised knowledge and processes.
4. Formulate a personal frame of reference regarding the above-mentioned research problem from the perspective of a chosen value system.
5. Motivate appropriate research methods and techniques and use them for own research.
6. Analyse, identify and evaluate a typical public governance question from research literature.
7. Write a report on the above-mentioned research problem that meets academic and professional requirements.
8. Communicate the research information to laymen as well as to an academic audience with the use of appropriate media.
9. Be self-critical of own learning strategies and address personal learning needs as well as the needs and problems of others.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Demonstrate a systematic and integrated knowledge and understanding of and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Demonstrate critical reflection on and understanding and application of appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Continuous Formative Assessment strategies in the form of assignments and tests are employed as well as integrated Summative Assessments in the form of formal Examinations and a research report. Oral presentations of smaller integrated research projects or seminars in individual as well as group context may also be employed. Learners are continuously assessed on the application of integrated knowledge and advanced skills in order to assure that they are competent for the work place. Assignments and tests = 33%; Examination = 33%; the research report = 33%. The research report is assessed internally by experts in the field of specialisation.