Diploma in Public Administration

Purpose

The purpose of Diploma in Public Administration is to empower Public Administration learners to be better equipped to function effectively in an increasingly complex workplace because of the sound contextualised knowledge base and practical skills acquired through their studies. This qualification aims to develop a responsive, coherent and transformative curriculum that will better equip learners in the public sector for any sphere of government, or within a public entity or other public sector or civil society agency or organisation. The Advisory Committee and representatives from the national, provincial and local government where the majority of learners are employed, provided input to render this qualification current with relevance to knowledge, skills, and practice within the public sector.

Qualified learners will be better equipped for the workplace, as the curriculum includes Workplace-Integrated Learning (WIL) and its various modalities such as simulated learning, work-direct theoretical learning, service learning, project-based learning, workplace-based learning, and community engagement.

Rationale

The qualification focusses on specialist areas such as Public Financial Management, Human Resource Management, and Governance that inherently refers to topics such as ethics, accountability and community participation. This qualification will prepare learners well for the workplace by providing a solid knowledge base in the specialist subjects required to be a useful and ethical public servant through teaching, learning and Work-Integrated Learning (WIL).

The qualification reflects the need of the public sector, which emphasised governance, public finance, and human resources management. The qualification was designed to ensure that the core subjects align with a detailed process of situational analysis and stakeholder engagement; that is that more specialist knowledge is required in the academic discipline field of Public Administration. Public Human Resource Management, Public Financial Management, and Governance and Politics were incorporated as significant subjects that are scaffolded from the first to the third year of this qualification.

The situational analysis conducted within the sector offering public administration qualifications, alumni and government departments in the three spheres of government, that is, national, provincial and local government, also pointed out that learners require context-related education in communication and computer literacy, and these subjects, are now presented throughout the study. Economics was introduced to enable learners to do more effective financial and economic cost-benefit and risk assessments of new public policy initiatives.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of a learner against the admission requirements of the qualification and for credits against a part thereof. The process involves the identification, mediation, assessment, and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is handled following institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Entry Requirements

The minimum requirement for admission to a Diploma is

• National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.

Or

• National Certificate Vocational (NC(V)), NQF Level 4 granting access to Diploma studies.

Or

• Senior Certificate, NQF Level 4.

The qualification consists of the following compulsory modules at Levels 5 and 6, totalling 366 Credits.

Compulsory Modules at NQF Level 5, 144 credits

• Business Computer Applications 1, 18 Credits.
• Communication 1, 18 Credits.
• Orientation to Government Studies 1, 24 Credits.
• Public Human Resource Management 1, 24 Credits.
• Introduction to Public Law 1, 12 Credits.
• Public Sector Economics and Finance, 24 Credits.
• Fundamentals of Research 2, 24 Credits.

Compulsory Modules at NQF Level 6, 222 Credits

• Business Computer Applications 2, 12 Credits.
• Communication 2, 12 Credits.
• Public Human Resource Management 2, 24 Credits.
• Public Sector Finance 2, 24 Credits.
• Governance and Politics 2, 24 Credits.
• Business Computer applications 3, 12 Credits.
• Communication 3, 12 Credits.
• Public Human Resource Management 3, 18 Credits.
• Public Sector Finance 3, 18 Credits.
• Governance and Politics 3, 18 Credits.
• Fundamentals of Research 3, 18 Credits.
• Public Management Practice 3, 30 Credits.

1. Apply knowledge and skills in information technology communication strategies.
2. Apply communication principles and theory to equip learners with professional communication skills for appropriate interaction in workplace settings.
3. Display advanced knowledge of Public Human Resource Management practices and organisational and employee performance.
4. Master and be able to display an understanding of public sector finance.
5. Master concepts and tools to be used to improve governance and understand politics in the public sector.
6. Obtain sound knowledge and understanding of research fundamentals for application in research-based assignments.
7. Complete a portfolio of relevant evidence after a period of work-integrated learning with a particular industry.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge and skills to manipulate master and subdocuments in a GUI-based word processing programme and use technology appropriately and efficiently for academic purposes.

Associated Assessment Criteria for Exit Level Outcome 2

• Present the substantive content and impact of the project/programme managed in the local/provincial/national government department.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain all components of Human Resource Management (HRM) and criticise performance measurement systems (e.g. Balanced Scorecard) applied in public sector institutions in South Africa.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain and analyse legislation and comparative economic models existing within SA and globally environment.
• Discuss the political and economic climate in South Africa and abroad.

Associated Assessment Criteria for Exit Level Outcome 5

• Interpret and analyse public policies at local, provincial and national levels of government.
• Perform situational analysis (Environmental scanning) in public institutions during public policy formulation and analysis.
• Formulate, implement, monitor and evaluate institutional or departmental strategic plans for the local, provincial and national government departments in order to achieve its goals.

Associated Assessment Criteria for Exit Level Outcome 6

• Develop or design or conduct a socially responsive research study by employing different research methods to a government department (local, government and national) to prepare learners for post-graduate studies and increase their analytical skills at the workplace.

Associated Assessment Criteria for Exit Level Outcome 7

• Complete a portfolio of relevant evidence after a period of Work-Integrated Learning with a particular industry based on acceptable standards.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. 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 is aimed at enhancing learner learning and provides learners with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. A 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 as problem-solving individual and group assignments and projects, case studies, portfolio development, and class discussions.

Summative assessment will take 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 programme 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 examinations. In this qualification, it will consist of written assessments in the form of written tests and assignments conducted during and at the end of the academic year.

Integrated assessment often cuts across several subjects/modules of qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically using project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study.