Diploma in Public Administration

Purpose

This Diploma in Public Administration is designed to provide opportunities for the qualifying learner to access positions in:

• Middle to senior management.
• Various departments including: Administration; Human Resources; Finance and Public Relations/Communication.
• It will also be of benefit to learners that deal with the public sector i.e. quasi public institutions.

The learner will acquire a comprehensive and interrelated understanding of current and relevant management theories and practices prevalent in the public sector.

Rationale

The Diploma in Public Administration has been developed to meet specific national skills gaps that exist in South Africa's' unique and diverse labour market. Distance education provides an ideal opportunity to managers in the public sector i.e. on all three tiers of government to upgrade their knowledge and level of professionalism without having to attend full-time (face-to-face) tuition.

The Diploma in Public Administration is a three-year learning program that reflects the needs of the public management sector where both hard and soft skills have been identified as in short supply. Strong "drivers" for (general) management training and development include the need to improve quality standards, increase productivity levels, address performance requirements, and obtain current and appropriate knowledge and skills in key management areas. The aim of this program is to respond by providing students with a range of relevant and essential management and administrative skills that will increase opportunities for their successful contribution to, and growth in, the public sector.

This program is directed primarily at persons with some foundational management knowledge and work experience, and who would like to expand their management and administrative competencies in key areas of general management and related disciplines such as local government management, public management, public law, public law and the management of human resources.

It will be of benefit to individuals who intend starting a career in public administration and who understand that a range of management skills form an integral part of any successful and responsive public sector.

The Qualification assumes that the student is competent in the language of construction, material, able to work independently; in possession of general theoretical, practical and academic knowledge accomplished at NQF Level 4.

Recognition of Prior Learning

Learning that has been acquired through formal, informal and non-formal means, is recognised for the fulfilment of the requirements of this Qualification or part of the Qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this

Qualification. Recognition of Prior Learning is performed by means of Integrated Assessment as mentioned in the previous paragraph.

This Recognition of Prior Learning may allow for accelerated access to further learning. All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by an experienced academic.

Access to the Qualification

The minimum admission requirement is a National Senior Certificate (NSC) with a minimum of 30% in the language of learning and teaching of the higher education institution as certified by Umalusi, coupled with an achievement rating of 3 (Moderate Achievement, 40-49%) or better in four recognised NSC 20-credit subjects.

The learning program is flexible and accessible to students who are either currently unemployed or engaged in full time employment.

Level, Credits and learning components assigned to the Qualification

Learning Components; NQF Level; Credit Allocations

Fundamentals

• Business Communication; NQF Level 5; 20 Credits.
• General Management; NQF Level 5; 20 Credits.

Core: Year 1

• Local Government Management 1; NQF Level 5; 20 Credits.
• Public Management 1; NQF Level 5; 20 Credits.
• Public Personnel Management; NQF Level 5; 20 Credits.

Electives: Year 1 (Select 1)

• Business Mathematics; NQF Level 5; 20 Credits.
• Management Principles and Techniques; NQF Level 5; 20 Credits.
• Concepts of Management Computing; NQF Level 5; 20 Credits.
• Public Relations 1; NQF Level 5; 20 Credits.

Total Credits Year 1: 120 Credits.

Core: Year 2

• Local Government Management 2; NQF Level 6; 20 Credits.
• Public Management 2; NQF Level 6; 20 Credits.
• Public Personnel Management 2; NQF Level 6; 20 Credits.
• Project Management; NQF Level 6; 20 Credits.

Electives: Year 2 (select 2)

• Disaster Management 1; NQF Level 6; 20 Credits.
• Public Relations 2; NQF Level 6; 20 Credits.
• Business Ethics; NQF Level 6; 20 Credits.

Total Credits Year 2: 120 Credits.

Core: Year 3

• Public Management 3; NQF Level 7; 20 Credits.
• Public Personnel Management 3; NQF Level 7; 20 Credits.
• Public Law; NQF Level 7; 20 Credits.

Electives: Year 3 (select at least 2)

• Corporate Social Responsibility; NQF Level 7; 30 Credits.
• Disaster Management 2; NQF Level 7; 30 Credits.
• Labour Relations; NQF Level 7; 30 Credits.

Total Credits year 3: 120 Credits

Total Credits: 360 Credits.

On achieving this Qualification, the learner will be able to

• Communicate effectively in a range of routine and complex public sector settings.
• Utilise knowledge and administrative skills to recognise and pursue public service objectives.
• Apply the principles of administrative law responsibly.
• Implement and monitor appropriate human resource processes.
• Recognise and solve public relations and communication problems.
• Apply sound administrative management principles.
• Complete projects within agreed timeframes and according to budgets and professional standards.
• Utilise essential managerial skills that lead to informed decision making.
• Implement information and communication technology practices in a work environment.
• Contribute meaningfully to corporate social responsibility in an organisation.
• Facilitate "Batho Pele" principles.

In the assessment strategy, competence must be demonstrated and assessed through a variety of options.

Formative assessment

Formative assessment methods include

• Self assessment activities in the learning materials.
• Case studies.
• Knowledge tests.
• Report writing and other generic management formats.
• Basic research and project based assignments.

The student is required to put together a portfolio of evidence, which will act as proof that learning has taken place. Although this method of formative assessment is required, it will not be measured or monitored by the assessors due to the mode of distance learning. Compilation of the portfolio is designed to assist students toward the compilation of tutor-marked assignments, which are formally assessed.

Formative assessment is designed to ensure that

• It supports the teaching and learning process; provides constructive feedback to the student on his/her progress; it helps to make decisions on the readiness of students to complete their summative assessment.
• Is developmental in nature.
• Does not award credits/certification.

Formative assessment is useful in terms of assessment of Critical Cross-Field Outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned. The assignments, which are submitted, have a weighting of 20% towards the final examination mark.

At risk learners are identified and are offered additional assistance in a range of possible interventions.

Summative assessment

Summative assessment includes

• Formal written examinations (where applicable oral assessment).

Summative assessment is making a judgment about achievement. Student-readiness determines whether the student will qualify for the respective examinations. It is required that the assignments are submitted in order to write an examination in each module.

Summative assessment occurs

• At the end of each study cycle of learning.
• Is used to determine whether the student is competent in the required knowledge and skills.

Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for all students to be fairly assessed against the planned outcomes.

Integrated Assessment

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulation, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.