Diploma in Public Management

Purpose

The purpose should describe the context of the qualification and what it is intended to achieve in the national, professional and/or career context.

The purpose statement should capture what the qualifying learner will know and be able to do on achievement of the qualification. The Exit Level Outcomes must be linked to the purpose of the qualification. Graduate and occupational attributes may be used where appropriate.

The National Diploma Public Management is meant for official working in the Public Sector or aspiring to work in government. Through this qualification the learners will acquire the necessary skills and competencies to carry out the expected administrative tasks and enhance the management abilities thereby contributing to improved service delivery. South Africa is part of the globe therefore it is important that identify and close the gaps in the critical skills which this qualification seeks to address for this country to meet International standards.

The Exit Level Outcomes of this qualification addresses the critical skills needed for the public officials in this country to carry out their tasks.

This Diploma target officials who

• Have completed their Level 5 or any relevant qualification, who want to pursue a higher qualification in the field of Public Administration.
• Have been in the government employ for years but have not acquired a formal qualification.
• Have been employed in the Public Service but need peculiar skills and managerial expertise unique to their position.

The qualifying learner will be able to apply the relevant management functions, skills and competences to ensure efficient and effective service delivery in the public sector environment.

It adds value to the learner as it provides for

• Employment possibilities as public officials in the public sector.
• Marketability in terms of the competencies as in the specified outcomes.
• Recognition by the Professional Bodies.
• Contribution to the economy through employment or self - employment.

Rationale

The public officials in South Africa operate in a wide variety of roles within the Public Administration and Management structures. They often work in diverse operating and service delivery circumstances.

The sustainability of South Africa's democratic process and developmental governance are strongly linked to capacity building within the three spheres of government, ie. The national, provincial and local spheres of government. It is of great national importance that public officials receive a relevant and respected Public Administration and Management qualification that recognises the knowledge and skills which South Africa's public service require.

To fulfil their roles, public sector officials need to have excellent awareness and understanding of the changing needs of today's public service delivery systems. Furthermore, since the South African public sector seeks to strive for global standards in its service delivery, it is imperative to address critical skills areas in line with the strong public sector focus displayed internationally.

Recognition of Prior Learning (RPL)

Socio-economic conditions in the Republic of South Africa prior to 1994 and, some would argue, subsequent to 1994 as well has prevented some South African citizens from engaging in formal education to a level commensurate with their innate abilities. South African Qualifications Authority (SAQA) expressed the sentiments of the country as a whole in framing an RPL policy which seeks to address the past injustices in response Mangosuthu University of Technology (MUT) formulated a policy to address these inequalities. This qualification therefore seeks to implement this policy in order to widen access to education through assessment and recognition of previously acquired learning regardless of where, when and how it was acquired in order to facilitate leaner mobility and progression within education, training and career path.

This Qualification can be achieved wholly or in part through the Recognition of Prior Learning.

Evidence can be presented in a variety of forms including inter alia: work records, portfolios, reports, local qualifications, testimonials indicating functions performed, videos of practice, performance reports.

This evidence will be judged according the principles of assessments and in line with the University RPL policy.

Entry Requirements

• National Diploma: Public Management.

Admission Requirements

National Senior Certificate with ratings codes

• English Home Language.

Or

• English First Additional Language.

Total Minimum Points (excluding Life Orientation).

Applicants who meet the minimum requirements may be subjected to a further selection process as determined by the Department.

• Public Service Delivery 1, 167.
• Public Office Management 1, 167.
• Self-Management 1, 167.
• Public Decision Making 1, 167.
• Public Information Services 1, 167.
• Public Resource Management 1, 167.
• Procurement and Logistics Management 2, 167.
• Public Financial Management 2, 167.
• Public Human Resource Management 2, 167.
• Public Information Practice 2 (Module 1), 084.
• Project Management 2, 167.
• Public Information Practice 2 (Module 2), 084.
• Management of Information 3, 167.
• Programme Management 3, 167.
• Policy studies 3,167.
• Public Financial and procurement Management 3, 167.
• Intergovernmental Relations 3,167.
• Public Management Practice 3 (Module 1), 072.
• Public Management Practice 3 (Module 2), 072.

1. Apply communication skills to ensure effective management in the public sector.
2. Apply public financial management skills according to relevant legislations and regulations to ensure accountability.
3. Manage human resources and systems to ensure effective and efficient service delivery.
4. Execute public policy according to relevant legislation and regulation.

Associated Assessment Criteria for Exit Level Outcomes 1

• Implement sound communication principles to ensure effective and efficient institutional management.
• Negotiate with external and internal stakeholders to establish and maintain sound relations.
• Manage information for managerial and administrative purposes.
• Maintain and enhance inter, intra and extra governmental relations to ensure inter-sectoral collaborations.

Associated Assessment Criteria for Exit Level Outcomes 2

• Manage and access sources of revenue to deliver an effective public service and ensure accountability.
• Compile and execute budgets in accordance with the business plans to achieve the objectives of the institution in an effective, efficient and economical manner.
• Implement and improve internal control measures to ensure accountable financial management.
• Maintain an effective procurement system within the policy framework of provisioning administration.

Associated Assessment Criteria for Exit Level Outcomes 3

• Implement and maintain performance management system to achieve predetermined objectives.
• Manage human resources responsibilities and functions to ensure operational effectiveness.

Associated Assessment Criteria for Exit Level Outcomes 4

• Formulate policies and develop procedures in order to set clear objectives on administrative and operational level.
• Implement administrative policies and procedures to ensure that institutional objectives are met.
• Monitor and evaluate administrative policies and procedures to ensure effective service delivery.

Integrated Assessment

In subscribing to the principles of assessment and integrating theory and practice a range of formative and summative assessments methods should be used by the moderators and assessors. They should ensure that the outcomes, embedded knowledge as well as the critical cross field outcomes are assessed.

In the context of this Diploma the term integrated assessment implies that both the theoretical and practical components should be assessed together. To this end case-studies, simulations, practical projects, tests, examinations, presentations are used in assessing the learners The following formative and Summative assessments will be used in assessing the learners:

Formative Assessments

• Written or Oral tests.
• Field Work/experiential training.
• Simulations.
• Mentors.
• Tutorial Exercises.
• Assignments.
• Peer Evaluation.
• Case studies.
• Portfolios.

Summative Assessments

• Written or Oral examinations.
• Project.

State the assessment undertaken to determine the learners' applied competence and successful completion of learning in the qualification. This could include reference to formative and summative assessment; ratio of assignment work to academic examinations; the role of work integrated learning; other forms of integrated learning; and its assessment.