Higher Certificate in Public Management

Purpose

The purpose of Higher Certificate in Public Management is to provide learners with a sound knowledge of the public sector environment and to develop the skills, competencies and attitudes necessary to implement the essential elements of public management, including general and specific frameworks and systems, in all spheres of government. The qualification will equip learners that are about to enter the public service to perform their roles effectively; for learners already in the public service, it will enhance their capabilities. Within a personal or professional context, this will provide learners with a foundation for a rewarding career which will enable learners to contribute meaningfully to society; it will also provide learners with a platform for progression to higher-level qualifications such as a Diploma or Bachelor's degree, and career advancement; in the national context, this will, in turn, promote, in all spheres of government, effective administration, good governance and service delivery in an efficient, accountable and transparent fashion. The qualification provides successful learners with current and future managerial and development skills for the public service, at local, provincial and national levels of government.

Upon completion of the qualification, learners will have a thorough understanding of government, the environment in which it operates, and how it is managed and will be able to implement that knowledge. Furthermore, Learners will able to analyse the socio-political circumstances which the public sector should address; identify the spheres and structures of government and define their roles and relationships with each other; critically analyse precepts and principles of public administration, identify how they are incorporated in South Africa's framework, and apply them; and understand and apply the frameworks and systems applicable to public sector finance, planning and other management functions.

This qualification is distinguished from certain other qualifications of the same level by its focus on the public sector environment. It is aimed at immersing the learner in that environment to fully understand the context of his or her studies and subsequent work and his or her role in the wider public sector. The South African public sector is highly legalistic, in that policy and management issues are often minutely addressed by legislation and regulations, and this qualification aims to provide, amongst other things, not only an understanding of the legislative framework but also of the context in which it has been developed and how it is applied.

Rationale

Section 195 of the Constitution of the Republic of South Africa requires that public administration be governed by the democratic values and principles enshrined in the Constitution, which are intended to promote, amongst other things, a high standard of professional ethics, efficiency, developmentalism, impartiality and fairness, responsiveness, accountability, and transparency. The National Development Plan (NDP) notes, however, in Chapter 13 that there is "an unevenness in state capacity, which leads to uneven performance in local, provincial and national government (which) results from the interplay of a complex set of factors, including skills deficits" (NDP 2012: 364). It goes on to state that South Africa needs to focus relentlessly on building a professional public service and a capable state, and that there are several key areas where targeted action is particularly important. One such area is to "make the public service and local government careers of choice - South Africa needs to focus on building a skilled and professional public service from both the top and the bottom.

At the top, recruitment and management should be based on experience and expertise, while at junior levels, the state needs to focus on producing the skills and expertise that will be necessary for future public service cohorts" (NDP 2011: 365). These issues are echoed in the 2016 publication of the Public Service Commission (PSC), "Building a capable, career-oriented and professional public service to underpin a capable and developmental state in South Africa". After all, a principal function of the state is to provide services to its people, a function which is not feasible in the absence of appropriate levels of capacity. Finally, Government's 2014-2019 Medium Term Strategic Framework recognises the need for an "efficient, effective and development-oriented public service."

It is evident that to achieve the objectives of Section 195 of the Constitution, to build the "capable state" envisioned by the NDP, and to underpin the legitimacy of government as an institution in a modern democratic state, there is a need to provide the means of developing appropriate skills. This qualification addresses the needs of the public sector by providing learners with the knowledge essential to understand the public sector and to function effectively in it.

This qualification is intended both for individuals who wish to make a career in the public sector and for those who already are working in or in collaboration with the public sector, whether in the national, provincial or local spheres.

Therefore, the qualification is directed at a range of potential learners

• School leavers who have ambitions in the public sector.
• Persons who wish to change their career paths.
• Persons already employed as public administrators.
• Persons who are not employed in the public sector but who work closely with it, for example, doctors, lawyers and engineers, who wish to understand better the structure and functions of government and how it operates.

The qualification will empower the learner to carry out functions confidently and with the requisite level of expertise. Furthermore, the qualification will further benefit society by addressing to some extent the skills gap which currently exists in the public sector. Also, it will benefit the economy by helping to establish the foundations of good governance which are essential to promote economic progress.

Recognition of Prior Learning (RPL)

Mechanisms and systems have been developed to facilitate RPL at the institution, which would also serve all learners, namely, RPL for alternative access, RPL for credit and RPL for advanced standing.

Recognition of Prior Learning (RPL) is a mechanism for formally recognising and placing a value on what people have learned through their daily life, work experience, informal and/or non-formal learning. This is an enabling mechanism for candidates to gain alternative access to further learning opportunities or improved career prospects."

There are two main pathways of RPL, namely RPL for credits and RPL for access. Both pathways are made available at the institution.

RPL for alternative access is made possible for all learners who cannot access higher education study through the traditional route of matriculation exemption certificates. During 2018, Senate approved the implementation for RPL for access. A comprehensive system has been developed to deal with the process to be facilitated at the institution, adhering to all prescribed quality assurance criteria.

Steps in this process include: Understanding the context, conversations about possibilities, sharing in a discussion, collecting and validating evidence, assessment, moderating assessments, reporting, feedback and data reporting.

Formal, non-formal and informal knowledge is regarded highly in the RPL for Access assessment as it is measured along with qualification-specific competencies. Assessments and measures include but are not limited to a competency-based interview with an academic staff member, skills assessments, complexity and potential assessments along the NQF, formal qualifications, references, study readiness related competence, and any evidence of learning obtained.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• South Africa's Political and Socio-Economic Context, 15 Credits.
• Structures and Functions of Government, 15 Credits.
• Public Administration, 15 Credits.
• Public Finance, 15 Credits.
• Public Sector Strategy, Planning And Budgeting, 15 Credits.
• Public Sector Management Systems, 15 Credits.
• End-User Computing, 15 Credits.
• Experiential Learning, 15 Credits.

1. Analyse the political and socio-economic circumstances in which the public sector operates.
2. Demonstrate knowledge and comprehension of the structure of government in South Africa and the functions of its various components.
3. Apply the underlying principles which promote effective administration by utilising knowledge of the framework applicable to Public Administration in all three spheres of government gained in the programme.
4. Demonstrate an understanding of the public sector financial and fiscal framework and participate in the implementation of the framework, particularly as far as the management of finances is concerned.
5. Show insight into the interrelationship between the various strategy, planning and budgeting mechanisms in the public sector.
6. Implement selected public management systems.
7. Demonstrate applied knowledge and understanding of end-user-computing- related concepts.
8. Use the internet and e-mail effectively in a work environment.
9. Demonstrate applied knowledge and understanding of Word Processing, spreadsheet and presentation software.
10. Demonstrate awareness of the practical implementation of key systems, processes and mechanisms which are applied the in the public sector.

Associated Assessment Criteria for Exit Level Outcome 1

• Show an understand of political ideologies, social theories and economic doctrines relevant to South Africa.
• Demonstrate an understanding of the political and socio-economic environment in which the Government of South Africa operates.
• Understand the concept of the developmental state.
• Identify challenges facing the Government in South Africa.
• Interpret selected policies intended to address those challenges.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify the various spheres of government and their executive, legislative and (where applicable) judicial competencies and structures in the context of decentralisation as a politico-administrative paradigm.
• Define the functions of the various spheres of government as provided for in the Constitution.
• Identify Chapter 9 institutions, public entities and other organs of state and explain their purposes.
• Explain the system of intergovernmental coordination and cooperation.
• Identify and interpret critical legislation constituting the public sector framework (e.g. Intergovernmental Relations Framework Act, Local Government: Municipal Structures Act).

Associated Assessment Criteria for Exit Level Outcome 3

• Explain public management doctrines relevant to South Africa.
• Describe the public management reform process in South Africa.
• Interpret and apply Section 195 of the Constitution.
• Interpret and apply the relevant legislation relating to public administration in the national and provincial spheres (Public Service Act and Regulations) and local sphere (Local Government: Municipal Systems Act and Regulations).
• Interpret and apply public sector codes of conduct.
• Apply general management principles in the context of the public sector.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and assess the appropriateness and efficacy of the various sources of government funding in all spheres, including taxes, user charges and borrowing.
• Understand and evaluate South Africa's intergovernmental finance system.
• Interpret and apply the Constitutional and legislative provisions relating to fiscal and financial matters, especially Chapter 13 of the Constitution, and key elements of the Public Finance Management Act and Treasury Regulations, and the Municipal Finance Management Act and associated Regulations.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand and assess the utility of various strategic and planning instruments, including the National Development Plan, Medium Term Strategic Framework, Departmental Strategic Plans, Departmental Annual Performance Plans, Annual Reports, and Municipal Integrated Development Plans.
• Describe public budgeting processes and principles (including Medium Term Expenditure Framework) in all spheres of government, manage budgeting processes, interpret budgets, interpret relevant legislation, and establish the linkage between planning and budgeting.
• Develop, interpret and evaluate Key Performance Indicators in institutional performance management processes; establish the linkage between institutional performance management systems, planning and budgeting.

Associated Assessment Criteria for Exit Level Outcome 6

• Understand, analyse and apply critical elements of Supply Chain Management, Human Resource Management, Individual Performance Management, Project management and Public participation.

Associated Assessment Criteria for Exit Level Outcome 7

• Discuss the history of computers.
• Define a personal computer (PC) and explain how it works.
• Identify the main components of PC hardware.
• Explain the importance of upgrading a PC.
• Identify various PC software applications.
• Distinguish between hardware and software.

Associated Assessment Criteria for Exit Level Outcome 8

• Distinguish internet e-mail and network e-mail.
• Identify the various components of a recognised e-mail programme.
• Compose, format, and open an e-mail message.
• Attach files to an e-mail effectively.
• Create e-mail folders and explain the reason for creating them.
• Move messages to an e-mail folder.
• Manage contacts effectively and explain an e-mail system.
• Use the help function in an e-mail system effectively.
• Use electronic calendars and electronic diaries effectively.
• Explain Internet basics, and distinguish the internet and the extranet.
• Define viruses.
• Identify web browsers.
• Explain the Uniform Resource Locator (URL)
• Identify the Microsoft Internet Explorer Interface.
• Use web-based tools and download programs and files from the web.
• Explain the workings of a search engine.
• Perform a competent search for usable information on the internet.

Associated Assessment Criteria for Exit Level Outcome 9

• Execute the functions and applications in on word processing software programme effectively and efficiently.
• Create a spreadsheet, save, navigate within, format and edit.
• Preview and print worksheet data.
• Execute the functions and applications in presentation software effectively and efficiently
• Create a presentation, save, navigate within, format and edit
• Print preview and print presentation slides
• Use the following tools in a presentation software application

Associated Assessment Criteria for Exit Level Outcome 10

• Observe and understand the processes followed in the national or provincial legislature and the council of a municipality using group visits to sessions of these institutions.
• Understand and observe the processes followed in the judicial system using a group visit to the High and Magistrate's court.
• Follow and understand Key policy statements (State of the Nation Address, Budget Speech, Medium Term Budget Policy Statement) using observing broadcasts in real-time.
• Discuss the issues of governance and service delivery in addresses to learners by National Ministers, Provincial MECs and Mayors.
• Acquire practical experience of various processes by participation in various simulations:

Integrated Assessment

The following are the proposed assessment structure (formative and summative) for the qualification

• Online assessments (Formative).
• Individual Assignments (Formative).
• Examination (Summative).

The mark for the experiential learning module is assessed based on the learner's and mentor's feedback in the Portfolio of evidence that they are required to hand in. A minimum mark of 50% is required to pass.