Postgraduate Diploma in Public Administration

Purpose

The National Development Plan 2030 highlights the crucial role of the quality of public service in the transformation and development of the country. The purpose of the qualification is to provide learners with an in-depth knowledge of Public Administration and equip learners with the necessary competencies that will enable them to become capable and efficient public servants. The qualification aims to enhance and augment the knowledge, skills and values of those occupying positions at different management levels such as the middle, senior and executive level within local, provincial and national spheres of government and the public sector at large.

Furthermore, the qualification enhances the competencies of those functioning at management levels within the public sector to remain current and relevant to changes and developments within the public sector locally, provincially, and nationally. The qualification is intended for prospective managers who wish to pursue a career pathway within the public sector and require the necessary knowledge, skills and values to be effective and efficient to carry out daily tasks as managers and to strive toward ensuring a high standard of service delivery and professionalism. It aims to develop a synergy between the theoretical context and the practical context of the workplace.

Qualifying learners will be able to

• Formulate and evaluate public policies and communicate policy analysis effectively to relevant stakeholders.
• Engage in corporate governance and understand the theories and principles of corporate governance and administration in the Public Sector.
• Conduct and implement organisational development interventions to facilitate effective organisational performance.
• Design, implement and evaluate internal control systems, risk management, cost management, financial planning based on the Medium-Term Expenditure Framework (MTEF), budget integration and analyses, performance management as well as financial and performance reporting in the South African Public Sector.
• Examine contemporary budgeting and financial systems within the learner's organisation and Public Sector.
• Manage all disasters by implementing proactive disaster management plans and strategies in terms of relevant legislation, policies, and directives and effectively co-ordinate disaster contingency plans.
• Write an academic research proposal and conduct an applied research project through data collection, analyse and present the findings, conclusions and recommendations.

Rationale

The Fourth Industrial Revolution (4IR) offers huge potential to transform and realign our public service delivery processes in the South African public sector. The South African public sector is standing at an important moment in the history of technology. The design of the qualification takes cognisance of the ever-changing landscape of the industry as a result of the 4IR. For Public Administration to survive the disruptions likely to be caused by the 4IR, public officials should have the capacity to adapt to the new technologies since the administrative structures will be subjected to efficiency and transparency mechanisms that stand global competition. The Public sector's digital government strategies must be designed to address economic and social problems and the use of new 4IR technologies could increase its capacity to better serve citizens directly. The critical skills required in the 4IR include communication skills, cognitive abilities, systems skills; complex problem-solving skills; content skills; process skills; social skills; resource management skills; technical skills and physical skills. The qualification is intended to equip learners with these skills and technological knowledge to improve service delivery in the Public Sector.

The purpose of the qualification is to respond to the National Development Plan (NDP) 2030 vision of building not only a skilled and professional public service but also an ethos of public service through teaching and research. In addition, the qualification has been developed to address the shortage of occupations in high demand published in the Government Gazette National List of Occupations in High demand by the Department of Higher Education and Training (DHET, 2018).

• General manager Public Service.
• Senior Government Manager.
• Senior Government Official.
• Finance Manager.
• Personnel/ Human Resources Manager.
• University Lecturer (DHET, 2018).

These 'occupations in demand' refer to "occupations that show relatively strong employment growth or are experiencing shortages in the labour market" (DHET, 2018). To address these skills shortages and the gaps in the supply of suitably qualified learners, the qualification will equip individuals who possess technical and/or professional competencies with the managerial acumen that is required to take up many management positions. The Government Gazette emphasises that there needs to be co-ordination between the needs of society and economy and the current skills required. The content of the qualification is rooted in well-founded academic research, and national and internationally benchmarked theory and practices. The qualification contains modules covering the core functions of management, namely leadership, governance, strategy, finance and people management.

Furthermore, the National School of Government (NSG) expressed the need for a postgraduate qualification that is aligned with the Senior Management Service (SMS) Competency Framework. The qualification will assist in meeting the sector-specific management and leadership competencies (skills and knowledge) required and alleviate capacity constraints that confront the broader South-African Public Service. The qualification will enhance and augment the knowledge and skills of those existing line managers/coordinators at different management levels (middle, senior and executive) within local, provincial and national government spheres and the public sector at large. The qualification will benefit prospective managers to develop and enhance required competencies and follow a career path in the public sector.

Qualifying learners will acquire specialised knowledge and skills such as

• analysing and implementing policies; knowledge of relevant legislation.
• adapt in an increasingly complex, diverse and constantly changing work environment.
• innovative thinkers and problem solvers.
• use technology efficiently to promote quality service delivery.

The qualification encourages innovative and contemporary methods of teaching and blended learning using technology. It also promotes independent and goal-orientated learning, as well as the emergence of managers who are conscious of skills development and the concept of lifelong learning, as well as in turn developing the ability to contribute to society and its changing needs. Qualifying learners will articulate to the Master in Public Administration or any other similar qualifications.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Public Administration, NQF level 7.

Or

• Bachelor of Public Administration, NQF level 7.

Or

• Bachelor of Administration in Public Administration, NQF Level 7.

Or

• Bachelor of Administration, NQF Level 7.

Or

• Bachelor of Administration in Public Management, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Corporate Governance and Administration, 20 Credits.
• Applied Policy Analysis and Management, 20 Credits.
• Public Financial Management and Accountability, 20 Credits.
• Public Human Resource and Leadership Management, 20 Credits.
• Research Methodology and Design, 20 Credits.
• Strategic Disaster and Development, 20 Credits.

1. Apply, in a self-critical manner, learning strategies that effectively address professional and ongoing learning needs and the professional and ongoing learning needs of others to advance their professional leadership capabilities as public leaders.
2. Formulate and evaluate public policies and communicate policy analysis effectively to relevant Stakeholders.
3. Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to public sector governance.
4. Conduct and implement organisational development interventions to facilitate effective organisational performance.
5. Design, implement and evaluate internal control systems, risk management, cost management, financial planning based on the Medium-Term Expenditure Framework (MTEF), budget integration and analyses, performance management as well as financial and performance reporting in the South African Public Sector.
6. Examine contemporary budgeting and financial systems within the learner's organisation and Public Sector.
7. Write an academic research proposal and conduct an applied research project by collecting, analysing data and presenting findings and recommendations.
8. Implement proactive disaster management plans and strategies in terms of relevant legislation, policies and directives to manage all disasters and to co-ordinate disaster contingency plans effectively.

Associated Assessment Criteria for Exit Level Outcome 1

• Monitor career development of employees.
• Identify and discuss the components of a compensation system.
• Analyse the legal framework on compensation.
• Identify and interrogate the major challenges within the performance management system.
• Apply the various instruments of rewarding performance in the Human Resource Management context.
• Conduct a disciplinary hearing within the workplace context.
• Monitor and evaluate the quality of communication instruments.
• Examine and apply values and principles governing public administration outlined in the Constitution of the Republic of South Africa, 1996 (Act No, 108 of 1996) together with the Batho Pele Principles outlined in the White Paper on Transforming Service Delivery.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret and evaluate public policy theories and discuss how the establishment of good governance within the public sector context.
• Analyse the nature and meaning of decision-making.
• Establish and apply policy goals and alternatives within the public sector.
• Evaluate and apply different analytical models in public policy.
• Compare and analyse the different models used to analyse the contents of policy options.
• Examine and apply Performance Management systems for strategic policy implementation.
• Illustrate the ability policy evaluation and qualification evaluation and monitoring.
• Identify various types of evaluation and objectives of monitoring and evaluation.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and address ethical issues and behaviour in the public service.
• Analyse and apply ethical issues emanating from professional practice in the public sector and apply appropriate ethical standards in the work environment.
• Interrogate various theories of ethics and practically apply examples of unethical conduct in the public sector.
• Conceptualise and contextualise ethics and accountability, and effective governance and administration.
• Analyse and interpret the relevant legislation within the corporate governance context.
• Examine and discuss the international perspectives on governance.
• Draft intergovernmental protocols and basic memoranda of understanding (MOU's)
• Evaluate and apply public financial management systems, under the Public Finance Management Act (PFMA) and Municipal Finance Management Act (MFMA) for public financial accountability.
• Examine the role of the office of the Auditor-General in South Africa.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify problems within the organisation.
• Diagnose problems by providing causes and determining future action needed.
• Design an action plan involving goals, a basic approach for attaining these goals, and the sequence of the scheme for implementing the approach.
• Monitor and evaluate the project for implementing change.
• Conduct meetings to appraise change efforts.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse and apply appropriate public financial management principles in South Africa.
• Evaluate the implications of the regulatory framework in the management of own responsibility area.
• Examine and apply the dictates of a typical financial cycle in the South African public sector.
• Analyse and apply management principles within the area of responsibility.
• Apply the principles for the design and development of internal control measures within the area of responsibility.
• Explore and comply with the prescripts of the framework for supply chain management in the public sector in South Africa.
• Examine accountability arrangements as it pertains to own area of responsibility.
• Comply with the financial reporting requirements of the public finance management regulatory framework.
• Explain and apply the principles of drafting and collation of financial reports in the area of responsibility.
• Conduct basic analysis of financial information, annual financial statements, and audit reports.

Associated Assessment Criteria for Exit Level Outcome 6

• Critically analyse the different costing techniques and make recommendations on how they should be applied in a specific institution.
• Discuss possible measures to maximize an institution's ability to access public funds.
• Prepare a set of budget guidelines for incumbent managers, and other stakeholders to support a plan for a selected project.

Associated Assessment Criteria for Exit Level Outcome 7

• Construct a research proposal for investigating a work-related problem.
• Design and implement survey questionnaires for a particular research project.
• Design an interview schedule for a research survey.
• Collect data in a research survey through questionnaires and interviews.
• Compile a report on a research project.

Associated Assessment Criteria for Exit Level Outcome 8

• Evaluate and apply applicable legislation on disaster management.
• Draft appropriate disaster management strategic plans.
• Advise on different aspects of preparedness, mitigation and operations.
• Conduct strategic planning in Integrated Development Planning to advise local authorities.
• Manage and draft disaster communication plans.
• Apply Geographic Information System (GIS) Mapping technology to map disasters.
• Develop and select appropriate response selections.
• Assess various hazards in risk environments and provide strategic guidance.
• Draft a health and safety management plan.
• Analyse and apply relevant international protocols and conventions to maintain acceptable standards in disaster events.

INTEGRATED ASSESSMENT

Integrated assessment forms part of continuous assessment and an appropriate mix of both formative and summative assessment methods has been included in the qualification.

Formative assessment aims 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. It further explains that the purpose of a formative assessment is developmental by giving learners feedback on their performance as well as how to improve before completing a summative assessment. Formative assessments consist of a variety of assessment tasks relevant to the field of study such as:

• Debates.
• Assignments.
• Presentations.
• Case studies.
• Quizzes.

Summative assessments take place at the end of a section of work/quarter or semester and are aimed at assessing the learner's attainment against the learning outcomes of the qualification and subject(s). Summative assessments consist of a variety of formal assessment tasks relevant to the field of study, including:

• Written tests.
• Reports.
• Examination.
• Assignments.
• Project based learning.

Integrated assessment often cuts across several subjects/modules of a qualification and is aimed at the holistic development of learners. This method of assessment promotes learners' personal and professional development in the field of study in terms of foundational, practical, and reflexive competence. The integration of outcomes and where possible across subjects, for example, a group presentation could incorporate several outcomes from different subjects that fall in the same semester. The integrated approach encourages learners to gain a holistic view of the curriculum and promotes the transference of skills, knowledge, and competence. Learners are assessed holistically through project reports, a portfolio of evidence and oral presentations related to the needs and requirements of the industry and field of study.