Postgraduate Diploma in Public Governance and Innovation

Purpose

The purpose of the Postgraduate Diploma in Public Governance and Innovation qualification is to produce graduates, locally and across the African continent, with advanced knowledge and skills in issues related to governance and innovation in the public sector.

The qualification is designed for the working professional in the public sector to develop specialised knowledge and subject areas of good governance and innovation. It focuses on bridging undergraduate qualifications and provides an articulation route for the Master of Public Administration.

This qualification is also designed to consolidate and extend working professionals' leadership capability in the institutions in which they are located. The need exists for a values and ethics-based approach to public governance and leadership, which facilitates systemic change in contemporary Africa and its transitional and transformational agenda.

This qualification also aims to enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in the specialisation of public governance and innovation.

Upon completion of the qualification, a qualifying learner will be able to

• Demonstrate an ability to apply innovation in the public sector, which has the potential for contributing directly and significantly to economic growth and prosperity by adopting new technologies, E-Government, and innovative service delivery.
• Analyse and evaluate the role that local government plays in involving the private and not-for-profit sectors, and local communities can work together to improve the local economy.
• Examine and introduce the systems and conditions that ensure effective government and remove the barriers that often stop it from being effective.
• Evaluate the development of national government and provincial governments, by legislative systems, programmes and other measures, to support and strengthen local and regional economic development, and increase the capacity of municipalities to manage their own affairs, to exercise their powers and to perform their functions.

Rationale

There is a dire need for senior and competent public leadership in the contemporary African and Southern African context, with special skill sets in public governance. This is informed by the transformational agenda in South Africa, and the rapid pace of change, innovation, and globalisation with the concomitant challenges for regional integration of large-scale developments, systems, and innovations, as well as specialised development in urban contexts, such as new regional and urban aerotropolis.

The productive and efficient policy implementation, programme, and project management of plans, and local service delivery for sustainable urban futures is the present focus of the programme, amongst others.

Unlike many similar qualifications that teach the structure and functions of the public administrative process, this qualification aims to prepare a new generation of public leadership. It addresses the problem of preparing such personnel and skilled public leadership, with a strong inclination for accountability, ethics, performance-oriented orientated and innovative, and creative abilities.

The recent challenges and changes in the nature and functioning of modern public sector institutions are demanding better and improved governance as opposed to mere public administration and leadership, who are critical of poor performance, outspoken against corruption and malfeasance, and mediocrity. It also requires a different approach to managing challenges in the public sector and requires leaders and managers not only to be more accountable and ethical, but to think innovatively about public policy issues and more creatively about solving such related problems.

Apart from public sector organisations increasingly finding that they need to introduce more effective governance and management, they are also increasingly reliant on extensive public-private networks and partnerships to provide effective and efficient public services in a network-based and complex system in a rapidly changing economy and evolving society that constantly demands improved services and innovative solutions.

Recognition of Prior Learning (RPL)

Prior learning will be considered for enabling access into the programme in accordance with the institution's RPL policy and procedures

A maximum of 10% of the learner enrolment may be considered for entry via the RPL route in accordance with the institution's Policy.

Applications will have to be made via the University's Rule GR7b application, which is considered and approved at the management levels of the School and College. The rule states that "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner of the university.

In addition, the requirements specified under Rule PR2 for postgraduate studies state that the applicants may be registered for the qualification of Postgraduate Diploma, if they have been admitted to the status of that degree in terms of Rule GR7(a); or b). A college may prescribe further minimum criteria for admission to study.

In terms of the HEQSF, institutions can recognise other forms of prior learning as equivalent to prescribed minimum admission requirements for entry into a given programme.

• The RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning.
• The submission of a portfolio of evidence (POE) to show that the candidate has sufficient disciplinary learning in the appropriate academic area or sufficient working experience will be required.
• An RPL assessment committee will be set up to examine the portfolios of evidence. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment.
• Successful RPL applications are subsequently presented and considered by the School Higher Degrees committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

• Bachelor of Arts in Public Governance, NQF Level 7.

Or

• Bachelor of Arts in Public Management and Governance, NQF Level 7.

Or

• Advanced Diploma in Public Administration, NQF Level 7.

Or

• Advanced Diploma 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, NQF Level 8, totalling 90 Credits

• Public Governance and Leadership in Development and Innovation, 15 Credits.
• Managing Public Finance for Development and Innovation, 15 Credits.
• Professional Public Policy Analysis and Management, 15 Credits.
• Public Sector Innovation and Technology Management, 15 Credits.
• Accountability in Public Service and Delivery, 15 Credits.
• Managing Human Resources for Performance and Innovation in the Public Sector, 15 Credits.

Elective Modules, NQF Level 8, totalling 30 Credits (Select two modules)

• Rural Development and Administration: Concepts, Policies and Practices, 15 Credits.
• Governance and Management of Subnational Governments in SA, 15 Credits.
• Project-based Governance and Management of Development, 15 Credits.
• Leadership and Management of Regional Innovation Systems, 15 Credits.
• Sustainability in Management: Critical and Practical Contexts, 16 Credits.
• Air services and route development for Aerotropolis, 16 Credits.
• Sustainable Large-Scale Urban Developments: Smart Cities and Aerotropolis, 16 Credits.
• Big Data Management and Analytics, 16 Credits.

1. Examine and introduce the systems and conditions that ensure effective government and remove the barriers that often stop it from being effective.
2. Analyse and apply modern public financial management trends that focus on more accountability, and new economic development theories, programmes, and techniques.
3. Demonstrate the ability to comprehend theoretical knowledge as well as practical skills that assist and explain how institutions, organisations, and the public interact within various governance structures, and develop policies that solve real-world and complex public problems.
4. Apply innovation in the public sector, which has the potential for contributing directly and significantly to economic growth and prosperity by adopting new technologies, E-Government, and innovative service delivery.
5. Analyse and evaluate the role that local government plays in involving the private and not-for-profit sectors, and how local communities can work together to improve the local economy.
6. Evaluate the importance of national government and provincial governments, by legislative systems, programmes and other measures, to support and strengthen local and regional economic development, and increase the capacity of municipalities to manage their own affairs, to exercise their powers and to perform their functions.
7. Equip public managers with knowledge and understanding of the theories in development planning; approaches to development planning and project management, focusing on context and operations as well as municipal service delivery, and enhance improved governance and management in all sectors of the public sector.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Illustrate a thorough understanding of the knowledge associated with the subfields associated with this field of study by being able to give an account of the readings and references in examination-type questions and answers.
• Apply the knowledge in a certain way that would demonstrate skills in applying this knowledge to resolve questions, issues, and problems in various subfields.
• Evaluate and assess systems and the specific conditions that are implemented and often fail because of conditions or conditional circumstances not being considered.
• Analyse the conditions and employ the specific elements or precepts of economic development theories, new trends in financial management programmes, budget management, and gearing, the meticulous application, checking, and the financial support of project-based deliverables in case studies.
• Account for the historical, legal, and practical nature of public-private partnerships.
• Employ the theory and knowledge of practical policy analysis to provide logical arguments to produce outcomes for the various elements of policy analysis.
• Illustrate an understanding of concepts in the field of innovation studies by illustrating the difference between creativity, knowledge application to problems, technology, or novel solutions to problems, through the application and presentation of such cases to groups in the class.
• Illustrate a thorough understanding of the knowledge associated with local government or subnational government based on the readings and references in examination-type questions and answers.
• Present a programme of action to improve one aspect or sector linked to a local development project to illustrate how this will enhance sustainable growth, economic development, and/or improved service delivery in a local community.
• Explain the elements and important modalities of leadership to ensure that public leaders meet the requirements of responsibility, ethical actions (integrity), and facilitating the process of being accountable in their citizen relations, using appropriate examples.
• Analyse and comment on such challenges for leadership as a result of group work and analyses of relevant case studies.

INTEGRATED ASSESSMENT

Each module will be assessed through various assessments, such as

• tests
• group and individual assignments
• presentations
• reactions papers and a Project Portfolio of Evidence.

Formative Assessment

Formative assessments for learners enrolled in the distance(online) mode of delivery will take place using the online learning platform, and the facilities available to deliver these assessments within the platform repository for submitting assessments. Assessments for learners enrolled in the contact mode of provisioning will be conducted on-site, although some formative assessments may be conducted online.

Module facilitators will ensure that these assessments are marked, feedback is recorded electronically, and results are delivered on the online grading system of the online learning platform.

Summative Assessment

Learners registered for the contact mode of provisioning will submit their PoE site. A small examination panel will assess their presentations and put questions to them. For learners enrolled in the distance (online) mode of provisioning, the PoE will be presented, and questions will be answered online.

These assessments are structured to provide learners with the opportunity to demonstrate a range of competencies. All these assessments are aligned to the requirements of specific modules and their learning outcomes, which feed into the overall qualification purpose. At the end of the programme, learners should be able to apply their learning in an integrated way to analyse specific problems in the real work environment.