Postgraduate Diploma in Public Management

Purpose

A Postgraduate Diploma is generally multi- or interdisciplinary in nature but may serve to strengthen and deepen the student's knowledge in a particular discipline or profession. The primary purpose of the qualification is to enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation. This qualification demands a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts in order to undertake professional or highly skilled work. A sustained research project is not required but the qualification may include conducting and reporting research under supervision. In some cases a Postgraduate Diploma carries recognition by an appropriate professional or statutory body.

Rationale

The Department of Higher Education and Training (DHET) and the Third National Skills Development Strategy (NSDS III) seeks to encourage and actively support the integration of workplace training with theoretical learning. The goals of the NSDS III include the following:

• Establishing a credible institutional mechanism for skill planning.
• Increase access to occupationally-directed qualifications.
• Promoting the growth of a public Further Education and Training (FET) college system that is responsive to sector, local, regional and national skills needs and priorities.
• Addressing the low level of youth and adult language and numeracy skills to enable additional training.
• Encouraging better use of workplace-based skills development.
• Encouraging and supporting cooperatives, small enterprises, worker-initiated, non-profit organisation (NGO) and community training initiatives.
• Increasing public sector capacity for improved service delivery and supporting the building of a developmental state.
• Building career and vocational guidance.

In light of the above the Higher Education in Regional and City Development in the Free State South Africa, 2012 OECD qualification emphasized that universities and other higher education institutions can play a key role in human capital development and innovation systems in their cities and regions. The Higher Education in Regional and City Development in the Free State South Africa, OECD, 2012 emphasized the key challenges for the Free State and its higher education and training institutions are as follows:

• How to develop a more inclusive labour market and education system.
• How to create an economy that can absorb both highly skilled and low skilled population.
• How to address long-term challenges of poverty, inequity and poor health.
• How to turn the potential of Higher Education (HE) sector into an active asset for the regional development.

Therefore higher education provision needs to be better aligned with the needs of the Free State region by building stronger links between institutions and industries in the region and taking steps to create new enterprises and facilitating transition from informal to formal economy. Research, development and innovation efforts need to build on the existing and emerging challenges and advantages of the Free State. Universities should make job creation a key goal for innovation and human capital development and make the region a laboratory for education, research and innovation, particularly in the fields of health, learning outcomes, agriculture, water management and rural development. Universities in collaboration with regional stakeholders should rediscover and develop regional assets and use project approach and potential of flagship events to mobilise sustainable regional collaboration. Finally the existing good practice in universities/college, collaboration, rural development, Recognition of Prior Learning and industry engagement should be scaled up into a system within and between institutions.

On analysis of the needs of students within the Department of Government Management completing their undergraduate qualification in Public Management, it became clear that students would not be adequately equipped for the more independent study and research, as required by Postgraduate Diploma, Masters and ultimately Doctoral programmes. It was identified that the students required a year that builds on the structured approach of the undergraduate qualifications, while introducing and deepening knowledge and skills required for further studies. It further became evident that there is a need to deepen their conceptual knowledge pertaining to Public Administration and Management, Strategic Public Human Resource Management, Public Accountability, Governmental Relations, and Public Policy Management. It was also identified that there is a need to deepen their knowledge about the various Research and Information Management approaches, strategies and methodologies to prepare them for the Postgraduate Diploma, Masters and the Doctoral of Public Management qualification.

The Postgraduate Diploma in Public Management is designed to deepen the student's knowledge, skills and understanding about public management at strategic level and research related approaches, strategies and methodologies is required where appropriate preparation takes placed in a more structured course-work driven qualification.

The Postgraduate Diploma in Public Management is aimed primarily, but not exclusively at learners from the university who will progress from the Advanced Diploma in Public Management and wish to continue with their studies with the aim to further research and study to higher qualifications (Master and Doctoral qualifications) before exiting in preparation for employment in the public sector. The qualification further aims to prepare students for a career in the public sector. The Postgraduate Diploma in Public Management is relevant to the needs and demands from vocations in the public sector.

Recognition of Prior Learning (RPL)

Selection of such students will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the university. A functional system for RPL is in place at the university. RPL applications for the institution are received by the Centre for Assessments and Graduations. The candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the portfolio will be sent to the Faculty of Management Sciences RPL Committee for assessment. The faculty's RPL committee assesses the candidate's portfolio thoroughly against the relevant learning outcomes for ratification by the Executive Committee (EXCO) of the Faculty of Management Sciences Faculty Board. The whole process takes about 1 month.

Entry Requirements

The minimum requirement for admission for a Postgraduate Degree is

• An Advanced Diploma in Public Management at Level 7.

This qualification comprises of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules, Level 7, 96 Credits

• Public Monitoring and Evaluation, 24 Credits.
• Strategic Public Management, 24 Credits.
• Good Governance and Leadership, 24 Credits.
• Research Methodology and Research Project, 24 Credits.

Elective Modules (select one)

• Project Management, 24 Credits.
• Public Financial Management, 24 Credits.
• Public Policy, 24 Credits.

1. Apply strategic public management functions, skills and techniques to achieve institutional objectives and critically analyse, develop and evaluate a strategic management plan for a public sector department or unit.
2. Apply various monitoring and evaluation methods, tools and techniques in a public sector department or unit. Demonstrate competence in monitoring and evaluation in the South African context; Differentiate between monitoring and evaluation and related functions; critically analyse and maintain the Government Wide Monitoring and Evaluation policies and systems of the public sector, apply various monitoring and evaluation tools and techniques; and demonstrate knowledge in developing a monitoring and evaluation report.
3. Demonstrate an advanced understanding of the world as a set of related systems and that public governance have to adapt to multiple changes that occurs within the multiple contexts. Instituting change and to lead transition. Apply the practical guidelines for leading change. Gain knowledge and be able to apply the various change management strategies and techniques. Demonstrate an understanding of the strategic link between change and transition.
4. Critically analyse and differentiate between qualitative and quantitative research designs. Differentiate between data collecting methods and measuring instruments in qualitative research and quantitative research. Demonstrate an understanding about research sampling methods. Demonstrate an understanding about research measurements and data analysis qualitative research and quantitative research. As part of a research project compile a research proposal by using appropriate scientific research methodologies.
5. Analyse any public policy by applying policy analysis process skills and competencies, and techniques. Critically analyse and apply knowledge about the nature, role a history of public policy, the public policy process starting with the policy agenda setting, policy design, policy decision-making and policy implementation in a public sector department or unit. Critically analyse and apply the policy improvement tools.
6. Analyse, develop and evaluate financial risk management in the public sector and to promote effective supply chain management in the public sector. Apply the knowledge and competencies about project management about financial risk management in the public sector, supply chain management in the public sector, risk management in public supply chain management and ethics in public procurement and supply chain management by compiling a draft financial risk management plan for a public sector department or unit.
7. Apply the various project management and planning tools and techniques in the three spheres of government by demonstrating knowledge and competencies about the complexity of twenty first century project management, project management or project leadership, stakeholder relations and dynamics in an open system, ethics and project management and project planning processes.

Associated Assessment Criteria for Exit Level Outcomes 1

• Demonstrate ability to critically evaluate and apply strategic public management functions, skills and techniques to achieve institutional objectives.
• Critically analyse the internal and external environmental factors that have an impact on a public sector department or unit.
• Develop or evaluate a strategic management plan for a public sector department or unit by applying the strategic planning skills and competencies.

Associated Assessment Criteria for Exit Level Outcomes 2

• Differentiate between the various monitoring and evaluation methods, tools and techniques that are used in a public sector department or unit.
• Evaluate and differentiate between monitoring and evaluation and related functions.
• Critically analyse the government wide Monitoring and Evaluation policies that are used in provincial-wide and municipal wide M&E in the area.
• Apply the various monitoring and evaluation tools and techniques by assessing a specific project or qualification.
• Compile a monitoring and evaluation report for a specific department or unit.

Associated Assessment Criteria for Exit Level Outcomes 3

• Critically evaluate the various set of related systems and environmental changes that have an impact on a municipality within the area.
• Evaluate and apply the practical guidelines for leading change by designing a change management strategy and plan for a municipality in the area.
• Differentiate between change and transition.

Associated Assessment Criteria for Exit Level Outcomes 4

• Analyse and differentiate between qualitative and quantitative research designs (Positivism, anti-positivism and interpretivism paradigms).
• Evaluate the various data collecting methods and measuring instruments in qualitative and quantitative research.
• Evaluate the various quantitative and qualitative sampling methods.
• Demonstrate as part of a research project compile a research proposal by using appropriate scientific research design, a research methodology and sampling methods and indicate what methods will be used concerning validity and reliability.

Associated Assessment Criteria for Exit Level Outcomes 5

• Analyse a specific public policy by applying policy analysis process skills and competencies, and techniques.
• Evaluate the public policy process, the policy agenda setting, policy design, policy decision-making and policy implementation in a public sector department or unit by designing a short policy for a public sector unit.
• Analyse and apply the policy improvement tools by demonstrating how these tools can be used to improve a policy.

Associated Assessment Criteria for Exit Level Outcomes 6

• Critically evaluate financial risk management in the public sector to promote effective supply chain management in the public sector.
• Compile a draft financial risk management plan for a public sector department or unit by taking into account financial risk management competencies and supply chain management competencies.

Associated Assessment Criteria for Exit Level Outcomes 7

• Evaluate the various project management and planning processes, tools, and techniques and design a project management plan for a specific developmental project for a municipality within your area.
• Compile a list of stakeholders involved in a specific developmental project for a municipality.

Integrated Assessment

All forms of assessments should take place in accordance with the assessment policy of the university. A comprehensive range of assessment criteria is utilised to determine learner achievement. Assessment takes place according to a detailed memorandum or rubric supplied by the examiner, ensuring reliability, consistency and accuracy of results.

The formative assessments in all the modules of the Postgraduate Diploma in Public Management, students have to submit their formative assessments on-line.

Continuous assessments will be used to assess the students of the Postgraduate Diploma. It will consist of various formative assessments in the form of assignments, group work activities, group presentations, case studies and PowerPoint presentations by students. A final Portfolio of Evidence (POE) in all modules must be submitted as part of the final summative assessment. The formative assessments will consist of assignments, group activities, individual activities, case studies, PowerPoint presentations, etc.

Summative assessments: Students of the Postgraduate Diploma in Public Management have to submit a Portfolio of Evidence (POE) as part of the summative assessment per module.