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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Public Administration 
SAQA QUAL ID QUALIFICATION TITLE
100767  Diploma in Public Administration 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78661  National Diploma: Public Management  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of Diploma in Public Administration is to empower Public Administration learners to be better equipped to function effectively in an increasingly complex workplace because of the sound contextualised knowledge base and practical skills acquired through their studies. This qualification aims to develop a responsive, coherent and transformative curriculum that will better equip learners in the public sector for any sphere of government, or within a public entity or other public sector or civil society agency or organisation. The Advisory Committee and representatives from the national, provincial and local government where the majority of learners are employed, provided input to render this qualification current with relevance to knowledge, skills, and practice within the public sector.

Qualified learners will be better equipped for the workplace, as the curriculum includes Workplace-Integrated Learning (WIL) and its various modalities such as simulated learning, work-direct theoretical learning, service learning, project-based learning, workplace-based learning, and community engagement.

Rationale:
The qualification focusses on specialist areas such as Public Financial Management, Human Resource Management, and Governance that inherently refers to topics such as ethics, accountability and community participation. This qualification will prepare learners well for the workplace by providing a solid knowledge base in the specialist subjects required to be a useful and ethical public servant through teaching, learning and Work-Integrated Learning (WIL).

The qualification reflects the need of the public sector, which emphasised governance, public finance, and human resources management. The qualification was designed to ensure that the core subjects align with a detailed process of situational analysis and stakeholder engagement; that is that more specialist knowledge is required in the academic discipline field of Public Administration. Public Human Resource Management, Public Financial Management, and Governance and Politics were incorporated as significant subjects that are scaffolded from the first to the third year of this qualification.

The situational analysis conducted within the sector offering public administration qualifications, alumni and government departments in the three spheres of government, that is, national, provincial and local government, also pointed out that learners require context-related education in communication and computer literacy, and these subjects, are now presented throughout the study. Economics was introduced to enable learners to do more effective financial and economic cost-benefit and risk assessments of new public policy initiatives. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of a learner against the admission requirements of the qualification and for credits against a part thereof. The process involves the identification, mediation, assessment, and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning. The RPL process is multi-dimensional and multi-contextual, aimed at the individual needs of learners and is handled following institutional RPL policy. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and credits/advanced standing as described in institutional guidelines.

Entry Requirements:
The minimum requirement for admission to a Diploma is:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate Vocational (NC(V)), NQF Level 4 granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of the following compulsory modules at Levels 5 and 6, totalling 366 Credits.

    Compulsory Modules at NQF Level 5, 144 credits:
  • Business Computer Applications 1, 18 Credits.
  • Communication 1, 18 Credits.
  • Orientation to Government Studies 1, 24 Credits.
  • Public Human Resource Management 1, 24 Credits.
  • Introduction to Public Law 1, 12 Credits.
  • Public Sector Economics and Finance, 24 Credits.
  • Fundamentals of Research 2, 24 Credits.

    Compulsory Modules at NQF Level 6, 222 Credits:
  • Business Computer Applications 2, 12 Credits.
  • Communication 2, 12 Credits.
  • Public Human Resource Management 2, 24 Credits.
  • Public Sector Finance 2, 24 Credits.
  • Governance and Politics 2, 24 Credits.
  • Business Computer applications 3, 12 Credits.
  • Communication 3, 12 Credits.
  • Public Human Resource Management 3, 18 Credits.
  • Public Sector Finance 3, 18 Credits.
  • Governance and Politics 3, 18 Credits.
  • Fundamentals of Research 3, 18 Credits.
  • Public Management Practice 3, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge and skills in information technology communication strategies.
    2. Apply communication principles and theory to equip learners with professional communication skills for appropriate interaction in workplace settings.
    3. Display advanced knowledge of Public Human Resource Management practices and organisational and employee performance.
    4. Master and be able to display an understanding of public sector finance.
    5. Master concepts and tools to be used to improve governance and understand politics in the public sector.
    6. Obtain sound knowledge and understanding of research fundamentals for application in research-based assignments.
    7. Complete a portfolio of relevant evidence after a period of work-integrated learning with a particular industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge and skills to manipulate master and subdocuments in a GUI-based word processing programme and use technology appropriately and efficiently for academic purposes.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Present the substantive content and impact of the project/programme managed in the local/provincial/national government department.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain all components of Human Resource Management (HRM) and criticise performance measurement systems (e.g. Balanced Scorecard) applied in public sector institutions in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain and analyse legislation and comparative economic models existing within SA and globally environment.
  • Discuss the political and economic climate in South Africa and abroad.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Interpret and analyse public policies at local, provincial and national levels of government.
  • Perform situational analysis (Environmental scanning) in public institutions during public policy formulation and analysis.
  • Formulate, implement, monitor and evaluate institutional or departmental strategic plans for the local, provincial and national government departments in order to achieve its goals.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop or design or conduct a socially responsive research study by employing different research methods to a government department (local, government and national) to prepare learners for post-graduate studies and increase their analytical skills at the workplace.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Complete a portfolio of relevant evidence after a period of Work-Integrated Learning with a particular industry based on acceptable standards.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    Formative assessment is aimed 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. A formative assessment usually consists of a variety of assessment tasks relevant to the field of study. In this qualification, it will consist of a variety of tasks such as problem-solving individual and group assignments and projects, case studies, portfolio development, and class discussions.

    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examinations. In this qualification, it will consist of written assessments in the form of written tests and assignments conducted during and at the end of the academic year.

    Integrated assessment often cuts across several subjects/modules of qualification and is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated assessment in this qualification will take place at the third year of study and learners will be assessed holistically using project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of the industry and field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparison was conducted to determine the extent qualification, and subject structures compare with similar offerings at similar institutions. The international comparison exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the comparison exercise; the selection of a variety of reputable HE institutions internationally (and nationally); the selection of comparable the qualifications and aspects from these qualifications; analysis and evaluation of qualification design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution. In terms of this qualification, the national comparison exercise emanated from a national forum that was established to compare qualifications of every institution offering a Diploma in Public Administration or Management. The diploma qualifications proved to be very similar across the various institutions.

    The international comparison exercise included the following higher education institutions: Florida International University, the University of Technology in Nebraska, University of Indiana, University of Maryland, the University of Southern California and Walden University, University of Limkokwing (Malaysia), Middlesex University (London), University of Norway and Flinders University in Australia. Some of the trends that emerged from the international comparison exercise indicated that specialist subjects such as Public Financial Management and Public Human Resource Management remain very relevant and that Information technology and Communication are becoming ever more necessary in the global arena. 

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Cognate Diploma, NQF Level 6.

    Vertical Articulation:
  • Bachelor of Administration in Public Administration, NQF Level 7.
  • Cognate Advanced Diploma, NQF Level 7.
  • Advanced Diploma in Public Administration, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Cape Peninsula University of Technology 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.