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. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION: |
Advanced Diploma in Public Affairs |
SAQA QUAL ID | QUALIFICATION TITLE | |||
111059 | Advanced Diploma in Public Affairs | |||
ORIGINATOR | ||||
Tshwane University of Technology (TUT) | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
Advanced Diploma | Field 03 - Business, Commerce and Management Studies | Public Administration | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 120 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Reregistered | EXCO 0821/24 | 2019-08-08 | 2027-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2028-06-30 | 2031-06-30 |
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 does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
The purpose of the Advanced Diploma in Public Affairs is to provide learners with integrated knowledge for applied competence in the broader field of public affairs. It equips learners with knowledge and skills in various public affairs focus areas critically important for the effective and efficient administration of the State, which among others, includes communication, systematic inquiry, information gathering, and decision-making. These skills will enable them to become life-long learners and to innovatively participate as responsible citizens in their interaction in the public affairs space. The learners will be professionally equipped with the requisite public affairs education at the advanced level and practical expertise to fill the human capital gap in the administration of the State, therefore make a meaningful contribution towards socio-economic development. Upon completion of the qualification, the learners will be able to: Rationale: The 20th century templates that frame the foundations of the discipline are increasingly becoming inadequate. This requires a rethinking of its epistemological and ontological disposition in designing a qualification for education and training for those that chose a career in the administration of the state. The complexities of the 21st century as they relate to statecraft requires that the state should be staffed by the best and brightest, highly educated, sophisticated and capable with rounded knowledge, coupled with strategic and technical skills to function in a public space with efficiency and commitment to the common good. This emerged in many interactions with the public sector, where it was said that the existing qualifications lack the rigour and have largely been outpaced by the changing world where fundamental questions are how should the education and training of the 21st century officials of the state respond to Fourth Industrial Revolution and the decoloniality imperative. There were meeting with Advisory board and the South African Association of Public Administration and Management (SAAPAM). Insights from all these, coupled with the outcomes of the analysis of global trends relating to the organisation of the public affairs qualifications and the epistemological shift in the discipline, were used to conceptualise this qualification. This qualification is intended to maximise the employability prospects of the qualifying learners. It corrects the existing structural design where dichotomies based on false distinction between public administration/public management and local government were created. Local government is an important aspect of public affairs; in the same way, the general administration of the state is. The existing approach of educating either for employment in the administrations of the national/provincial spheres of government or those in the local sphere limits the employability prospects of learners. The qualification is designed to prepare learners for the entire area of activity called the public sector in which they should operate: public service (national and provincial spheres of government), municipalities, public entities, government enterprises and public sphere institutions. They can also work in the public affairs divisions of the private companies. Qualifying learners are expected to be responsible citizens with strong sense of ethics and the ability to make a significant contribution towards building the capacity of the state in the pursuit of the public good. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
The institution has an RPL Policy in place. All RPL applications are handled in accordance with this policy. Policy. RPL refers to the recognition of knowledge acquired either formally, non-informally or informally elsewhere, which is considered against the requirement for credit for inclusion or advancement in the formal education and training system. Access into the qualification through RPL can be at either entry or advanced level. Advanced RPL level refers to the second or higher level qualifications the applicant wishes to access. Typically, this follows RPL application to access the qualification. "Equivalence" status can also be granted. This is another dimension of RPL. It refers to an arrangement where the applicant is granted admission into the qualification if they meet certain criteria. This is similar to granting admission into the qualification based on "equivalent qualification". RPL by means of "equivalent qualification" means a qualification completed at an accredited institution of higher learning which is not identical to the admission requirements of the programme but which is evaluated to be on the same National Qualifications Framework (NQF) Level. Entry Requirements: The minimum entry requirement for this qualification is: Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.
Learners to follow either option 1 or 2. Compulsory Modules, 100 Credits: OPTION 1: Elective Modules, 20 Credits (Select one module each Semester): First Semester: Second Semester: OPTION 2: Compulsory Modules, 100 Credits: Elective Modules, 20 Credits (Select one module each Semester): First Semester: Second Semester: |
EXIT LEVEL OUTCOMES |
1. Demonstrate integrated knowledge of the central aspects that undergird public affairs, including an understanding of and the ability to evaluate terms, concepts, facts, principles, rules and theories.
2. Demonstrate knowledge literacy in the ability to show an understanding of knowledge as contested and the ability to evaluate types of knowledge and explanations typical within public affairs as a field of study and practice. 3. Demonstrate an understanding of a range of methods of enquiry in the field of public affairs and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice. 4. Identify, analyse, evaluate, critically reflect on and address complex public affairs problems by applying evidence-based solutions and theory driven arguments. 5. Take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment. 6. Develop appropriate processes of information gathering for managing public affairs; and the ability to independently validate the sources of information and evaluate and manage the information. 7. Develop and communicate ideas and opinions in well-informed arguments, using appropriate academic, professional or occupational discourse. 8. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation. 9. Identify, evaluate and address own learning needs in a self-directed manner, and to facilitate collaborative learning processes. 10. Take full responsibility for own work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts. |
ASSOCIATED ASSESSMENT CRITERIA |
The following Associated Assessment Criteria will be used in an integrated manner across Exit Level Outcomes:
Integrated Assessment: Assessment is very important in the learning process, where the competence of the learner is determined against the learning outcomes of the qualification. Assessment should therefore be conducted with high sense professionalism. In order to ensure this, moderation arrangements are put in place to monitor the quality of assessment. The institution has a policy on assessment and moderation. It sets the criteria for the execution of these functions. Assessment and moderation can only be conducted by those who have appropriate qualifications and possess relevant knowledge and expertise in the subjects that comprise the qualification. Non-exit level subjects can be internally or externally moderated whereas exit levels subjects are moderated externally. All the modules that make the Advanced Diploma in Public Affairs are externally moderated. A combination of formative and summative assessment strategies, which are outcomes-based and application oriented, are to be followed. They involve creative facilitation, continuous assessment, and maximum practical application and internalisation opportunities. The module is flexible and client need oriented. Learners are consistently assessed during the instructional interactions, using formative assessment tools such a questioning, and peer evaluation on the thematic issues related to the learning outcomes of the module. These are day-to-day monitoring mechanisms to evaluate learners' comprehension, learning needs and progress during the lessons. Formative assessment contributes 25% of the predicate mark, while summative assessments account for 75%. Summative assessments are periodical tests and assignments. The predicate mark is added to the examination mark and divided by two to determine the final mark. Examination is another form of summative assessment. Thirty (30) percent of the notional hours are allocated to these assessments, which are linked to the Exit Level Outcomes of this module based on the purpose and outcomes of the programme, and linked to the teaching strategy of the institution. The assessment determines the learners' achievement of the learning outcomes. In the case of formative assessment, feedback is provided immediately in class, whereas for summative assessment, it normally takes about seven (7) days. In the case of assignments and tests, the assessor physically marks students' work, clearly indicating each's strength and weaknesses in various critical focus areas of assessment, linked to the learning outcomes. Each learner gets the opportunity to clarify any question with the assessor. The assessment outcomes are presented to each learner, as part of supporting learning. In other words, the assessor uses assessment reports to point out areas that may require intervention. |
INTERNATIONAL COMPARABILITY |
This qualification is based largely on the lessons drawn from the analysis of the similar qualifications:
The approach of the institution of the statecraft is not limited to either public administration or public management, but inclusive of many aspects that make the entirety of the discipline. Because of this, the international trend as it relates to the nomenclature for the description of the discipline captures distinctly the notion of public affairs. Because of this, this qualification is renamed Advanced Diploma in Public Affairs. In other parts of the world, the analysis of the qualifications offered show that short courses in specific skills such as policymaking, human resource management, project management, strategic planning and such like are the predominant type of qualification used particularly for entry-level workers, and lower and middle level managers. Most qualifying learners and Postgraduate qualifications on offer focus on public administration rather than on management and leadership. Master's Degrees in management and/or administration appear to be the preferred qualifications for middle and senior managers. There are relatively few Diploma and Certificate available in either public administration or management and even fewer in public sector leadership. The Certificate and Diploma courses available are mostly Postgraduate programmes, which require entrants to be in possession of a Bachelor's Degree. In addition to the analysis of the qualifications offered at Syracuse University's The Maxwell School of Citizenship and Public Affairs, Princeton University, Columbia School of International and Public Affairs, London School of Economics' The Institute of Public Affairs and Massachusetts Institute of Technology, this Advanced Diploma was compared with public sector certificate and diploma courses that are available at the following, internationally, in terms of entrance requirements, course content, student cohort, duration and focus. The Institute for Development Management (IDM) is a regional organisation in Botswana, Lesotho and Swaziland (BLS): The qualification may be accessed by people in possession a school leaving certificate. The modules include: Public Administration, Principles of Management, Office Management, Public Policy making, Organisational Behaviour, Public Finance Statistics, Computer Application Skills, Communication and Study skills, Records and Information Management, Statistics, and Occupational Health and Safety. This qualification compares with the IDM certificate in terms of student cohort, duration, inclusion of management principles, and the inclusion of modules on policymaking, information management and communication. Major differences are in relation to different entrance requirements, which means the two qualifications do not present the same cognitive challenge. The IDM qualification is not focused on service delivery and the solving of related complex problems, on leadership development and on the development of Project Management and financial management skills. It does not include modules on ethics and corporate governance. Its modules statistics, occupational health and safety and office management are not part of the proposed qualification. While there are some major differences, the two qualifications should both result in knowledgeable and skilled lower and middle level managers who could make a valuable contribution to the public sector in their countries. The IDM qualification could not, however, achieve the outcomes set for the Advanced Diploma in Public Affairs. The University of Albany in New York offers a Public Administration and Policy Certificate in Public Sector Management: This qualification compares with the Albany University Certificate in terms of learner cohort, duration, admission requirements, inclusion of management principles, and the inclusion of modules on: policy making, financial management, policy setting, implementation and communication, managerial leadership in the public sector, strategic planning and management, public personnel administration, evaluation of public sector programs, and foundations of public management. Major differences are the absence of modules on corporate governance and ethics. The two qualifications compare fairly well with each other. Southern New Hampshire University offers a Public Administration Graduate Certificate: The Atkinson School located at Willamette University in Salem, Oregon: |
ARTICULATION OPTIONS |
This qualification allows for possibilities of both horizontal and vertical articulation options.
Horizontal Articulation: Vertical Articulation: |
MODERATION OPTIONS |
N/A |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
N/A |
NOTES |
N/A |
LEARNING PROGRAMMES RECORDED AGAINST THIS 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. | Tshwane University of Technology (TUT) |
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. |