SAQA

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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:

Evaluate, philosophise, theorise, predict, strategically communicate and interact in the public space.

Engage in systematic inquiry, gather information and interpret for strategic advice and action to optimise policy praxis.

Demonstrate an advanced insight into the philosophical and theoretical foundations of the state, democracy and citizenship. Of critically important in this is the imperative of public accountability.

Demonstrate advanced understanding of the politics and economics of the state.

Understand the nature and importance of sound corporate governance for the success of the business unit/department.

Provide strategic administrative services for the efficient and effective management of public affairs, including managing terms and projects in support of the strategic objectives of government departments and taking full responsibility for the work, and accountability for the actions, decisions and outcomes associated with delegated functions.

Strategically manage human and financial capital to optimise the efficiency of the state. In other words, learners should be able to develop sound knowledge and integrate practices of strategic, financial, human resource, operations and knowledge management in meeting the mandate of government departments.

Demonstrate ethical leadership in self-management and that of others.

Analyse and synthesise public affairs issues for the solution of the complexities of governance in the 21st century.

Identify, analyse, critically reflect on and addressing complex problems relating to poor service delivery.

Ability to anticipate future public affairs phenomenon and act proactively (strategic thinking and reflection).

Demonstrate an advanced insight into, and the ability to articulate and apply the basic values and principles of the administration of the State, including public sector norms and ethos.

Demonstrate advanced insight into ethics and public value.

Demonstrate the ability to manage change.

Demonstrate advanced understanding of managing democracy in a developmental context.

Advanced analysis, interpretation, and application of the principles of managing public affairs.

Conduct research and extrapolate policy information for strategic planning in the public sector.

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:

Diploma in Local Government, National Qualifications Framework (NQF) Level 6, 360 Credits.
Or

Diploma in Public Management, NQF Level 6, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

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:

Governance and Democracy IVA, 12 Credits.

Strategic Management and Accountability IVA, 12 Credits.

Public Value and Change Management IVA, 10 Credits.

Economics and Public Finance IVA, 10 Credits.

Research, Information Management and Report Writing IVA, 6 Credits.

Governance and Democracy IVB, 12 Credits, Core.

Strategic Management and Accountability IVB, 12 Credits, Core.

Public Value and Change Management IVB, 10 Credits, Fundamental.

Economics and Public Finance IVB, 10 Credits, Fundamental.

Research, Information Management and Report Writing IVA, 6 Credits, Fundamental.

Elective Modules, 20 Credits (Select one module each Semester):
First Semester:

Local Government IVA, 10 Credits.

Monitoring and Evaluation IVA, 10 Credits.

Second Semester:

Local Government IVB, 10 Credits.

Monitoring and Evaluation IVB, 10 Credits.

OPTION 2:
Compulsory Modules, 100 Credits:

Governance and Democracy IVA, 12 Credits.

Strategic Management and Accountability IVA, 12 Credits.

Urban Planning and Local Economic Development IVA, 10 Credits.

Municipal Finance IVA, 10 Credits.

Research, Information Management and Report Writing IVA, 6 Credits.

Governance and Democracy IVB, 12 Credits.

Strategic Management and Accountability IVB, 12 Credits.

Rural Development and Traditional Leadership, 10 Credits.

Municipal Finance IVB, 10 Credits.

Research, Information Management and Report Writing IVB, 6 Credits.

Elective Modules, 20 Credits (Select one module each Semester):
First Semester:

Project Management IVA, 10 Credits.

Citizenry and Public Service Delivery IVA, 10 Credits.

Second Semester:

Sectoral and Stakeholder Relations IVB, 10 Credits.

Municipal Property and Infrastructure Management, 10 Credits.

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:

Evaluate public affairs terms, concepts, facts, principles, rules and theories and using them to construct a coherent discussion/discourse/argument on any topic in the field.

Demonstrate an understanding of knowledge as contested and evaluating types of knowledge and explanations typical within public affairs as a field of study and practice.

Demonstrate an understanding of a range of methods of enquiry in the field of public affairs and determining their suitability to specific investigations; and selecting and applying a range of methods to resolve problems or introduce change within a practice.

Identify, analyse, evaluate, critically reflect on and address complex public affairs problems by applying evidence-based solutions and theory-driven arguments.

Take decisions and act ethically and professionally and justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.

Develop appropriate processes of information gathering for managing public affairs; and independently validate the sources of information; evaluate and manage information.

Develop and communicate ideas and opinions in well-informed arguments, using appropriate academic, professional or occupational discourse.

Manage processes in unfamiliar and variable contexts, recognising that problem-solving is context and system bound, and does not occur in isolation.

Identify, evaluate and address own learning needs in a self-directed manner, and facilitating collaborative learning processes.

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.

Identify policy issues and use appropriate models to solve governance challenges using critical and creative thinking.

Work effectively with others in the service of the state to achieve the common good.

Organise and manage oneself as goal driven personality conducting one's activities in a responsible and effective manner.

Collect, analyse, organise and critically evaluate information for informed policy decisions.

Communicate effectively in the public sector, especially in marketing public services.

Utilise science and technology to optimise the pursuit of the public good and understand the world as a set of related systems.

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 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.

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 institute was established in 1976 to help the region to meet its management needs through management development activities including training, offers a Certificate in Public Administration and Management. The duration of the course is 36 weeks and its aim is to meet the need for training and development of administrators and managers in the Public Sectors of those countries.

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:

The Public Administration and Policy Certificate in Public Sector Management is aimed at persons with Degrees who seek training in public administration, and policy. The qualification is designed to serve the needs of professionals who hold or desire to hold management positions. The qualification includes specialisations in such areas as Public Management, Public Economics and Finance, Local Government Management, Public Policy, Legislative Administration, Information Strategy and Management and Homeland Security. The Public Management specialisation provides a foundation in management for persons engaged in or planning careers in management or supervision in the public sector and includes management courses focused on techniques of organisational analysis, budgeting, planning and decision-making.

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:

This qualification compares with the Southern New Hampshire University Public Administration Graduate Certificate in terms of student cohort, duration, admission requirements, inclusion of management principles, and the inclusion of modules on: strategic management, policymaking, performance management, and public personnel administration, evaluation of public sector programmes, public management theory and practice. Major differences are the absence of modules on corporate governance, ethics and leadership in the Southern New Hampshire certificate and the absence of learning related specifically to local and regional government and non-profit organisations in the Advanced Diploma. The two qualifications do not quite match up to each other in content, particularly as one is focused on administration and the other on management and leadership, but will both help to produce knowledgeable lower and middle managers.

The Atkinson School located at Willamette University in Salem, Oregon:

This institution offers a Certificate in Public Management, which has the underlying focus of developing critical thinking skills, analytical abilities, technical competence, ethical standards and communications expertise. Students must complete eight of the following modules: strategic management, leading and participating in strategic change, budget and finance in the public sector, managing people, negotiating for success, organisational behaviour and communication, performance management systems and controls, strategic management of technology, clear and effective presentations and writing, data analysis and presentation, and accounting. This qualification compares very well with the Advanced Diploma in Public Affairs.

ARTICULATION OPTIONS

This qualification allows for possibilities of both horizontal and vertical articulation options.

Horizontal Articulation:

Advanced Diploma in Management, Level 7.

Vertical Articulation:

Postgraduate Diploma in Public Management, Level 8.

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)