SAQA 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: 

Bachelor of Administration 
SAQA QUAL ID QUALIFICATION TITLE
5553  Bachelor of Administration 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide BAdmin graduates with the knowledge, specific skills, applied competence and the necessary attitudes in the fields of development and public administration to make them lifelong learners, employable workers/entrepreneurs and contributors to development and public administration in various public and civic contexts.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in development and public administration to widen the leadership base of innovative and knowledge-based economic and scholarly activity.

A further purpose of the qualification is to provide South Africa (and other countries) with people who can understand the constructive role they need to play as change agents in the field of development and public administration. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material;
  • Communicate what they have learnt comprehensibly in the medium of instruction;
  • With guided support, take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning

    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised. Students in possession of a Senior Certificate may register for Unisa's access modules [Economic and Management Environment (INM101-3 and INM102-4) as well as Language and learning skills (LSK 011-9)]. They may also register for one access module and two first-year modules to gain access. Once the students have passed these access courses, they may register for the BAdmin.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes specified for that module. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be offered in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the qualification. They will be assessed within this context. The distance education context has particular challenges, which we try to meet below.

    1. The BAdmin graduate can identify, analyse, formulate, and solve convergent and divergent problems in development and public administration and economics creatively and innovatively.

    2. The BAdmin graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks relating to development and public administration.

    3. The BAdmin graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies within the distance context.

    4. The BAdmin graduate can collect, analyse, organize and critically evaluate texts (written or living), as required in the pursuit of the BAdmin.

    5. The BAdmin graduate can communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, often in pieces of sustained discourse.

    6. The BAdmin graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

    7. The BAdmin graduate can demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner, public life and the social and economic development of the society at large, it is the intention of the BAdmin degree to make an individual aware of the importance of the following developmental outcomes:

    1. The BAdmin graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The BAdmin graduate can participate as a responsible citizen or official in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The BAdmin graduate can be culturally sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The BAdmin graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The BAdmin graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    1. The BAdmin graduate can assess the impact of public sphere policy (including legislation) on society.

    2. The BAdmin graduate can assess the impact of institutional structures on society.

    3. The BAdmin graduate can identify and understand issues of reconstruction and development in developing states.

    4. The BAdmin graduate can apply management theories to practical situations.

    5. The BAdmin graduate can apply elementary economic constructs and theories in developmental and public administration contexts.

    6. The BAdmin graduate can engage in critical and creative thinking within a disciplinary context.

    7. The BAdmin graduate can think contextually, i.e. reflect on learning from individual experience and academic disciplines in relation to political, social, cultural, technological and economic realities, locally and globally.

    8. The BAdmin graduate can deal with problems in the fields of development and public administration and management.

    9. The BAdmin graduate can identify, describe and evaluate problems and research-based solutions related to cultural diversity in South African and global society.

    10. The BAdmin graduate can perform a social-critical role in society (including public life).

    11. The BAdmin graduate can arrive at an informed assessment in terms of what happens to administrative and developmental knowledge in new, technological contexts.

    12. The BAdmin graduate can demonstrate people skills.

    13. The BAdmin graduate can use appropriate research methodologies to access knowledge in development and public administration and management.

    14. The BAdmin graduate can demonstrate a sensitivity to attitudes and values relevant to a just and democratic society.

    15. The BAdmin graduate can participate in creating and sustaining a just and democratic society.

    16. The BAdmin graduate can practise the ethics pertinent to development and public administration. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence in the form of tasks in study materials, written assignments, portfolio tasks, projects, case studies and examinations, will show that learners:

    1.
  • Identify, analyse and solve concrete and abstract problems in a variety of routine contexts in development and public administration by drawing on their own experience.
  • With limited guidance identify, analyse and solve concrete and abstract problems by drawing on the theoretical knowledge and experiential base of Development Administration, Public Administration and Economics.
  • Use their knowledge, experience and commitment to offer suggestions for solving problems at a community, municipal, provincial, national, international level.
  • With limited guidance generate alternative managerial, administrative and business strategies for dealing with problems relating to poverty and promoting sound public administration.
  • With limited guidance evaluate various viewpoints on development and public administration and compare them to own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
  • Analyse the global, national and local community in terms of problems, needs, and opportunities.

    2.
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, management, etc.) in-group situations.
  • Demonstrate respect for the opinion of others through reporting without bias.
  • Demonstrate tolerance of diversity through reporting without bias.
  • With limited guidance undertake projects and provide evidence of successful interaction with others.
  • Use effective communication skills within the group.
  • Be a supportive follower and group participant when appropriate.
  • Organize themselves and others into effective working groups.
  • Communicate the evidence of these group interactions through reporting.
  • Demonstrate understanding of the dynamics of groups and groupings in the public and nongovernmental sector.

    3.
  • Demonstrate the requisite study skills and learning strategies.
  • Organize their study plans.
  • Use creative and various learning strategies, which suit their personal situations and contexts.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.

    NOTE: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.

    4.
  • Demonstrate the ability to determine community needs through grassroots interaction.
  • Demonstrate basic research skills.
  • Use library and other resources effectively to suit their individual personal and research needs.
  • Integrate information from a variety of sources.
  • Show awareness of the conventions of scholarship in the disciplines under study (e.g. by giving appropriate referencing, avoiding plagiarism, etc).
  • With limited guidance analyse policies, programmes, projects, theories, structures, experiences, written and oral texts, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Interact with texts (oral and written) through critical listening/ reading and differencing skills.
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Identify conclusions and premises in academic and practical arguments.
  • Follow the language conventions of written (and/or oral) use in the respective disciplines.
  • Use appropriate models of organization and presentation as required in the respective disciplines.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate subject-specific jargon when its use is unavoidable.
  • See, describe and interpret what they come across in appropriate ways.
  • Assist others to speak for themselves.
  • Use language to analyse, evaluate and critique the ideas, plans, policies, programmes, and projects of others.

    6.
  • With guidance use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.
  • Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
  • Follow an integrated approach to learning, studying and other practices.
  • Choose and follow appropriate educational pathways.


    Developmental:

    1.
  • Learn by means other than rote learning, e.g. through critical reflection on experience, through applying theory to practice, through interacting with others, etc.
  • Explain what they know in their own words and in figures.
  • Use help-seeking strategies to further their own learning and that of others.
  • Apply what they study in different contexts, personal and public, real and simulated.
  • Display awareness of their own learning preferences and use strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
  • Show evidence of observational skills (e.g. in eliciting information from communities).

    2.
  • Demonstrate the ability to take the lead in addressing administrative, developmental and managerial issues in the public and nongovernmental sectors.

    3.
  • Show awareness of cultural diversity.
  • Demonstrate awareness of own culture and background.
  • Demonstrate tolerance of diversity and the opinions and policies of others.
  • Use various skills to draw out the cultural accomplishments, policies, programmes and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc.).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • With limited guidance illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BAdmin and those of the community at large (local and global).
  • With limited guidance make connections from theoretical knowledge to practical application.
  • Identify the BAdmin skills, which are highly valued in workplaces in the public and nongovernmental sector, across the disciplines and sectors of society.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job by drawing upon the skills from the BAdmin (critical thinking, problem-solving, conflict resolution, conceptual analysis, application of theories, etc.).
  • Demonstrate diligence.

    5.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BAdmin qualification.
  • Deal with various defined situations with flexibility and adaptability.
  • Suggest ways to fight poverty.
  • Suggest ways to build capacity in communities, organisations and individuals.
  • Suggest ways to build leadership and managements skills.


    Specific:

    Evidence in the form of activities and tasks in study materials, written assignments, portfolio tasks, projects, case studies and examinations, will show that learners:

    1.
  • Assess the policy environment of the local, provincial, national and international contexts.
  • Use terminology from the fields of development and public administration, economics, and management to determine and analyse impact of policies.
  • Read and interpret legislation on an elementary level.

    2.
  • Assess local, national and international institutions and the way they operate in society.
  • Use terminology from the fields of development and public administration, economics, and management to determine and analyse impact of institutions.

    3.
  • Assess the influence of poverty on public policies and programmes in local, national and international contexts.
  • Assess the impact of poverty on the lives of individuals.
  • Evaluate reconstruction and development policies and programmes

    4.
  • Analyse management processes in institutions.
  • Devise management solutions in problem situations.
  • Evaluate management practices.

    5.
  • Explain the allocation of scarce resources in societies.
  • Identify inequalities.
  • Devise measures for the alleviation of inequalities.

    6.
  • Analyse and reflect on the theory and practice of at least Development Administration or Public Administration.

    7.
  • Relate learning gained from individual experience to knowledge encountered in an academic environment and vice versa.
  • Relate learning from experience and academic contexts to different contexts using present and future scenarios.
  • With limited guidance interpret local conditions in relation to international conditions.
  • With limited guidance interpret the past and present in relation to the future.
  • Reflect on personal experience and academic disciplines.
  • Make connections from personal experience to developmental, administrative and managerial problems of the local and global community.

    8.
  • Identify problems in the fields of development and public administration as disciplines and practices.
  • Describe problems in the fields of development and public administration.
  • Develop solutions appropriate to development and public administration,
  • Showing sensitivity and understanding of the complexities of the development and management context and debate.
  • Formulate appropriate responses to resolve both concrete and abstract problems.

    9.
  • Show awareness of own culture and others in South African and global society.
  • Show interest in other cultures in South Africa and globally.
  • Analyse how cultural issues affect actions, in authentic and simulated contexts.
  • Generate and evaluate alternative solutions in relation to given contexts.
  • Assess impacts and benefits of different solutions in given contexts.
  • Assess knowledge in the fields of development and public administration as it applies to specific contexts.
  • Relate knowledge to its contributions to developing different cultures.
  • Identify traditional/local forms of government and management and explain how they relate to national policies and practices.

    10.
  • With limited guidance use disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.) and to explore relationships between socio-economic and political situations.
  • Take an informed stand on administrative and developmental issues with self-confidence and responsibility.

    11.
  • Use technology in appropriate contexts to access, process, store or distribute knowledge.
  • Assess the applicability and limitations of various types of technology for development and public administration.
  • Analyse the impact of technology on society within development and public administration.

    12.
  • Interrelate with people in small and large group contexts.
  • Apply knowledge to suggest solutions to problems that arise in a culturally diverse society, both in SA and globally.
  • Show empathy and understanding of the problems and contexts of others in authentic and simulated situations.
  • Put themselves in the shoes of those most in need of development and public services.

    13.
  • Collect, analyse, organize and evaluate information and ideas from development and public administration.
  • With limited guidance evaluate information from different sources to solve problems in development and public administration.
  • Integrate information from different sources to address problems in development and public administration.
  • With limited guidance connect theories to the problems in development and public administration.
  • Use theories from development and public administration to suggest solutions to problems within the broader economic and political fields.
  • With limited guidance identify patterns in specific developmental and administrative fields, both locally and globally, in order to generalize from a specific context to more universal contexts/principles

    14.
  • Empathize with others.
  • Are receptive to different points of view.
  • Identify those things that we have in common and that make us human.
  • Are aware of the complexity of problems of poverty, exclusion and deprivation.
  • Participate in public affairs.
  • Explain and interpret policies and plans to make them accessible to the general public.
  • Apply the concept of equity.

    15.
  • Question values, knowledge and culture, both own and others.
  • Operate as a responsible individual in a culturally diverse society, locally and globally.
  • Demonstrate an understanding of the concept of human rights.
  • Demonstrate an understanding of the nuances of the equitable allocation of goods and services within society.

    16.
  • Give an account of the need to act professionally and ethically.
  • Take responsibility within own limits of competence.
  • Exercise judgement commensurate with knowledge and experience.
  • Are accountable for achieving own output and/ or group output.


    Integrated assessment:

    1. Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other universities and other qualifications. For example: recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the BAdmin, students have a number of options for further study. For example, students may proceed to postgraduate study at Honours level, which is currently the entry to senior postgraduate studies.

    3. Certificate and diploma exit levels will be built into the BAdmin which would articulate with the full degree and whose outcomes would be a function of the most advanced outcomes of the qualification.

    3.1 Certificate:

    After completing at least 144 credits, of which at least six of the compulsory core or fundamental modules and at least two second and/or third level modules in Development Administration and/or Public Administration, students could be awarded a Certificate in Development and Public Administration if they wished to leave the programme at that point.

    3.2 Diploma:

    After completing a further 120 credits of which at least four must be second and/or third level modules in Development Administration and/or Public Administration, students could be awarded a Diploma in Development and Public Administration (minimum 264 credits) if they wish to leave the programme at that point. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa third-level modules. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some disciplines within the BAdmin.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each discipline.
  • Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of South Africa 


    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.