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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Public Administration 
SAQA QUAL ID QUALIFICATION TITLE
62151  Bachelor of Public Administration 
ORIGINATOR
MANCOSA Pty (Ltd) 
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  Generic Management 
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  EXCO 0324/24  2024-07-01  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 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 Bachelor of Public Administration qualification is to provide a well-rounded, broad education that equips learners with the knowledge base and methodological principles that enable them to enter the public sector. The qualification is meticulously designed to cultivate essential competencies in public administration and management, specifically tailored for the public sector. This undergraduate qualification offers a comprehensive educational framework that equips learners to function effectively and efficiently within public service organisations, addressing the multifaceted challenges inherent in governance. By blending theoretical knowledge with practical applications, the qualification enables learners to develop a profound understanding of public administration, thereby positioning them as significant contributors to the public good. Ultimately, graduates will be well-prepared to lead and innovate within the public sector, contributing to more responsive, transparent, and effective governance (Van der Waldt, 2021).

Central to the curriculum is an in-depth exploration of local systems of government, encompassing the diverse types of local government and its constitutional relationships with intermediate and central authorities. This focus enhances learners' awareness of the governance landscape and prepares them to engage with pressing public policy issues and priorities across various administrative levels. Upon completion of the qualification, learners will acquire critical thinking and analytical skills that will empower them to identify, analyse, and solve intricate societal challenges through evidence-based policymaking and effective management practices.

Targeted at individuals currently employed in or aspiring to enter public service roles, the qualification attracts a diverse cohort of professionals from public, private, and non-profit sectors. Learners benefit from a well-rounded education that emphasises both academic consistency and practical relevance, fostering deep engagement with the principles of governance, public management, and policy analysis. Graduates will emerge with the competencies necessary to navigate complex governance challenges and enhance public service delivery, thus becoming valuable assets to their organisations and communities.

With the current skills needs in public administration, the qualification aims to produce graduates who are in possession of specific graduate attributes. The below qualification graduate attributes align with the institution's Graduate Attributes of communication skills, artificial intelligence and data literacy, critical thinking, ethical awareness, interpersonal skills, innovation and entrepreneurship. With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the learners will possess upon completion of the modules and assessments within the qualification:
  • Analyse policies and engage in problem-solving abilities.
  • Exhibit effective communication skills essential for public sector operations.
  • Engage in research and display analytical awareness.
  • Uphold and promote social responsibility within the public sector.
  • Apply critical thinking and analytical skills to solve public sector challenges.
  • Upholds integrity, accountability, and ethical behaviour in public service.

    The purpose of the qualification is encapsulated in the qualification's exit-level outcomes, which align to the South African Qualifications Authority National Qualifications Framework competencies for an NQF Level 7 qualification.

    Upon completion of the qualification graduates will be able to:
  • Differentiate the three spheres of government, demonstrating an understanding of the constitutional mandates, intergovernmental relations, and cooperative governance mechanisms.
  • Compare different systems of government, identifying the implications for policy-making, governance, and public administration.
  • Assess the main functions of the state in promoting effective, equitable, and ethical public service delivery.
  • Examine the role of the legislature in ensuring accountability, representation, and democratic governance.
  • Analyse key political concepts and terminologies within contemporary governance and administrative contexts.
  • Evaluate the interrelationships and functions of the three arms of government within a democratic framework.

    Upon completion of the programme, graduates can aspire towards the following positions:
  • Public Administration Manager
  • Government Administrative Official
  • Compliance Officer
  • Public Policy Analyst
  • Programme Administrator
  • Budget Analyst

    Ultimately, the qualification aspires to develop a new generation of public officials who are not only knowledgeable but also adaptable, ethical, and committed to fostering positive change within their communities. By providing a solid foundation in public administration principles alongside practical experience, this qualification will significantly contribute to the professional growth of its graduates and the overall enhancement of public service delivery in South Africa. This comprehensive education equips learners with the knowledge base and methodological principles essential for successful entry into the labour market, ensuring they are well prepared to meet the demands of various roles within the public sector.

    Rationale:
    The qualification has emerged as a crucial response to the multifaceted challenges inherent in contemporary governance, policy implementation, and public service delivery. As societies navigate increasing complexities in these areas, there is an urgent need for adept professionals who can meet the evolving demands of the public sector (Smith and Parker, 2021). The qualification is specifically designed to equip aspiring and current leaders in public administration with the necessary competencies to excel in their roles. In addition, the public sector is experiencing rapid transformations driven by technological advancements, demographic shifts, and heightened public expectations (Wilson and Thompson, 2020). The imperative for a new generation of skilled public administrators is evident, these individuals must be well-versed in modern governance techniques and capable of effectively responding to the diverse needs of the communities they serve (Mlambo, Mpanza, and Kholokuhle. 2023). The qualification thus plays a vital role in cultivating a workforce that can navigate the complexities of public administration and contribute meaningfully to societal development.

    The qualification is poised to deliver numerous benefits not only to learners but also to society and the economy at large. The qualification equips learners to function effectively and efficiently in public service organisations, as it encourages students to examine local systems of government. This includes an understanding of the different types of local government and their constitutional relations with intermediate and central government. Furthermore, learners examine public policy issues and priorities through the curriculum.

    Moreover, the qualification aligns with national development goals and strategies aimed at building a capable state. The qualification's curriculum supports initiatives that focus on promoting economic growth, social cohesion, and sustainable development. As graduates enter the workforce, they will not only fulfil existing roles but will also create new opportunities within the public sector. This dynamic influx of qualified professionals will contribute to a more responsive and effective governance framework, ultimately benefiting society by enhancing the accountability and efficiency of public services (Brown and Green, 2021). Additionally, the qualification has been developed with an awareness of addressing national skills shortages. By producing qualified professionals, it will help fill critical gaps in public administration, particularly in areas identified as scarce skills (Govender and Naidoo, 2020).

    According to the Public Service Education and Training Authority Sector Skills Plan (PSETA SSP) Update 2021-2022, there are significant skills gaps in the public sector, especially in middle and senior. These included skills gaps in policy development, remote working, digital skills; strategic management, governance and public leadership; change management, management development; talent management; ethical conduct; and customer orientation (pseta, 2020). This alignment with national priorities further reinforces the qualification relevance and necessity in today's socio-economic context.

    The typical learners for the qualification are diverse and comprise working professionals currently employed in public service or individuals aspiring to enter this field. Many of these learners are mid-career individuals seeking to enhance their competencies in management and leadership within public, private, and non-profit organisations. The qualification is particularly well suited for those in roles such as administrative officers, policy advisors, local government officials, and other public sector roles. The distance-learning format of the programme is a crucial aspect, providing significant advantages for these students by allowing them to balance their studies with professional commitments. This flexibility not only accommodates their busy schedules but also fosters a richer learning experience by enabling them to apply theoretical concepts directly to their work environments. As learners engage with the curriculum, they will develop a deeper understanding of public administration principles, thereby enhancing their practical skills and competencies.

    Upon completion of the programme, graduates will possess the skills necessary to pursue a variety of occupations. As such, upon completion of the qualifictation, graduates can aspire towards the following positions:
  • Public Administration Manager
  • Government Administrative Official
  • Compliance Officer
  • Public Policy Analyst
  • Programme Administrator
  • Budget Analyst

    The structured learning pathways provided within the qualification facilitate vertical and horizontal mobility within the sector, enabling graduates to transition into higher-level roles or specialised areas of public administration. This opens up numerous career advancement opportunities, allowing them to make meaningful contributions to their organisations and communities. Additionally, the learning pathway associated with this qualification is meticulously structured to facilitate vertical, diagonal, and horizontal progression through various NQF levels. This design ensures that learners gain foundational knowledge while also allowing for specialisation in areas pertinent to public administration, such as public management, public policy, municipal governance, local economic development, and public financial management. Graduates of the Bachelor of Public Administration programme will be well-positioned to pursue advanced qualifications, such as honours degrees, postgraduate diplomas, and Master's degrees thereafter. This progression not only enhances their academic credentials, but also significantly expands their career mobility. The qualification-dedicated pathways enable graduates to transition into senior management roles or specialised fields, such as public policy analysis and municipal management, equipping them to effectively tackle the complex challenges faced by the public sector. Moreover, the distance-learning format of the qualification further enhances accessibility for learners, particularly those in rural and remote areas.

    This approach broadens opportunities for professional development and ensures that education is accessible to a diverse range of learners. By promoting lifelong learning and continuous professional development, the qualification fosters a culture of ongoing engagement with the field of public administration, thereby preparing graduates to be responsive and effective leaders in their communities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning is measured, evaluated, and checked for equivalence or parity with the formal programme entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    RPL for access:
    Assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning.

    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the programme based on RPL. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    Awarding of Credits:
    The following standard applies:
    Credits are awarded for individual modules if, in the opinion of the assessors, the applicant has satisfied at least 80% similarity of the outcomes or meets all or most of the outcomes to determine the suitability of being admitted into the programme. Credit will only be awarded if the applicant passed the module with a 50% or above pass mark with 12 credits or above. Credits will also be given through Recognition of Prior Learning in accordance with established practice at South African higher education institutions. Assessment for Credit Accumulation Transfer (CAT) is conducted using the portfolio of evidence (PoE) submitted by the applicant. The maximum amount of 'specific' credit granted is 50%, and credits may only be accumulated for modules, which are prescribed within the structure of a named award.

    RPL for admission assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning. All RPL applications are subject to evaluation by the Admissions and Selections Recognition of Prior Learning Committee.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4 granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in a related field, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The minimum duration for completion of the Bachelor of Public Administration programme is three years. The programme will be offered on a semester basis during the years of study. To be conferred with the Bachelor of Public Administration qualification, a student must obtain a pass in all twenty-five modules which includes twelve core modules, two elective modules and eleven fundamental modules.

    This qualification comprises compulsory and elective modules at NQF Levels 5, 6, 7 totalling 360 Credits.

    Compulsory Modules, Level 5, 105 Credits:
  • Introduction to Public Administration, 15 credits.
  • Business Mathematics, 15 credits.
  • Microeconomic Essentials, 15 credits.
  • Comparative Systems of Public Administration, 15 credits.
  • Business Communication, 15 credits.
  • Financial Reporting and Analysis, 15 credits.
  • Macroeconomic Essentials, 15 credits.

    Elective Modules, Level 5, 30 Credits:
  • End User Computing, 15 credits.
  • Digital Transformation in the Business Environment, 15 credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Public Management Environment, 15 credits.
  • Municipal Structures and Administration, 15 credits.
  • Administrative Law, 15 credits.
  • Public Sector Economics, 15 credits.
  • Management in the Public Sector, 15 credits.
  • Contemporary Issues in Local Government, 15 credits.
  • Contemporary South African Politics, 15 credits.
  • Ethics in the Public Sector, 15 credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Public Sector Reform, 15 credits.
  • Research in the Public Sector, 15 credits.
  • Sustainable Local Governance, 15 credits.
  • Policy and Public Service Delivery, 15 credits.
  • Evolution of Public Administration, 15 credits.
  • Improving Public Administration, 15 credits.
  • Global Perspectives to Local Economic Development, 15 credits
  • Public Sector Budgeting, 15 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Differentiate the three spheres of government, demonstrating an understanding of the constitutional mandates, intergovernmental relations, and cooperative governance mechanisms.
    2. Compare different systems of government, identifying the implications for policy-making, governance, and public administration.
    3. Assess the main functions of the state in promoting effective, equitable, and ethical public service delivery.
    4. Examine the role of the legislature in ensuring accountability, representation, and democratic governance.
    5. Analyse key political concepts and terminologies within contemporary governance and administrative contexts.
    6. Evaluate the interrelationships and functions of the three arms of government within a democratic framework. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse constitutional mandates of the national, provincial, and local spheres of government to understand the respective roles in achieving policy coherence and service delivery.
  • Examine dynamics of intergovernmental relations to determine how collaboration among spheres supports cooperative governance.
  • Evaluate efficiency of governance structures across spheres to identify barriers and opportunities for improved coordination and accountability.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Examine various systems of government to understand the foundational principles that shape the structures and functions.
  • Evaluate strengths and limitations of different systems to determine the influence on policymaking, governance efficiency, and citizen participation.
  • Analyse comparative governance models to identify how institutional design affects accountability, stability, and administrative effectiveness.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Assess primary functions of the state to determine how these promote equitable access to essential public services and social development.
  • Evaluate relationship between state functions and service delivery outcomes to understand the effectiveness of governance mechanisms in addressing citizens' needs.
  • Evaluate role of the state in upholding ethical standards and social justice through public service provision to identify strengths and areas for improvement.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Examine the role of the legislature critically to understand how law-making processes contribute to democratic governance and policy accountability.
  • Evaluate Legislative oversight functions to determine the impact on executive accountability and transparency in public affairs.
  • Analyse influence of the legislature on public participation and representation to assess its contribution to inclusive and responsive governance.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain Political concepts and terminologies applied to how theoretical frameworks inform decision-making and governance practices in public administration.
  • Examine relationships between political ideas and administrative functions to evaluate how conceptual understanding influences policy formulation and service delivery.
  • Analyse the relevance of political concepts in addressing societal and governance challenges to demonstrate the practical significance in modern administrative contexts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate functions and structure of the executive, legislature, and judiciary to highlight how these collectively sustain democratic governance and uphold constitutional principles.
  • Examine interdependence among the three arms of government to assess the effectiveness of checks and balances in promoting accountability and transparency.
  • Analyse comparative practices of governance to evaluate how different contexts influence the efficiency and cooperation among the arms of government.

    Integrated Assessment:
    The institution's Assessment Strategy aligns with the Council on Higher Education Accreditation Criteria (2012), the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).

    Integrated assessment at the institution requires careful consideration in implementing formative and summative assessment methods, which offer an inclusive and holistic view of students' learning. Assessments are aligned with the pre-defined learning outcomes per module, culminating with the qualification exit level outcomes.

    Formative and summative assessments are diverse in nature, and these encompass knowledge check questions, case studies, and scenario-based questions.

    Formative assessments allow for regular feedback to learners, highlighting areas of success and improvement. Summative assessments evaluate student learning after a student's learning journey. Imperative to integrated assessments is the provisioning of feedback to not only learners but also internally, whereby the results of assessments play a critical role in informing the development of future assessments, assessment practices and the continuous improvement of the qualification.

    Assessments at different NQF Levels:
    The institution has recognised a change in its student profile and more significantly in the learning needs of students, nationally and internationally. Correspondingly, there have been several advancements in education technology that better support student success. In pursuit of global relevance and enhanced learner success, the institution has taken the decision to participate in this global trend and will initiate the natural progression from distance to online for its qualifications to this end, the institution has undertaken a review of its Assessment Strategy. The Assessment Strategy is outlined within the institution's Assessment Policy.

    Formative Assessment:
    The following is provided as rationale for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Knowledge Check Quiz 2).

    The following is provided as rationale for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    The following is provided as rationale for the assessments at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    Summative Assessment:
    The following is provided as rationale for the assessments at NQF level 5:
  • Summative Assessment.

    The following is provided as rationale for the assessments at NQF level 6:
  • Summative Assessment.

    The following is provided as rationale for the assessments at NQF level 7:
  • Summative Assessment.

    The final mark is calculated as follows at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 20%.
  • Formative Assessment 2 (Knowledge Check Quiz 2) - 20%.
  • Summative Assessment - 60%.

    The final mark is calculated as follows at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%.
  • Formative Assessment 2 (Case Study/Scenario) - 30%.
  • Summative Assessment - 60%.

    The final mark is calculated as follows at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%.
  • Formative Assessment 2 (Case Study/Scenario) - 30%¿.
  • Summative Assessment - 60%.

    How to Pass a Module:
    To pass a module the following requirements must be met:
  • The compulsory completion of ALL assessment activities.
  • To pass a module a sub-minimum of 50% is required in each form of assessment, and a final combined mark of 50% is required.
  • Entrance to the Summative Assessment is dependent on meeting the sub-minimum requirements of the formative assessments for each semester. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Nigeria:
    Name of Institution: National Open University of Nigeria.
    Name of Programme: Bachelor of Science in Public Administration.

    Purpose of the Programme:
    Public institutions are increasingly being challenged to improve on their service delivery in relevant areas of their mandate. A basic requirement in achieving this is having adequate quantity and quality of officers to drive the needed changes in the public sector. This programme will play an important role in producing the critical mass of professional public administrators to man administrative positions in public institutions. The programme will also lay a foundation for those who want to pursue an academic career in Public Administration. Through this programme, the National Open University of Nigeria will be fulfilling its mandate of higher manpower development particularly in the field of Public Administration.

    Learning Outcomes:
    The students at the end of their studies would be able to:
  • Analyse problems related to the management and administration of public organisations using the knowledge and skills learnt.
  • To recognise, define and solve problems by employing analytical skills in all spheres of life pertaining to administration and management.
  • To use interpersonal skills and provide leadership in management and administration.

    Content:
  • Management.
  • Economics.
  • Mathematics.
  • Organisation of government.
  • Citizenship.
  • Public administration.
  • Political science.
  • Elements of government.
  • Policy making.

    Similarities:
  • The South Africa qualification compares favourably with the Bachelor of Science in Public Administration qualification from Nigeria.
  • Both qualifications curriculum emphasises the principles and practices of public administration, aiming to equip students with the necessary skills for effective public sector management.
  • Both programmes feature a comprehensive curriculum that covers foundational subjects in public administration, management, economics, and law, ensuring a well-rounded education.
  • Both programmes utilise a combination of formative and summative assessments to evaluate student learning and understanding of module material.

    Differences:
    South Africa offers its Bachelor of Public Administration qualification via distance mode, via online learning and utilising advanced educational technologies. In contrast, Nigeria also emphasises online learning but is rooted in Open and Distance Learning principles, focusing on flexibility and accessibility. South Africa's curriculum includes modules specifically tailored to contemporary South African politics and local government issues, whereas Nigeria emphasises public administration in the Nigerian context, including unique local governance structures and challenges. Nigeria qualification offers a variety of electives on social and economic topics relevant to Nigerian communities, while the South Africa qualification does not offer electives.

    Country: Philippines:
    Name of Institution: Bukidnon State University.
    Name of Programme: Bachelor of Public Administration.

    Purpose of the Programme:
    The Bachelor of Public Administration is a degree programme that prepares students for careers in public administration and governance for public interest. It is also a foundation programme for students who want to devote themselves to a career in public service, government and civil society organisations. The programme prepares its graduates for technical and administrative positions in government, including Foreign Service and Civil Society. The Bachelor of Public Administration programme is a good preparation for those interested in taking up law within the public sector. Graduates can look forward to executive and policy-making positions in government, as well as executive and policy -making positions in civil society organisations.

    Learning Outcomes:
    Upon completion of the programme, students will possess:
  • Adequate knowledge and understanding of fundamentals of the study and practice of Public Administration and good governance applying appropriate ethical standards;
  • High appreciation for the imperatives and challenges of public service in the context of Philippine and global realities;
  • High ethical values for public service, adherence to the principles of accountability, responsiveness, nationalism and democracy;
  • Strong sense of duty to promote and protect public interest for the depressed and the marginalised communities, especially the indigenous cultural communities of Bukidnon;
  • Adequate ability to engage in scientific and policy research, national decision-making and in the conservation, preservation and safeguarding of Bukidnon cultural heritage;
  • Critical skills in management and innovative leadership including planning, implementation, monitoring and human, material and resource management for government and civil society organisations; and
  • Practical application of ethical values with high respect to Bukidnon Cultural Heritage.

    Modules/Content:
  • Public administration.
  • Public safety.
  • Local and regional governance.
  • Ethics and accountability.
  • Globalisation.
  • Leadership.
  • Public policy and environmental analysis.

    Similarities:
  • South Africa's Bachelor of Public Administration qualification and the Philippines' Bachelor of Public Administration qualification both aim to prepare learners for careers in public administration, emphasising the importance of effective governance and service delivery.
  • Both institutions stress the significance of ethics and accountability in public service.
  • Both institutions include ethics in the public sector in the curriculum, while the Philippines emphasises ethical standards and values.
  • Graduates from both qualifications are equipped for technical and administrative roles within government and civil society organisations, with a focus on policy-making and leadership positions.
  • Both institutions employ case studies and real-world scenarios to facilitate learning and teaching, enhancing students' ability to apply theoretical concepts to practical challenges in public administration.

    Differences:
  • The Philippines' qualification emphasises the local context, particularly in relation to Philippine society and the cultural heritage of regions such as Bukidnon.
  • The South African qualification addresses local governance, but has a broader focus that encompasses South African public administration.
  • The Philippines qualification includes practical placements as part of its curriculum, offering learners hands-on experience in real-world settings.
  • The South African qualification primarily relies on online assessments and digital learning strategies without a formal practical component.
  • The Philippines includes specialised modules such as Disaster Risk Management for Public Safety and Urban and Regional Planning, addressing specific contemporary issues.
  • The South African qualification focuses more broadly on public sector management and reform. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Bachelor of Administration, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Administration Honours in Public Administration, NQF Level 8.

    Diagonal Articulation:
  • Advanced Occupational Diploma: Financial Administration Manager, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A. 

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

    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. MANCOSA Pty (Ltd) 


    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.