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 THAT HAS PASSED THE END DATE: 

National Diploma: Local Government Management 
SAQA QUAL ID QUALIFICATION TITLE
63051  National Diploma: Local Government Management 
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
National Diploma  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  Level N/A: Pre-2009 was L6  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2023-12-31  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
111241  Diploma in Public Affairs  Not Applicable  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

Municipalities are playing an increasingly important role in service delivery, eradicating poverty and improving the social and economic conditions of all our people. Many new functions are being decentralized to local government, giving municipalities a more integrated package of services and functions to manage. These new roles need to be supported by changes that strengthen the capacity, leadership and finances of municipalities. Together, the White Paper on Local Government, the Municipal Demarcation Act (1998), the Municipal Structures Act (1998) and the Municipal Systems Act (1999) are the building blocks, which have created the vision and the way forward for post-transitional local governance. This system of governance is based on:
  • Working with local citizens and communities to find sustainable ways to meet their needs and improve the quality of their lives.
  • Finding new ways to accelerate and sustain the delivery of services, particularly to the poor.

    The primary purpose of this qualification is therefore to provide qualifying learners with competence in the acquisition, analysis, interpretation and application of knowledge, skills, attitudes, principles and methods in the fields of governance and development facilitation crucial to the successful functioning and operationalisation of local government.

    The qualification focuses to a certain extent on the management of community participation and development, with the aim of establishing self-reliant, empowered, sustainable communities, with a link between social and economic development.

    As a result of the qualification society should benefit from improved service delivery.

    This qualification will allow a learner to obtain a nationally and an internationally recognised qualification. It will also contribute to the enhancement of the image of the Public Sector and will set a standard for professionalism. The qualification will assist in enhancing the quality of service delivery, as well as integrity and ethics in local government. This will also assist in improving relationships between employer and employees. The attainment of a qualification will also attract and retain quality learners and employees. This qualification will also provide for recognition of prior learning to allow for the recognition of existing and common knowledge and skills that will not only allow a learner to gain credits towards this qualification, but also to enable horizontal and vertical mobility within the Public Sector.

    The generic core unit standards as well as the specialised context (functional) unit standards provide credits that allow access to both vertically and horizontally articulated qualifications. This qualification will enhance the status, productivity and employability of the learner within local government as well as contribute to its quality and growth. This allows for access, progression, portability and mobility within the Public Sector. Through the recognition of prior learning learners are encouraged to access this qualification with an understanding that they already have appropriate knowledge and experience.

    Rationale:

    Although Local Government forms part of the public sector, the new developmental role assigned to it distinguishes it from the public service, and therefore requires targeted education and training separate, and in addition, to the generic public management sector training.

    Municipalities are playing an increasingly important developmental role regarding improved service delivery, eradicating poverty and improving the social and economic conditions of people. Consequently many new functions are being decentralized to local government, giving municipalities a more integrated package of services and functions to manage. The new roles assigned to municipalities need to be supported by changes that strengthen the capacity, leadership and finances of municipalities.

    The four key developmental outcomes of local government include the provision of household infrastructure and services, the creation of liveable, integrated urban and rural areas, local economic development, and community empowerment and redistribution. Toward the provision of household infrastructure and services, for example, municipalities need to ensure good basic services, the extension of basic services to all, and the provision of affordable and sustainable levels of service. In order to achieve this, municipalities are required to engage in comprehensive planning processes, funding identification and the transformation of their service delivery mechanisms. They are required to be diverse, strategic and integrated, be able to respond to local specificities and go beyond the basic requirements of public administration and management.

    The introduction of developmental local government therefore brought about a significant change in skills needed. Hence a specific niche area has been created that needs to be addressed through the introduction of specific local government management skills.

    This qualification reflects the needs within Local Governance and Management that relates to the functional areas of Municipal Management (including Development Management), that are expressed by employers, employees, academia and other stakeholders both currently and for the future. This qualification provides the learner with accessibility to be employed mainly but not exclusively within the Local Government sphere and provides the flexibility to pursue different careers in the public sector at large.

    Learners, once qualified, are capable of attaining the specific and critical cross-field outcomes specified in this qualification. This will allow local government to provide more effective and efficient services to society and improve customer satisfaction. Learners will also be able to make informed decisions. Learners will be able to move to higher levels of functionality and learning in different functional areas in the Public Sector at large.

    This qualification will also allow for transformation within local government as learners will be role models for other employees/learners. This will attract quality people and allows for the aspiration of people to be part of the sector. The recognition of prior learning policies from the SETA/ETQA will formalize informal and non-formal learning and learners will be able to obtain a nationally and internationally recognized qualification. This will improve the quality of participation of employees in the sector.

    A person acquiring this qualification will have skills, knowledge and experience to:
  • Demonstrate an understanding and application of relevant and appropriate knowledge and contexts in performing the tasks related to the work area.
  • Demonstrate the ability to exercise initiative and discretion within prescribed guidelines when performing their tasks.
  • Communicate functional issues effectively by demonstrating the ability to analyse and assess information and disseminate it in appropriate forms.
  • Demonstrate the ability to think creatively.
  • Demonstrate an understanding and application of the design, implementation and assessment of projects aimed at desired service delivery outcomes within Local Government.
  • Demonstrate the ability to research and assess theoretical and practical policy issues and produce proposals to resolve them.
  • Demonstrate and apply principles of ethical conduct. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Apart from the formal requirement stated above, it is assumed that the following learning must already be in place before the programme leading to the qualification is commenced:
  • Have the information-gathering, analysis and presentation skills required at exit Level 4 on the NQF.
  • Be able to comprehend what they have learned and to communicate it reliably, accurately, and comprehensively in the required medium of instruction.
  • Be able to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
  • Be able to evaluate their own performance.

    Recognition of Prior Learning (RPL):

    This qualification recognises:

    Formal prior learning:

    Student's prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units will be recognised.

    Non-formal and informal prior experiential learning:

    The principles of RPL are subscribed to, and will be implemented in a flexible manner. The principle of flexible and open access, will, however, be offset against the provision that this is not to the detriment of the potential student and that his/her chances to succeed must be reasonable. Through evaluation by a specifically constituted RPL committee learner's competencies will be assessed to determine whether they are eligible for access to, advanced placement in, or who has provided evidence that the stated competence of the qualification has been achieved through experience that complies with the stated specified outcomes.

    Learners may also be given RPL for individual subjects if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that subject.

    Access to the Qualification:

    Learners who register for this qualification must have an FETC (NQF Level 4).

    Access to the second year of the qualification are permitted provided that a qualification in a local governance and/or development, amounting to at least 120 credits on Level 5 of the NQF has been obtained at an recognised tertiary institution, e.g.:
  • Certificate: Local Government Administration and Management.
  • Advanced Certificate in Municipal Governance.
  • Certificate: Public and Development Management.
  • Advanced Certificate: Public and Development Management.
  • Advanced Diploma: Governance and Public Administration.
  • Diploma: Community and Development Studies, etc. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, Credits and Learning Components Assigned to the Qualification:

    Year 1: 120 credits, NQF Level 5.

    Fundamental:
  • Local Government Management; 20 Credits.
  • Municipal Law 1; 20 Credits.
  • Development Management 1; 20 Credits.
  • Governance and Politics; 20 Credits.

    Core:
  • Municipal Finance Management; 20 Credits.
  • Municipal Human Resource Management 1; 20 Credits.

    Year 2: 240 credits (120 + 120), NQF Level 5:

    Fundamental:
  • Local Government Management 2; 20 Credits.
  • Development Management 2; 20 Credits.

    Core:
  • Municipal Law 2; 20 Credits.
  • Municipal Finance Management 2; 20 Credits.
  • Municipal Human Resource Management 2; 20 Credits.
  • End-user computing; 20 Credits.

    Year 3: 360 credits (240 + 120), NQF Level 6:

    Fundamental:
  • Local Government Management 3; 20 Credits.
  • Development Management 3; 20 Credits.
  • Research Fundamentals; 20 Credits.

    Core:
  • Municipal Law 3; 20 Credits.
  • Municipal Finance Management 3; 20 Credits.
  • Municipal Human Resource Management 3; 20 Credits.

    Total Credits: 360. 
    		•

    EXIT LEVEL OUTCOMES 
    Apart from the formal requirement stated, it is assumed that the following learning must already be in place before the programme leading to the qualification is commenced:
  • Have the information-gathering, analysis and presentation skills required at exit Level 4 on the NQF.
  • Be able to comprehend what they have learned and to communicate it reliably, accurately, and comprehensively in the required medium of instruction.
  • Be able to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
  • Be able to evaluate their own performance.

    Critical cross field outcomes include, but are not limited to:
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Working effectively with others as a member of a team, group, organisation, community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    > Reflecting on and exploring a variety of strategies to learn more effectively.
    > Participating as responsible citizens in the life of local, national and global communities.
    > Being culturally and aesthetically sensitive across a range of social contexts.
    > Exploring education and career opportunities.
    > Developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated assessment criteria in relation to the first year of the qualification:

    Students should be able to:
  • Apply a range of project management tools.
  • Supervise a project team of a developmental project to deliver project objectives.
  • Apply sound communication principles in the coordination of selected Local Government communication programmes.
  • Demonstrate an understanding of the legal implications and principles of the concepts of 'developmental local government' and 'integrated development planning' for governance in a municipal area.
  • Analyze the role that emotional intelligence plays in leadership.
  • Apply fundamental concepts, theories and related values of a selected subject area.
  • Apply the principles contained in the constitution.
  • Demonstrate an understanding of the South African Legal framework.
  • Demonstrate and apply knowledge of ethical standards in the Local Government domain.
  • Follow procedures and instructions in local government policy implementation.
  • Identify basic development problems.
  • Establish how a value system underpins organizational transformation.

    Associated assessment criteria in relation to the second year of the qualification:

    Students should be able to:
  • Evaluate and improve the project team's performance.
  • Apply visionary leadership to develop strategy.
  • Apply the principles of knowledge management in organizational transformation.
  • Apply advanced concepts, theories and related values of a selected subject area.
  • Apply and explain the generic business process and value chain model.
  • Apply the principles of change management in the workplace.
  • Apply the principles of budgeting within a municipality.
  • Determine appropriate resource requirements for basic development interventions.
  • Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget.
  • Manage individual and team performance.
  • Create opportunities for innovation and lead projects to meet innovative ideas.
  • Implement a value system to effect organizational transformation.

    Associated assessment criteria in relation to the third year of the qualification:

    Students should be able to:
  • Apply advanced principles of complexity theory to organizational transformation.
  • Support the development of appropriate institutional capacity in IDP processes and leverage coordination.
  • Plan a municipal budgeting and reporting cycle.
  • Facilitate municipal wide information gathering and the compilation of an updated integrated municipal development profile.
  • Apply relevant South African law with due consideration to the values of the Constitution.
  • Describe the Promotion of Administration of Justice Act and the principles of Administration law.
  • Assess the immediate environment to determine its impact on institutional operations.
  • Design and implement appropriate organizational strategies to achieve the best service delivery outcomes.
  • Monitor and evaluate the impact of these organizational strategies on delivery outcomes.
  • Design and implement appropriate development interventions to counter basic development problems.
  • Use ICT tools optimally to support general local government management activities.
  • Assess and support the implementation of strategies and strategic programmes and interventions.

    Integrated Assessment:

    The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve all exit level outcomes of the qualification. The identification and solving of known problems, team work, organising self, using of data, implication of actions and reactions in the world as a set of related systems must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.

    Certain exit level outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tool(s) to establish competence will be used. Competence will be assessed when conducting formative and summative assessment.

    Formative Assessment:

    The assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence.

    These tools include one or more of the following:
  • In-situ (on-the-job) observations.
  • Role-play simulations.
  • Structured group discussions.
  • Knowledge tests, exams, case studies, projects, registers, logbooks, workbooks.
  • Verbal report backs (presentations).
  • Portfolios of evidence.
  • Projects.
  • Experiential learning.
  • Working in teams.
  • Scenario sketching.

    The assessment method and or tools used by the assessor must be:
  • Fair (it does not hinder or advantage the learner).
  • Valid (it measures what it intends to measure).
  • Reliable (it is consistent and delivers the same outputs and outcomes across a range of learners).
  • Practical (it takes into account the available financial resources, facilities, equipment and time).

    Summative Assessment:

    Summative assessment is carried out at the end of the learning programme to assess the achievement and applied competence of the learner. Detailed assessment is required to prove the practical, applied and foundational competencies of the learner. One or more of the above-mentioned assessment methods or tools could be used to assess the learner's competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Attempts to date to locate comparable qualification standards for this qualification approved by foreign National Quality Assurance Bodies have been unsuccessful.

    Nevertheless, in drafting this qualification the following international qualifications have been taken into account, either to a lesser or larger extent:

    Society of Local Authority Chief Executives and Senior Managers (UK):

    The SOLACE Graduate Programme has been created to capture future public sector leaders at an early stage in their careers with an overall aim to develop a wide base of public sector talent.

    The SOLACE Graduate Programme is a new service provided by SOLACE for graduates who are members of recognised graduate development programmes throughout the UK.

    SOLACE Graduate Programme members will be able to make inputs to SOLACE debates through the Focus Group which in turn will report through to the Society Management Board.

    Maxine Goodman Levin College of Urban Affairs (USA):

    The Maxine Goodman Levin College at Cleveland State University is one of the top ten urban affairs schools in the USA. The College is ranked second in the graduate specialty of city management and urban policy in U.S. News and World Report's 1998, 2002 and 2005 issues of "America's Best Graduate Schools".

    The Graduate Certificate Program in Local and Urban Management helps practitioners address the challenges and opportunities facing cities, such as budget cutbacks and equity planning. This program also assists experienced managers from the business or non-profit sectors to make the transition into local government. This certificate program blends the theory and practice of local government and gives participants the skills necessary to survive and succeed as effective and ethical leaders in local urban management. The course work in the curriculum reflects the priorities of practicing city managers.

    Center for Excellence in public Leadership, George Washington University's College of Professional Studies (USA):

    The Center is positioned to provide training, research and advisory services that enable public sector leaders at the local and regional levels to meet these challenges successfully. The Center offers one-of-a-kind programs in Municipal Management (Program for Excellence in Municipal Management) and Regional Executive Development (Regional Executive Development Program) which provide participants a unique perspective on strategies to work effectively across political and geographical boundaries to address local and regional issues. The programs emphasize problem-solving at the municipal and regional levels.

    Both the Program for Excellence in Municipal Management and the Regional Executive Development Program are unique in the sense that these are the only programs accredited by the National Certified Public Manager Consortium for a local government and region respectively. The programs are widely acclaimed for the use of a cohort format to strengthen a network of relationships that work across agency and regional boundaries and for their state-of-the-art leadership development approaches.

    Economics, Management and Law Institute, the Russian State University for the Humanities:

    The State and Municipal Administration Programme envisages cooperative training of students and special stress is made on fundamentality and practice-oriented studies, reasonable combination of disciplines of general scientific and humanitarian nature.

    Training of specialists in the field of projecting and implying systems of state and municipal government, fulfillment of special orders of professional experts, providing the productive activity of the state apparatus and supporting economic and social reforms in the country is the peculiarity of this educational program. Combining theoretical training and the practical use of the knowledge obtained is of great importance.

    Government Skills Australia (GSA):

    GSA is the Industry Skills Council responsible for the development and management of the Local Government Training Package. GSA is an industry training and skills standards and advisory organisation for the government and public safety sectors.

    The dual qualification in Certificate III in Local Government and Certificate III in Business Administration is designed with input from the local government industry, the package ensures qualifications meet current skill requirements and reflect existing work practices within Australian Councils.

    ICMA Academy for International Development's programmes in:
  • Level II Programme: The Three "Rs" of International Development.
  • Level III: Designing and Implementing Viable International Development Programs. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the learner with the flexibility to pursue different careers in but not exclusive to local government. The level of flexibility within the range of the curriculum will allow the individual to pursue further learning within any other sub-discipline. 

    MODERATION OPTIONS 
    The Advisory Committee: Local Government consists inter alia of representatives of the following stakeholders:
  • Relevant Higher Education Institution/s.
  • Municipalities.
  • Department of Provincial & Local Government.
  • Institute for Local Government Management in South Africa (ILGMSA).
  • South African Local Government Association (SALGA).
  • Institute for Municipal Finance Officers (IMFO).
  • Other Professional bodies.
  • Development Bank of Southern Africa (DBSA).
  • Unions.
  • Assessors and moderators can be appointed from any stakeholder group provided that the competency requirements for assessors and moderators have been met. In addition assessors and moderators should be formally recognized by their own individual institutions.
  • Assessors and moderators should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Unit standards associated with the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies.
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant ETQA, the HEQC, and the tertiary institution concerned.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in exit level outcomes as well as the integrated competence described in the qualification.
  • Anyone wishing to be assessed against this Qualification may apply to any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors need knowledge and experience in the following areas:
  • Interpersonal skills.
  • Subject matter concerned.
  • Assessment.

    The assessor needs to be competent in the planning and conducting of assessment of learning outcomes and in the design and development of assessments as described in the associated assessment criteria. Subject matter experience must be well developed within the Public Sector, and more specifically local government.

    The assessor must have completed:
  • A similar qualification in the same field at the level with a minimum of 6-12 months relevant experience after he/she has completed the qualification.
    OR
  • The subject matter experience of the assessor can be established by recognition of prior learning.

    Assessors need to be registered with the relevant Education and Training Quality Assurance Body. 
    		•

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

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.