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: 

Diploma in Public Administration 
SAQA QUAL ID QUALIFICATION TITLE
73496  Diploma in Public Administration 
ORIGINATOR
Lyceum College (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 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  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0437/26  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2032-06-30  

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:

This Diploma in Public Administration is designed to provide opportunities for the qualifying learner to access positions in:
  • Middle to senior management.
  • Various departments including: Administration; Human Resources; Finance and Public Relations/Communication.
  • It will also be of benefit to learners that deal with the public sector i.e. quasi public institutions.

    The learner will acquire a comprehensive and interrelated understanding of current and relevant management theories and practices prevalent in the public sector.

    Rationale:

    The Diploma in Public Administration has been developed to meet specific national skills gaps that exist in South Africa's' unique and diverse labour market. Distance education provides an ideal opportunity to managers in the public sector i.e. on all three tiers of government to upgrade their knowledge and level of professionalism without having to attend full-time (face-to-face) tuition.

    The Diploma in Public Administration is a three-year learning program that reflects the needs of the public management sector where both hard and soft skills have been identified as in short supply. Strong "drivers" for (general) management training and development include the need to improve quality standards, increase productivity levels, address performance requirements, and obtain current and appropriate knowledge and skills in key management areas. The aim of this program is to respond by providing students with a range of relevant and essential management and administrative skills that will increase opportunities for their successful contribution to, and growth in, the public sector.

    This program is directed primarily at persons with some foundational management knowledge and work experience, and who would like to expand their management and administrative competencies in key areas of general management and related disciplines such as local government management, public management, public law, public law and the management of human resources.

    It will be of benefit to individuals who intend starting a career in public administration and who understand that a range of management skills form an integral part of any successful and responsive public sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The Qualification assumes that the student is competent in the language of construction, material, able to work independently; in possession of general theoretical, practical and academic knowledge accomplished at NQF Level 4.

    Recognition of Prior Learning:

    Learning that has been acquired through formal, informal and non-formal means, is recognised for the fulfilment of the requirements of this Qualification or part of the Qualification. It is required that through assessment practices, the learner should demonstrate competence in the knowledge, skills, values and attitudes implicit in this
    Qualification. Recognition of Prior Learning is performed by means of Integrated Assessment as mentioned in the previous paragraph.

    This Recognition of Prior Learning may allow for accelerated access to further learning. All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by an experienced academic.

    Access to the Qualification:

    The minimum admission requirement is a National Senior Certificate (NSC) with a minimum of 30% in the language of learning and teaching of the higher education institution as certified by Umalusi, coupled with an achievement rating of 3 (Moderate Achievement, 40-49%) or better in four recognised NSC 20-credit subjects.

    The learning program is flexible and accessible to students who are either currently unemployed or engaged in full time employment. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, Credits and learning components assigned to the Qualification:

    Learning Components; NQF Level; Credit Allocations:

    Fundamentals:
  • Business Communication; NQF Level 5; 20 Credits.
  • General Management; NQF Level 5; 20 Credits.

    Core: Year 1:
  • Local Government Management 1; NQF Level 5; 20 Credits.
  • Public Management 1; NQF Level 5; 20 Credits.
  • Public Personnel Management; NQF Level 5; 20 Credits.

    Electives: Year 1 (Select 1):
  • Business Mathematics; NQF Level 5; 20 Credits.
  • Management Principles and Techniques; NQF Level 5; 20 Credits.
  • Concepts of Management Computing; NQF Level 5; 20 Credits.
  • Public Relations 1; NQF Level 5; 20 Credits.

    Total Credits Year 1: 120 Credits.

    Core: Year 2:
  • Local Government Management 2; NQF Level 6; 20 Credits.
  • Public Management 2; NQF Level 6; 20 Credits.
  • Public Personnel Management 2; NQF Level 6; 20 Credits.
  • Project Management; NQF Level 6; 20 Credits.

    Electives: Year 2 (select 2):
  • Disaster Management 1; NQF Level 6; 20 Credits.
  • Public Relations 2; NQF Level 6; 20 Credits.
  • Business Ethics; NQF Level 6; 20 Credits.

    Total Credits Year 2: 120 Credits.

    Core: Year 3:
  • Public Management 3; NQF Level 7; 20 Credits.
  • Public Personnel Management 3; NQF Level 7; 20 Credits.
  • Public Law; NQF Level 7; 20 Credits.

    Electives: Year 3 (select at least 2):
  • Corporate Social Responsibility; NQF Level 7; 30 Credits.
  • Disaster Management 2; NQF Level 7; 30 Credits.
  • Labour Relations; NQF Level 7; 30 Credits.

    Total Credits year 3: 120 Credits
    Total Credits: 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this Qualification, the learner will be able to:
  • Communicate effectively in a range of routine and complex public sector settings.
  • Utilise knowledge and administrative skills to recognise and pursue public service objectives.
  • Apply the principles of administrative law responsibly.
  • Implement and monitor appropriate human resource processes.
  • Recognise and solve public relations and communication problems.
  • Apply sound administrative management principles.
  • Complete projects within agreed timeframes and according to budgets and professional standards.
  • Utilise essential managerial skills that lead to informed decision making.
  • Implement information and communication technology practices in a work environment.
  • Contribute meaningfully to corporate social responsibility in an organisation.
  • Facilitate "Batho Pele" principles. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    In the assessment strategy, competence must be demonstrated and assessed through a variety of options.

    Formative assessment:

    Formative assessment methods include:
  • Self assessment activities in the learning materials.
  • Case studies.
  • Knowledge tests.
  • Report writing and other generic management formats.
  • Basic research and project based assignments.

    The student is required to put together a portfolio of evidence, which will act as proof that learning has taken place. Although this method of formative assessment is required, it will not be measured or monitored by the assessors due to the mode of distance learning. Compilation of the portfolio is designed to assist students toward the compilation of tutor-marked assignments, which are formally assessed.

    Formative assessment is designed to ensure that:
  • It supports the teaching and learning process; provides constructive feedback to the student on his/her progress; it helps to make decisions on the readiness of students to complete their summative assessment.
  • Is developmental in nature.
  • Does not award credits/certification.

    Formative assessment is useful in terms of assessment of Critical Cross-Field Outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned. The assignments, which are submitted, have a weighting of 20% towards the final examination mark.

    At risk learners are identified and are offered additional assistance in a range of possible interventions.

    Summative assessment:

    Summative assessment includes:
  • Formal written examinations (where applicable oral assessment).

    Summative assessment is making a judgment about achievement. Student-readiness determines whether the student will qualify for the respective examinations. It is required that the assignments are submitted in order to write an examination in each module.

    Summative assessment occurs:
  • At the end of each study cycle of learning.
  • Is used to determine whether the student is competent in the required knowledge and skills.

    Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for all students to be fairly assessed against the planned outcomes.

    Integrated Assessment:

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulation, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    A general comparison with similar programs internationally revealed that the range of competencies is well articulated worldwide. The program compares favorably with these programs and should articulate well into programs at Degree and Masters level. The programs also relates well to any of the similar programs offered at institutions of higher learning within SADC countries. Public administration is a well established field of study and a large degree of synergy in the different programs are noted.

    A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with each and the best practice points were highlighted and incorporated.

    This Diploma in Public Administration seeks to contribute to provincial and national goals by:
  • Facilitating, capacity building and human resource development in the public sector domain.
  • Facilitates the improvement of general management across all sectors of government.
  • Promotes equity by providing affordable access to management education across the full spectrum of the population.
  • Recognises and supports students from previously disadvantaged backgrounds.
  • Is mindful of the needs of learners and other stakeholders. 
    		•

    ARTICULATION OPTIONS 
    The Qualification should articulate vertically to a variety of diplomas and degrees offered at Public or Private Institutions, for example:
  • Advanced Diploma: Public Administration.
  • Advanced Diploma: Public Relations.
  • Advanced Diploma: Finance.
  • Advanced Diploma: Project Management.
  • Bachelor of Administration.

    The Qualification will articulate horizontally with other specialist areas offered at Diploma level, for example:
  • Diploma: Metropolitan and Traffic Policing.
  • Diploma: Fleet Management.
  • Diploma: General Management.
  • Diploma in Project Management.
  • Diploma: Marketing Research.
  • Diploma: Office Administration.

    The Qualification also allows for articulation from the Lyceum Higher Certificates. 
    		•

    MODERATION OPTIONS 
    Lyceum College's academic staff unit is responsible for the setting of formative and summative assessment tools. The marking of assignments, projects and examinations must be carried out in accordance with the pre-determined assessment criteria. Assessment marks will be moderated and verified by sampling done by an external moderator. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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. Lyceum College (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.