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:

Higher Certificate in Public Management

SAQA QUAL ID	QUALIFICATION TITLE
93812	Higher Certificate in Public Management
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
Higher Certificate	Field 03 - Business, Commerce and Management Studies		Generic Management
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 05	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		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose: The purpose of the Higher Certificate in Public Management is to equip learners with the foundational knowledge, skills, and competencies required to navigate and contribute effectively to the public management sector. This qualification develops learners' understanding of public administration principles, local government management, public finance, and the integration of digital tools and communication strategies critical for efficient governance. Designed for recent school leavers and working professionals, this qualification provides essential skills in planning, budgeting, and ethical decision-making, preparing graduates to address the challenges of governance and service delivery within a dynamic public sector environment. The curriculum includes a focus on vital areas such as Public Finance, Business Communication, and Politics and Ethics in Governance, ensuring that learners develop a robust foundation in public management practices. Furthermore, the qualification emphasises the role of technology in public administration, as highlighted in the Digital Transformation in the Business Environment module. This ensures that graduates are well-prepared to leverage technological advancements to enhance transparency, efficiency, and service delivery in public institutions. Upon completion, learners will be equipped to apply public management principles in workplace contexts, analyse socio-economic and political environments, and develop operational plans for public sector organisations. This qualification also lays the groundwork for further academic progression, serving as an entry point for qualifications such as the Advanced Certificate in Management Studies or the Bachelor of Public Administration. With the current skills need in public management, the qualification aims to produce graduates who are in possession of specific graduate attributes. The below qualification graduate attributes align to the institution's Graduate Attributes of critical thinking, foundation knowledge, interpersonal skills, community engagement, ethical awareness, AI and data literacy, innovation and entrepreneurship, adaptability and resilience, cultural intelligence, sustainability and environmental awareness, global leadership. With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the student will possess upon completion of the modules and assessments within the Higher Certificate in Public Management qualification: Solve real-world challenges in public management through effective decision-making and resource allocation Collaborate efficiently within teams to achieve common public management objectives Demonstrate professionalism and make ethical decisions in public service Apply emerging technologies to improve public sector management and service delivery Use innovative problem-solving techniques to address public sector challenges Adapt to changing public management needs and environments with agility and resilience Engage with diverse communities and apply culturally intelligent approaches in public management Promote sustainable governance practices and policies that enhance environmental and social responsibility Demonstrate leadership in public management initiatives at local and global levels 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 5 qualification. Upon completion of the qualification, graduates will be able to: Demonstrate knowledge and understanding of the public management environment Display knowledge of ethical issues in public sector management Acquire skills in written communication, planning, budgeting, decision-making, and collaboration Utilise technology to communicate effectively Manage information in a public management context Apply management principles in a work-based context Contribute to the development of operational plans for a public sector organisation Analyse the political, social, economic, and legal environments of public sector organisations Upon completion of the qualification, graduates can aspire to the following positions: Procurement Officer Public Policy Analyst Local Government Administrator Public Affairs Officer Service Delivery Coordinator Local Government Official Public Administrator In conclusion, the qualification equips graduates with the essential knowledge, skills, and competencies to make meaningful contributions to the public management sector. By combining a solid understanding of public administration, finance, ethics, and technology, this qualification prepares learners to tackle the evolving challenges of governance and service delivery. Graduates will be well-positioned to take on key roles in the public sector, where innovation can be driven, enhance transparency, and promote ethical practices, ultimately advancing the goals of good governance and improving the quality of public services for communities and society at large. Rationale: The has been carefully designed to address the dynamic and evolving public sector needs in today's complex governance environment. Effective management of public institutions and services is crucial for fostering sustainable development to achieve the 2030 agenda for sustainable development, which was adopted by all United Nations Member States in 2015. According to a report by the Department of Public Service and Administration (2022), the South African public service has faced a skills gap, where the public service sector lacks personnel with specialised skills required for efficient service delivery and ethical governance. Furthermore, corruption and mismanagement continue to erode public trust in government, further complicating the matter. According to the South African Government's National Skills Development Strategy III (2022), the demand for skilled public management professionals has increased due to the growing complexities of governance, public service delivery, and the need for transparent, efficient management of public resources. In the context of globalisation, technological advancements, and shifting socio-political landscapes, managing public affairs requires professionals with a strong foundational understanding of public administration, policy analysis, and strategic planning. The Service Delivery Improvement Plan (2022) emphasises that effective public management has become critical for government and public institutions to navigate contemporary challenges. The necessity for specialised education and training in public management is driven by the need to build competent, ethical leaders who can lead public sector reforms, improve service delivery, and ensure accountability in an increasingly complex global world (Service Delivery Improvement Plan, 2022). With this in mind, the qualification is designed to meet the growing demand for skilled professionals in the public sector, thereby contributing positively to the development of the economy and society. According to Mamokhere (2023), there is a clear demand for public management professionals with a strong foundation in governance, policy formulation, and service delivery, as governments seek to streamline operations, improve efficiency, and deliver better outcomes for citizens. This qualification aims to equip learners with the foundational knowledge and skills needed to thrive in public sector management roles, thus benefiting the broader society by ensuring more effective governance. The public management landscape is continuously evolving, driven by changes in electronic-governance (e-governance), public policy, technological advancements, and emerging best practices as noted by Dipha (2022). As such, the qualification will ensures that professionals stay informed of the latest trends in the field while providing them with essential foundational knowledge, enabling them to effectively adapt to evolving challenges and changes as well as allowing graduates to pursue further specialisation in public management to enhance their prospects for career advancement (Piecewicz, 2024). This qualification will benefit the sector and contribute to broader socio-economic development by providing a pathway to pursue further education in public management and producing graduates who are innovative in thinking and can meaningfully contribute to the transformation and management of public resources effectively and improve service delivery across various sectors. The growing complexity of public administration, the increasing demands of citizens for better services, and the need for efficiency in public service delivery highlight the critical role of skilled public managers (Kettl, Hausser, Raadscheders, Sanders, Soloway, 2021). As global and local public sector challenges become more multifaceted, the need for professionals who can oversee and improve public sector operations has become increasingly urgent. The Public Sector Skills Audit Report (2023) indicates a growing gap between the availability of qualified public management professionals and the requirements of government institutions. Furthermore, the disruptions caused by recent global events, such as the Coronavirus (COVID-19) pandemic, have underscored the need for resilient, adaptable public managers who can respond effectively to crises, ensure continuity in service delivery, and manage risks in demanding situations (Public Sector Skills Audit Report, 2023). This qualification will not only benefit the public sector but will also contribute to broader socio-economic development by aiding in producing professionals who can lead change and drive sustainable development (Njuru and Githui, 2024). Furthermore, it provides a pathway for further academic advancement, equipping graduates with the foundational knowledge and skills to pursue higher-level qualifications such as degrees or advanced diplomas. Ultimately, this qualification will contribute to the broader socio-economic goals of South Africa by preparing a new generation of public sector leaders who are equipped to address the challenges of governance and public service delivery in a rapidly changing world (Njuru and Githui, 2024). The qualification also serves as a stepping stone for further academic progression, allowing learners to advance into higher-level qualifications, such as a Diploma or Degree in Public Management, or even a Postgraduate qualification. By completing this qualification, learners will be better positioned to further their studies in public management or related fields, enhancing their career prospects and contributing to the long-term development of the public sector. The range of learners the qualification is directed towards includes recent school leavers interested in pursuing a career in public management and governance, working professionals in the public or private sector who wish to enhance their skills or shift their career focus toward public administration and individuals seeking a high-quality education that is grounded in real-world public management challenges and best practices. Upon completion of the qualification, graduates can aspire to the following positions: Procurement Officer Public Policy Analyst Local Government Administrator Public Affairs Officer Service Delivery Coordinator Local Government Official Public Administrator The qualification is pitched at NQF Exit Level 5 with a total of 120 credits. The qualification articulates horizontally, vertically, and diagonally with a range of other qualifications offered by institutions both internationally and locally across the country. Upon completion of this qualification, learners can progress from a higher certificate to a national diploma, advanced certificate and/or a degree qualification. Additionally, learners can then progress to an honours or postgraduate diploma to a master's degree and ultimately to a doctorate level qualification within the cognate field. Graduates of this qualification, will be able to articulate into the institution's Advanced Certificate in Management Studies qualification or the Bachelor of Public Administration qualification. The articulation results in propensity among learners to pursue further specialisation as a means to enhance their prospects for career advancement. In conclusion, this qualification provides a strong foundation for individuals aspiring to excel in public sector roles by equipping them with essential knowledge and skills in governance, policy formulation, and service delivery. The qualification not only addresses the critical skills gap within the public sector but also serves as a stepping stone for further academic advancement, enabling graduates to pursue higher-level qualifications and enhance their career prospects. By fostering ethical governance, innovation, and effective resource management, this contributes to the broader socio-economic development of South Africa, supporting the transformation and efficiency of public institutions in alignment with national and global development goals.

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 are measured, evaluated, and checked for equivalence or parity with the formal qualification 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. Learners are required to submit an RPL application and the institution RPL committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. The RPL process focuses on establishing whether the student has acquired competence in the following areas: Basic theoretical knowledge Practical competence Reflective competence Applied competence The RPL applicant must: Be at least 23 years of age for undergraduate qualifications and at least 30 years of age for post-graduate qualifications Applicants must demonstrate relevant professional work experience as follows: Undergraduate Qualifications: A minimum of 3 years of related work experience. Postgraduate Diplomas: A minimum of 4 years of related work experience. Honours Qualifications: A minimum of 5 years of related work experience. Master's Qualifications: A minimum of 8 years of relevant work experience. Submit a detailed Portfolio of Evidence with documents required to substantiate RPL application Provide a comprehensive CV with detailed working experience Submit certified copies of qualification certificates and transcripts Provide a signed personal letter of motivation Submit all relevant and appropriate certificates for short courses or trainings (formally, informally, or non-formal) completed to support the motivation to be accepted for the qualification through RPL and as evidence of continuous assessment and learning Or Produce a letter from the Human Resources (HR) Department for relevant and appropriate short courses or trainings (formally, informally, or non-formal) completed to support the motivation to be accepted for the qualification through RPL and as evidence of continuous assessment and learning for those who are not in possession of certificates For all Master's qualifications- Submit a signed Recommendation letter written by a reputable per-son to be provided as an endorsement of the Applicants qualities, capabilities, performance and suit-ability for the qualification Sign a Declaration to confirm English Language and IT proficiency NB: If the applicant's highest accredited qualification has been completed within 5 years to date of the application period, the applicant has to articulate onto the appropriate qualification All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification 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. Some of the key criteria that will be used in evaluating 'non-standard' applicants include: The applicant's motivation; Job description, covering relevant area of work, giving examples of tasks carried out, possibly sup-plying references, linked to a portfolio of evidence; The nature and level of life/work experience and prior study, and the learning which has resulted from such experience; Details of in-company short courses, length, content of material covered, standard achieved; The clarity of the applicant's educational goals and objectives; and The extent to which the applicant can provide evidence of the threshold skills and knowledge for the qualification. 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 qualification 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 ap-plicants for selection purposes Entry Requirements: National Senior Certificate NQF Level 4, granting access to Higher Certificate studies. Or National Certificate Vocational NQF Level 4, granting access to Higher Certificate studies. Or Senior Certificate NQF Level 4 without endorsement.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification comprises compulsory and/or elective modules at NQF Level 5 totalling 120 Credits. Compulsory modules, Level 5, 100 Credits Local Government Management, 20 Credits. Public Administration, 20 Credits. Business Communication, 20 Credits. Politics and Ethics in Governance, 20 Credits. Public Finance, 20 Credits. Electives Modules, Level 5, 20 Credits End User Computing, 20 Credits. Digital Transformation in the Business Environment, 20 Credits.

EXIT LEVEL OUTCOMES

1. Be familiar with public finance terminology, concepts and definitions. 2. Demonstrate knowledge and understanding of the public management environment. 3. Display knowledge of ethical issues in public sector management. 4. Acquire skills in written communication, planning, budgeting, decision-making, and collaboration. 5. Utilise technology to communicate effectively. 6. Manage information in a public management context. 7. Apply management principles in a work-based context. 8. Contribute to the development of operational plans for a public sector organisation. 9. Analyse the political, social, economic, and legal environments of public sector organisation.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1: Interpret public finance terminology and definitions are interpreted to explain their relevance to government budgeting and expenditure processes. Apply core public finance concepts are applied in order to analyse how financial management principles support accountability and transparency in the public sector. Compare and differentiate key financial terms and definitions are compared and differentiated in order to illustrate their correct use in various public administration contexts. Associated Assessment Criteria for Exit Level Outcome 2: Explore key concepts and processes central to the environment within which public administration are explored to display knowledge of public management Analyse elements, relationships, and organisational principles are analysed to explain effective management practices within the public sector context. Understand functions within public sector institutions are understood to provide efficient and effective service delivery. Associated Assessment Criteria for Exit Level Outcome 3: Identify values, honesty, accountability, and corruption in the Public Sector are identified to highlight the importance of ethical conduct Examine ethical values and principles in the public sector are examined to understand ethical behaviour in the public sector. Apply decision-making principles to understand acceptable conduct for effective management of the public sector environment. Associated Assessment Criteria for Exit Level Outcome 4: Explore management knowledge pertaining to planning, budgeting, and decision-making is explored to display skills required for public administration tasks Develop business communication knowledge and skills are developed to communicate effectively in the public domain Apply effective written communication, planning, budgeting, decision-making, and teamwork skills to achieve strategic objectives of the public service environment. Associated Assessment Criteria for Exit Level Outcome 5: Explore communicative technology central to public administration is explored to enhance communicative skills and applications Understand communication tools and platforms are understood to effectively disseminate information professionally within a public management context. Apply communicative technology and public service delivery through e-governance to improve effective communication for a speedy reaction to essential delivery emergencies. Associated Assessment Criteria for Exit Level Outcome 6: Examine information management in a public management context is examined to support effective organisational communication. Analyse public Information management processes are analysed to understand policies & procedures for the enhancement of public development plans. Apply public information management systems are applied to support evidence-based reporting and service delivery within the public sector. Associated Assessment Criteria for Exit Level Outcome 7: Examine values and principles in public administration are examined to understand management principles. Apply management principles, including planning, organising, leading, and controlling, to achieve organisational goals. Analyse organisational management strategies to optimise resources and improve organisational effectiveness. Associated Assessment Criteria for Exit Level Outcome 8: Examine operational and structural plans central to public sector environments are examined to ensure best practice within public sector organisations Define operational planning concepts, processes and principles to understand how to support public sector organisation effectiveness. Apply inputs and performance indicators to develop comprehensive operational plans. Associated Assessment Criteria for Exit Level Outcome 9: Explore and implement political, social, economic, and legal environments of public sector organisations are explored and implemented to display holistic understanding of public administration Analyse public sector environment concepts, approaches and models pertaining the public management environment to demonstrate knowledge and understanding of the public management environment Critically examine political, social, economic, and legal environments affecting public sector organisations to understand their influence on policy implementation, organisational performance, and decision-making processes. Integrated Assessment The institution's Assessment Strategy aligns with the Council on Higher Education Accreditation Criteria (2012) and 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 requires careful consideration in implementing formative and summative assessment methods, which offer an inclusive and holistic view of learners' 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 provision of feedback not only to 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 learner profile and, more significantly, in the learning needs of learners, nationally and internationally. Correspondingly, there have been several advancements in education technology that better support student success. In pursuit of global relevance and enhanced student 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. As such, the following is provided as rationale for the assessments at NQF level 5: Qualifications pitched at NQF level 5 are usually one year in duration, and one would assume better throughput rates in qualifications of shorter duration. Internal research undertaken at the institution has evidenced, however, that the higher certificate qualifications have similar and, in some cases, lower throughput rates than those of the degree qualifications. This can be attributed to the entry profile of learners on the NQF level 5 qualifications, the majority of whom are school leavers who did not qualify for degree endorsement. This suggests that these learners require additional support to ensure a reasonable opportunity at success. The institution has therefore introduced a range of knowledge checks and reflective exercises into the NQF level 5 assessments. The core purpose is for the learner to develop and demonstrate an understanding of key concepts, terms, and theories. These knowledge checks grant learners additional opportunities to be assessed and get feedback for continuous improvement and therefore carry a 40% weighting each - ultimately enhancing the learning experience and supporting a philosophy of life-long learning. Exams are stressful and often regurgitation exercises that do not contribute to the philosophy of lifelong learning. As such, the institution has elected to introduce a project component as the summative assessment for the Higher Certificate Qualifications, which contributes 60% of the final assessment weighting, and will allow learners to synthesise their experiences and knowledge and apply these to practical scenarios. Assessment Type, Method, and Description The assessment method for each module on this qualification is by: Formative Assessments - these are online assessments. These assessments are in the form of multiple choice, true/false or a combination of both. Summative Assessment - This assessment is in the form of a project and requires calculations and/or application to relevant theory. Formative Assessment: Formative Assessment 1 (KCQ 1) Formative Assessment 2 (KCQ 2) Formative Assessment 3 (KCQ 3) Formative Assessment 4 (KCQ 4) Summative Assessment: Summative Assessment (Project) The final mark is calculated as follows: ¿¿ Formative Assessment, 40% 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 Learners are required to attempt formative assessments 1 and 2 and achieve a combined average of at least 50% before writing their Online Summative Assessment.

INTERNATIONAL COMPARABILITY

Country: Canada Name of Institution: University of Saskatchewan - Johnson Shoyama Graduate School of Public Policy Name of Qualification: Public Management Certificate Purpose of Qualification: The Public Management Certificate provides learners with a solid foundation of understanding and skills in public-sector management. Throughout the duration of the qualification, learners will develop the ability to analyse governing institutions and the processes of modern government, along with some of the basic skills and techniques required to manage effectively in the public sector. The Public Management Certificate is designed for individuals currently working in the public sector who do not have a background in administration and who want to improve their administrative and management skills. Learning Outcomes: Apply the key concepts and principles of modern governance and administration, focusing particularly on the philosophical, ethical and constitutional issues associated with the function of public managers in a democratic context Demonstrate critical and analytical thought about issues central to governance and public management Critically communicate meaningful research and knowledge about democratic institutions and public management Characterise the multiple institutional roles that are necessary for democratic societies to function effectively Reflect and demonstrate growth in your core competencies of Politics and Democracy Describe contemporary concepts and theories in strategic management and understand the scope and limits of their application to public sector management Content: Governance and Administration Public Finance Statistics for Public Managers Ethical Leadership and Democracy in Public Service Strategic Human Resource Management Project Management Strategic Management Negotiation and Conflict Resolution Strategic Management in the Public Sector Similarities: Both the South African Higher Certificate in Public Management qualification and Canada's Public Management Certificate qualification share significant similarities across purpose, learning outcomes, and content. Both qualifications aim to develop the knowledge, skills, and abilities required for effective public sector management; they focus on equipping learners with the competencies needed to address challenges within the public sector. Both qualifications emphasise the importance of fostering ethical awareness and promoting responsible governance among public managers. Both qualifications place a strong emphasis on ethical issues in public sector management. Both qualifications prioritise governance principles, ensuring that learners understand the political, social, and economic contexts relevant to public management. Both qualifications highlight the practical application of public management principles in work-based environments, bridging the gap between theoretical knowledge and real-world practice. In terms of content, there are also notable parallels. Both qualifications underscore the importance of financial acumen in public sector roles. Additionally, ethical governance is a recurring theme in the content of both offerings, further rein-forcing the commitment to integrity and accountability in public management. Differences: The South Africa Higher Certificate in Public Management and the Canada Public Management Certificate qualifications share several similarities; however, there are also distinct differences in pur-pose, learning outcomes, and content. The South Africa qualification is designed to provide foundational skills for learners, including those new to the field of public management, making it suitable for entry-level learners. In contrast, the Canada qualification specifically targets individuals already working in the public sector who lack an administrative background, aiming to enhance their existing skills. The Canadian qualification places a stronger emphasis on governance processes, as well as the philosophical, ethical, and constitutional aspects of public management, while the South African qualification focuses more on operational and technical competencies. When comparing learning outcomes, the South African qualification highlights practical skills such as communication, budgeting, collaboration, and the use of technology in a public management context. On the other hand, the Canadian qualification prioritises strategic and analytical thinking, leader-ship, and the ability to manage organisational change within the public sector. Additionally, the Canadian qualification includes distinct elements such as self-awareness, cultural change management, and strategic thinking, which are not explicitly addressed by the South African qualification. Country: United Kingdom Name of Institution: London School of Economics (LSE) Name of Qualification: Public Policy Analysis - Online Certificate Course Purpose of Qualification: In today's increasingly complex and interconnected world, it's more important than ever to assess and predict the impact of public policy, evaluate interventions, and make informed, evidence-based decisions and recommendations. The London School of Economics and Political Science's (LSE) online certificate course in Public Policy Analysis offers a unique combination of research, theory, and practical application to equip participants with analytical frameworks for comprehending the policy process. Over ten weeks, participants will have access to quantitative tools and techniques for conducting evidence-based evaluations of public policy impacts and communication skills. The qualification offers a multidisciplinary approach, enabling participants to apply newly acquired skills in policy-related projects or within their organisation Learning Outcomes: Practical skills and strategies immediately applicable to policy-related projects, or within the organisation Analytical frameworks for thinking critically about the policy process, and an enhanced way of thinking about the challenges and politics of public policy. A firm understanding of the quantitative tools and research methodologies for conducting evidence-based impact evaluations, and effective policy communication skills Content: The importance and goals of public policy Individuals and strategic interactions Institutions and public policy Quantitative skills for public policy Policy evaluation Policy communication Public policy processes Representation, accountability, and public policy The politics of public policy Challenges for public policy Similarities: Both the South Africa Higher Certificate in Public Management qualification and the United Kingdom's Public Policy Analysis - Online Certificate Course share notable similarities across purpose, learning outcomes, and content. Both qualifications aim to equip learners with the essential skills and knowledge to address the complexities of public sector management. Additionally, the qualifications focus on fostering analytical and decision-making abilities, enabling participants to engage effectively with public sector challenges. Both qualifications emphasise evidence-based approaches, ensuring learners are equipped to apply their skills to practical, real-world contexts. Both qualifications aim to develop critical and analytical thinking abilities. Both qualifications highlight the application of theoretical frameworks and methodologies to real-world policy-related or organisational scenarios. Additionally, communication skills are a key focus in both qualifications, particularly in the context of governance and public policy processes, which un-derscores the commitment to preparing learners for leadership in the public sector. Both qualifications address governance principles, public policy processes, and the evaluation of policies or strategies. Moreover, ethical considerations and accountability are central themes, ensur-ing learners approach their roles with integrity and informed perspectives. Differences: The South African Higher Certificate in Public Management is a year-long qualification that provides foundational knowledge and practical skills in public management, targeting individuals new to the field or in entry-level roles. In contrast, the United Kingdom Public Policy Analysis course is an inten-sive 10-week qualification designed for professionals or individuals already engaged in policy-related work, with a focus on advanced analytical tools and frameworks for evaluating public policies. Fur-thermore, the United Kingdom qualification emphasises a multidisciplinary approach and the application of quantitative tools for policy impact analysis, which is not explicitly addressed in the South African curriculum. When comparing learning outcomes, the South African qualification focuses on practical skills such as budgeting, collaboration, and decision-making, along with an understanding of the public management environment. On the other hand, the United Kingdom qualification prioritises quantitative skills, advanced research methodologies, and a deeper understanding of the challenges and politics of public policy. Conclusion When comparing the South Africa Higher Certificate in Public Management with international qualifications, such as the University of Saskatchewan's Public Management Certificate and the London School of Economics' Public Policy Analysis course, a number of significant insights emerge. Both South Africa's qualification and the international counterparts share common objectives of equipping learners with a strong foundation in public sector management, addressing the growing need for effective governance and leadership in public service. The qualifications all emphasise the importance of ethical management, governance principles, and applying theoretical knowledge to real-world scenarios. However, the qualifications differ in their specific focuses, with South Africa placing a strong emphasis on operational competencies and addressing local governance issues, while the University of Saskatchewan targets public sector employees seeking to enhance their existing skills, and the London School of Economics' qualification focuses on advanced analytical tools and policy evaluation. These differences highlight the varied approaches to public management education, each shaped by the particular needs and contexts of the respective countries and institutions. Ultimately, despite these differences, all these qualifications play a vital role in preparing a new generation of public sector leaders, contributing to the enhancement of governance and service delivery across diverse sectors, and aligning with the broader socio-economic goals of their respective regions. Therefore, taking the above international comparability into account, the South African Higher Certificate in Public Management compares favourably to the international qualifications.

ARTICULATION OPTIONS

Horizontal Articulation: Higher Certificate in Local Governance and Management, NQF Level 5. Vertical Articulation: Bachelor of Administration in Public Administration, NQF Level 7. Diagonal Articulation: Advanced Occupational Diploma: Senior Government Official, NQF Level 7.

MODERATION OPTIONS

N/A

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 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)

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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.