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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Public Management 
SAQA QUAL ID QUALIFICATION TITLE
100784  Diploma in Public Management 
ORIGINATOR
Central University of Technology, Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0821/24  2024-06-30  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
65300  National Diploma: Public Management  Level 6  NQF Level 06  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The Diploma Public Management is designed to produce professional competent graduates who can apply knowledge, skills and competencies of public management who can contribute to effective service delivery, good governance and effective and efficient public management and administration in the three spheres of government. The qualification equips learners with theoretical knowledge, practical skills and professional attributes needed to enter the world of work in the public sector or to offer the opportunity to public officials to obtain a formal qualification in public management to promote national, provincial and local priorities such as promotion of good governance, effective and efficient management and of public resources (financial, human and information resources) and the demand to professionalised the South African public service. In the national context, the qualification responds to the growing demand for professionalisation of the South African public service and of supporting the provision of services to the citizens and local communities in an effective, efficient and economical and accountable manner as outlined in the Constitution, 1996, and the National Development Plan 2030 and the Department of Higher Education and Training's (DHET) Human Resource Development Strategy. It also contributes to skills development of public officials in the public sector where the promotion of effective and efficient public management and good governance are crucial for the delivering of public services to citizens of the country.

In the professional and career context, the qualification develops graduates who can apply knowledge, skills and competencies of public management who can contribute to effective service delivery, good governance and effective and efficient public management and administration in the three spheres of government. These outcomes collectively ensure that graduates possess foundational knowledge, practical capability, and reflective competence characteristics of NQF Level 6 qualifications. Graduates will demonstrate competencies such as academic literacy and communication skills, digital and numeracy literacy and occupational competencies such as public financial management, procurement and supply chain management, public human resource management, public policy, public project and public program management skills, public management and administrative skills, ethical principles, and generic competencies such as analytical thinking skills, problem solving skills, group work, and promotion of sustainable development, which will enable graduates to function confidently as public officials or public managers in any of the three spheres of government in the public sector context.

Upon completion of this qualification, the qualifying learner will know and be able to:
  • Apply communication skills to ensure effective management in the public sector.
  • Apply public financial management, and supply chain and procurement management skills according to relevant legislation and regulations to ensure accountability.
  • Manage human resources and systems to ensure effective and efficient service delivery.
  • Analyse public policies to identify and solve broadly defined policy implementation problems.
  • Apply public project and public programme management skills and tools to ensure effective management of public programmes and public projects in the public sector.
  • Apply public administrative and management principles, functions, skills and techniques to achieve institutional objectives.

    The graduate attributes support the achievement of the qualification's exit level outcomes by equipping learners with the knowledge, skills and values required for effective public sector management. Through sustainability awareness, community engagement, entrepreneurship, innovation and technological literacy, learners develop the ability to analyse policies, solve problems and manage projects and programmes. Communication, teamwork and technical competence further enable learners to manage human resources, apply administrative and financial management principles, and ensure accountable service delivery. Collectively, these attributes prepare learners to act ethically, demonstrate leadership, and contribute to efficient and equitable public sector governance.

    Rationale
    The Diploma Public Management qualification was developed in response to the national and sectoral need to prepare professionally skilled public management officials or public managers who can understand the nature and role of public management and with the changes in the socio-economic and political contexts, who can achieve the constitutional goals and objectives of public administration and public institutions in an effective manner.

    Reasoning underpinning the identified need for the qualification
    South Africa's continued reliance on a competent workforce in the three spheres of government to give effect to the principles of public administration provided in Section 195(1) of the Constitution of the Republic of South Africa, 1996 namely to main a standard of professional ethics, to promote efficient, economic, and effective use of public resources, to deliver public services without bias in an impartially, fairly, and equitable manner, to promote transparency, accountability and good human resource management and career development practices. The Department of Higher Education and Training (DHET) and the Third National Skills Development Strategy (NSDS III) and the National Development Plan 2030 emphasises the need to increase the work force in the public sector's capacity for improved service delivery and supporting the building of a developmental state. This qualification will enhance their knowledge, skills and competence to conduct and demonstrate their knowledge and to practice as a public official or public manager in any public institution to provide effective and efficient service delivery to the communities whom they serve.

    Sectoral needs and benefits of qualification for society and the economy
    The qualification has been developed in consultation with representatives from industry (public sector) who served on the Advisory Committee of the Department of Government Management, including members from provincial departments such as Free State Provincial Department of Cooperative Governance and Traditional Affairs, Office of the Premier, Free State Public Service Commissioner, local municipalities, alumni and other partners. Feedback from the institution's alumni and industry partners (Advisory Committee) emphasised the need for graduates with both theoretical grounding and applied knowledge in public administration and management related modules (public resource management, public office management, local governance and customer services, public decision-making, self- management, public administration and management, public financial management, public human resource management, intersectoral collaboration, procurement and supply chain management, public project management, policy studies public programme management and work-integrated learning).
    The Department of Public Service and Administration (DPSA) approved the Professionalisation Framework of the South African Public Service in October 2022 and developed a SMART Plan 2024-2027 to guide the implementation which is still underway. Benefits to the learner, society, and the economy include the following;

    For the learner, this qualification aims to prepare learners for a career in the public sector in any of the three spheres of government. It cultivates analytical thinking, problem-solving, and leadership skills needed for career advancement and further studies. The qualification equips graduates with competencies, skills and knowledge about public resource management, public office management, local governance and customer services, public decision-making, self- management, public administration and management, public financial management, public human resource management, intersectoral collaboration, procurement and supply chain management, public project management, policy studies, public programme management and work-integrated learning with the aim at improving employability as a public official or public administrator within any of the three spheres of government.

    For society, this qualification will equip the learners with the required skills, knowledge and competencies within any public sector department or institution within the three spheres of government to promote quality public management and provision of service delivery to local communities.
    For the economy, it contributes to job creation opportunities for public officials, or public managers within the three spheres of government.

    The qualification is aimed at learners at CUT who have completed a National Senior Certificate (NSC) or National Certificate (Vocational) with appropriate CUT admission score of 27 and above, as well as those articulating from the Higher Certificate in Community Development Work programme. Typical graduates will work as:
  • Public officials, administrative staff or public managers working within any public institution or department within the national or provincial sphere of government or any other government department or public institution.
  • Municipal officials or administrator managers working within local government such as amongst others financial management, supply chain management, public human resource management, and corporate service divisions.

    The Diploma in Public Management was developed through a comprehensive and collaborative consultative process involving relevant stakeholders from the public sector, higher education and professional bodies. Structured consultations were conducted with the Advisory Committee of the Department of Government Management at CUT, which includes representatives from provincial government departments, local municipalities, CUT alumni and national government entities. Representatives from the Free State Provincial Department of Cooperative Governance and Traditional Affairs, the Office of the Premier of the Free State, the Free State Public Service Commission, representatives from local municipalities in the Free State, and academic peers from other higher education institutions participated in the development and review process. These consultations confirmed the need for the qualification, informed the selection of modules and competencies, and validated the relevance and currency of the curriculum in relation to the demands of the public sector. This qualification has been developed in alignment with the competency frameworks ensuring that the qualification supports the professional development and career advancement of public sector practitioners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of prior learning (RPL)
    The Articulation Policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in Higher Education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (RPL; SAQA, 2013, amended 2019) and (DHET 31 March 2016, Gazette no. 381). The CUT Articulation Policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

    RPL for access:
    Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission into this programme may be considered for admission through RPL.

    To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    Applicants who do not meet the formal minimum entry requirements for example a National Senior Certificate (NSC) (Level 4) or National Certificate (Vocational) NVC or a Higher Certificate in Community Development Work (NQF Level 5) may gain access by demonstrating equivalent learning achievements and relevant work experience through a structured assessment process. This may include a portfolio of evidence, and verification of experiential learning.

    Such applicants must:
  • Submit a comprehensive RPL portfolio of evidence demonstrating relevant learning, skills, or work experience in electrical, energy, or related technical fields.
  • Provide verifiable documentation such as training records, technical reports, or supervisor attestations that show learning outcomes equivalent to the required entry-level competencies.
    Complete an RPL assessment process, which may include an interview, technical test, or practical demonstration, to determine readiness for study at NQF Level 6.

    Successful applicants are admitted to the qualification on the recommendation of the Faculty RPL Committee, subject to approval by the Faculty Board and Senate. RPL for exemption of modules:

    RPL for advanced standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the Diploma in Public Management may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

    RPL for module exemption:
    Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit:

    RPL for credit:
    Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

    Credit shall be appropriate to the context in which it is awarded and accepted.
    Given that the Diploma Public Management is an integrated qualification, RPL for credit within the qualification is only considered in exceptional cases. Credits may be granted where the learner can provide evidence of equivalent learning outcomes achieved through previous formal study or extensive relevant workplace experience.

    ENTRY REQUIREMENTS:

    The minimum entrance requirements for entry into the Diploma in Public Management are:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Diploma studies.
    Or
  • National Certificate Vocational (NCV), NQF Level 4, granting access to Diploma studies.
    Or
  • Senior Certificate (SC), without endorsement.
    Or
  • Higher Certificate in Business Management, NQF Level 5.
    Or
  • Advanced Certificate in Business Management, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 5 and 6 totalling 362 Credits.
    Compulsory modules at NQF Level 5, totaling 104 Credits:
  • Academic Literacy and Communication Studies, 12 Credits.
  • Digital Literacy, 6 Credits.
  • Numeracy, 6 Credits.
  • Public Resource Management I, 16 Credits.
  • Office Management and Customer Services I, 16 Credits.
  • Public Decision-making I, 16 Credits.
  • Local Government Service Delivery Management I, 16 Credits.
  • Self-Management I, 16 Credits.

    Compulsory modules at NQF Level 6, totalling 258 Credits:
  • Public Financial Management II, 18 Credits.
  • Public Administration and Management II, 18 Credits.
  • Public Human Resource Management II, 18 Credits.
  • Intersectoral Collaboration II, 18 Credits.
  • Public Project Management II, 18 Credits.
  • Procurement and Supply Chain Management II, 18 Credits.
  • Public Administration and Management III, 24 Credits.
  • Financial and Procurement Management III, 24 Credits.
  • Public Human Resource Management III, 24 Credits.
  • Policy Studies III, 24 Credits.
  • Programme Management III, 24 Credits.
  • Work-Integrated Learning III, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply communication skills to ensure effective management in the public sector.
    2. Apply knowledge of public financial management and supply chain and procurement management skills according to relevant legislation and regulations to ensure accountability.
    3. Manage human resources and systems to ensure effective and efficient service delivery.
    4. Analyse public policies to identify and solve broadly defined policy implementation problems.
    5. Apply public project and public programme management skills and tools to ensure effective management of public projects and public programmes in the public sector.
    6. Apply public administrative and management functions, skills and techniques to achieve institutional objectives. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria (AACs) for Exit Level Outcome 1:
  • Implement sound communication principles to ensure effective and efficient institutional management.
  • Apply communications skills by using visual and or language skills in the modes of oral and or written persuasions.
  • Inter-governmental collaborations and relations are maintained and enhanced by applying interpersonal communication skills.
  • Working effectively with others in a team in collecting and processing data.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply procurement and supply chain management principles and processes according to relevant legislation and regulations.
  • Implement effective procurement and suppliers' identification and appointment in according to procurement and supply chain management policy framework and regulations.
  • Apply correctly asset management principles correctly according to policy guidelines within a public sector unit.
  • Implement internal control measures and improve them according to applicable public financial legislation and policies.
  • Manage sources of revenue and public expenditure and access to relevant legislation and prescribed guidelines to deliver effective services to the public.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify human resources responsibilities and functions and applied to ensure operational effectiveness of a public department or unit.
  • Apply talent management, retention and successive planning steps to facilitate staff retention and staff development.
  • Identify education, training and developmental needs to facilitate staff development opportunities according to the relevant regulatory frameworks.
  • Implement and maintain performance management systems to achieve predetermined institutional targets and objectives.
  • Apply and facilitate successive planning steps to staff development.
  • Display improved governmental relations through negotiations and inter sectoral collaboration between internal and external stakeholders

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Illustrate knowledge of public policy processes by describing the steps in public policy making process, from policy agenda setting to policy evaluation.
  • Demonstrate knowledge to analyse a public policy to identify implementation challenges and to formulate relevant solutions.
  • Monitor and evaluate administrative policies and procedures to ensure effective service delivery.
  • Implement internal control measures and improved to resolve policy implementation challenges.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse and demonstrate knowledge about public project management principles, processes and steps.
  • Design different project management tools and described to promote the design of a public project.
  • Apply different public project management knowledge, skills and tools to develop a sustainable local economic public programme for a specific community.
  • Co-ordinate individual and team contributions to achieve project objectives with resource and time constraints
  • Identify challenges with the effective implementation of a developmental public project or public programmes with solutions to promote effective implementation.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Differentiate between public management functions and public administrative functions in the context of a public sector department.
  • Apply public management functions, including public policymaking, planning, organising, leading and controlling within a public sector unit to manage scarce resources effectively.
  • Identify ethical and ethical leadership challenges in a public sector department or municipality and recommendations are formulating using analytical analysing and problem-solving skills.
  • Identify problems with municipal management and administration in municipality and solutions are formulated to promote effective service delivery.
  • Demonstrate knowledge of additional public management skills such as conflict-management, and negotiation skills to resolve public management challenge within a public sector department, municipality or unit.

    Integrated assessment

    The Diploma in Public Management (NQF Level 6) applies an integrated assessment approach to holistically evaluate students' applied competence, understood as the coherent integration of foundational knowledge, practical skills, and reflective understanding within authentic public management contexts. The assessment strategy combines formative and summative assessment to ensure alignment with the Exit Level Outcomes (ELOs) and the descriptors of NQF Level 6.
    Across the qualification, the ratio of formative to summative assessment is approximately 50:50. This balanced approach ensures that students are supported through continuous developmental assessment while also being evaluated through structured exit-level assessments that confirm overall competence.

    Formative Assessment:
    Formative assessment is assessment designed to feed into further learning and is very important for the learning process. A range of formal, non-formal, and informal formative assessment procedures are used to focus teaching and learning to improve learner success. When formative assessment is formal, results are recorded and count towards promotion marks.
    Formative assessment is continuous and developmental in nature. It provides feedback to guide learners toward achieving competence and may include:
  • Class tests, quizzes and written assignments, research projects, presentations or practical development projects.
  • Peer and group activities promoting teamwork and problem solving.
  • Portfolio of evidence.

    All assessments in the Diploma in Public Management programme take place in the form of formative assessments and summative assessments.

    Summative Assessment;
    Summative assessment is conducted at the end of sections of learning or learning programmes, to evaluate learning related to a particular qualification, part-qualification, or professional designation. Summative assessment of learning usually has as its aim the evaluation and/or the certification of learning that has already taken place, and the extent to which this learning has been successful. Summative assessment is usually formal.

    Summative assessment is used to determine the learner's final level of achievement in each instructional offering. It includes end of semester examinations for theoretical modules. After which all marked are moderated by an appointed moderator for non-exit level outcomes and for exit level outcomes an external moderator must by appointed, this will ensure that there are reliability, validity and fairness in all summative assessments.

    Work-integrated learning (WIL) and applied assessment:
    Practical application is reinforced through structured Work-Integrated Learning (WIL) activities, laboratory sessions, and project-based modules. Learners engage with real-world problems, applying classroom theory to industrial or simulated contexts. WIL outcomes are assessed through industry reports, supervisor evaluations, reflective journals, and oral presentations. These components are moderated to ensure authenticity and equivalence of assessment standards.
  • In the Diploma in Public Management offered at CUT Work Integrated Learning will be simulated that will integrate knowledge, skills competencies from prior modules, allowing graduates to demonstrating applied and practical competence aligned with the qualification 's Exit Level Outcomes. Simulation of work integrated learning in this programme will take place through practical community development projects, cite visits to community projects cites, reflection reports, and portfolio of evidence reports.
  • Upon successful completion of the Diploma in Public Management graduates who are not employed in the public sector may apply for Internship programmes (period of one to two years) within the South African Public Sector to gain practical work placement opportunities in the public sector.

    Integration of learning:
    Integrated assessment combines multiple methods to evaluate the learner's ability to synthesise and apply knowledge across diverse contexts Assessment instruments are mapped directly to the Exit level Outcomes to confirm competence in problem solving, individual and group work, public decision-making, public resource management, public office management, self-management, local government service delivery, public management and administration, public financial management, public human resource management, intersectoral collaboration, public project management, procurement and supply chain management, policy studies and public programme management in the public sector context. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification compares favourably with similar international programmes offed by reputable universities in both first world and third world countries. The qualification was compared with the Diploma in Public Sector Management offered by the University of Victoria in Canada, and the Bachelor of Science in Public Administration offered by the California State University in the United States of America.

    Country: Canada
    Institution name: University of Victoria (UV)
    Qualification title: Diploma in Public Sector Management
    Duration: Three years

    Purpose:
    Diploma in Public Sector Management that is comparable in broad intent to the Diploma in Public Management, particularly in its focus on developing foundational knowledge, competencies, and skills required for effective functioning in the public sector and non-profit organisations.
    University of Victoria programme typically emphasises continuous assessment, workplace-based assignments, and applied learning linked to the learner's professional context, whereas the Diploma in Public Management incorporates a combination of theoretical assessments and applied tasks designed to build foundational competencies for a wider learner cohort. Despite these differences, both qualifications share the overarching goal of enhancing public sector capacity; however, they differ in delivery mode, target audience, contextual focus, and structural design, reflecting responsiveness to their respective national education systems and public sector needs.

    Qualification structure:
    Modules
  • Public Sector Management
  • Contemporary Public Administration
  • Human Resource Management
  • Financial Management
  • Intergovernmental Relations
  • Project Management

    The South African (SA) and the UV qualification share similarities and differences as stated below.
  • Both qualifications include core curriculum areas such as public sector management, contemporary public administration, public policy, service delivery, financial management, human resource management, communication, intergovernmental relations, and project management.
  • Both qualifications are designed to support access to public sector employment and career advancement.
  • Both qualifications aim to enhance effectiveness in governance and public administration.
  • Both qualifications prepare learners for supervisory and administrative roles.

    Differences:
  • The SA curriculum is explicitly aligned with local governance challenges and public sector transformation.
  • The UV curriculum reflects Canadian governance structures, policy frameworks, and administrative practices.
  • The UV qualification focuses more on immediate workplace application, whereas the SA qualification includes stronger emphasis on transformation, developmental governance, and service delivery within the South African context.

    Country: United States of America
    Institution name: California State University (CSU)
    Qualification title: a Bachelor of Science in Public Administration
    Duration: Four years

    The Bachelor of Science in Public Administration Public Administration is designed to provide professional preparation for public sector managers. The qualification program requires, completion of core courses of public administration & public policy students; A concentration;
    The qualification focuses in the work of implementing government policies and programs that serve our communities and the public good. Public Administration includes a wide range of public services, including public schools and colleges, the military, policing, public safety, and homeland security, public transportation and infrastructure, the criminal justice system, public health systems, environmental and wildlife management, public housing and welfare services and local city services.

    Qualification structure
    Module:
  • Employment Communications
  • Written Communications
  • Oral Communication
  • Foundations of Public Administration
  • Administrative Leadership and Behaviour
  • Public Financial Administration
  • Public Personnel Administration
  • Administration of Public Policy
  • Applied Statistics in Public Administration
  • Statistics in Criminal Justice Administration

    Learning Outcomes:
  • To lead and manage in public governance.
  • Evaluate the environment and operation of public administration in the policy making process.
  • Demonstrate critical thinking and analytical skills in public policy making.
  • Demonstrate comprehension of public service ethics.
  • Integrate current information technologies to examine public administration or policy issues.
  • Explain diversity in public administration and apply this knowledge in a multicultural and global environment

    The South African (SA) and the CSU qualification share some similarities and differences:
  • Both qualifications are career-oriented and aim to develop foundational competencies in public administration, governance, and policy implementation.
  • There is strong alignment in core curriculum areas, as both qualifications include modules such as administrative management, public financial administration, public personnel or human resource management, public policy management, decision-making, and local government administration.
  • Both qualifications emphasise the development of analytical thinking, communication skills, and ethical conduct, which are essential for effective public sector performance.
  • Both the SA and CU qualification share a common objective of equipping graduates with the knowledge and skills required to contribute to improved service delivery and organisational effectiveness within government and related sectors.

    Differences:
  • The CSU is a full undergraduate degree typically offered over a longer duration and positioned at a higher level within the United States higher education framework, whereas the SA qualification is positioned at NQF Level 6 within the Higher Education Qualifications Sub-Framework, with a more focused and condensed structure.
  • The CSU qualification provides a broader and more in-depth theoretical and conceptual foundation, including exposure to research methods and advanced policy analysis, while the diploma places stronger emphasis on applied, practice-oriented competencies suitable for entry-level and supervisory roles.
  • The CSU qualification is primarily designed for school leavers pursuing a full undergraduate qualification, although it may also accommodate working professionals.
    The SA qualification, by contrast, caters to both school leavers and in-service public sector employees seeking to enhance or formalise their skills, often with flexible study options such as part-time or evening classes.

    Conclusion:
    Overall, while both programmes share a common purpose of preparing learners for careers in public administration and governance, they differ in terms of level, depth, structure, target audience, and contextual focus. These differences reflect the distinct education systems and public sector needs of their respective countries, while the similarities confirm alignment in core disciplinary knowledge and professional preparation. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal, vertical and diagonal articulation.

    Horizontal articulation:
  • Diploma in Business Management, NQF Level 6.
  • Diploma in Human Resource Management, NQF Level 6.
  • Advanced Occupational Certificate: Human Resource Management Officer, NQF Level 6.

    Vertical articulation:
  • Advanced Diploma in Project Management, NQF Level 7.
  • Advanced Diploma in Business Management, NQF Level 7.
  • Bachelor of Business Administration, NQF Level 7.

    Diagonal articulation
  • Advanced Occupational Diploma: Human Resource Management Advisor, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Central University of Technology, Free State 


    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.