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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
Registered  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:
The Diploma in Public Administration is designed to develop and equip learners with a comprehensive and interrelated understanding of current and relevant management theories and practices as applied in the public sector. The qualification prepares learners for operational, supervisory, and middle management roles within public sector organisations at all three tiers of government, quasi-public institutions, and related public service environments. Distance learning provides an accessible and flexible pathway for persons employed in or aspiring to public sector roles to advance their knowledge and management competencies without interrupting their professional commitments.

On completion of this qualification, a learner will be able to apply sound administrative management principles, communicate effectively in a range of public sector settings, manage human resources in compliance with applicable legislation, implement project management processes, apply public law and administrative law requirements, analyse public policy, contribute to corporate social responsibility initiatives, and apply Batho Pele principles to service delivery improvement.

A qualified learner will be able to:
  • Apply effective communication strategies in a range of routine and complex public sector settings.
  • Apply knowledge and administrative skills to achieve public service objectives within the applicable legislative and regulatory framework. Implement and monitor appropriate human resource processes in the public sector.
  • Manage public relations and communication challenges in a public sector environment.
  • Apply sound administrative management principles to achieve organisational goals. Complete projects within agreed timeframes and in accordance with applicable budgets and professional standards.
  • Apply managerial skills to support informed decision-making in a public sector context.
  • Apply information and communication technology practices effectively in a public sector administrative environment. Contribute to corporate social responsibility initiatives within an organisational context.
  • Apply Batho Pele principles to support improved service delivery.

    In addition, learner attributes including professional ethics, analytical thinking within defined parameters, teamwork, effective communication, self-management, problem recognition, and compliance with applicable public sector legislation and governance requirements will be integrated throughout the learning process.

    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 programme 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 qualification 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 
    Recognition of Prior Learning (RPL):
    RPL may be used as an access, admission, credit recognition or articulation mechanism, where appropriate and were permitted by the institution's policies and applicable regulatory requirements.

    Through the Recognition of Prior Learning process, an applicant's prior learning is evaluated to determine whether the applicant has acquired knowledge, skills and competencies that are comparable in level, scope, depth and complexity to the relevant admission requirements or learning outcomes of the qualification. Such learning may have been acquired through formal, informal or workplace-based learning, including prior studies, professional practice, short learning programmes, industry training, work experience or other relevant learning experiences.

    The evaluation of Recognition of Prior Learning may include, but is not limited to, the submission of a portfolio of evidence, certified records of prior learning, workplace evidence, interviews, challenge assessments, practical demonstrations, reflective statements, testimonials or any other evidence deemed appropriate by the institution.

    The Recognition of Prior Learning process will be conducted in accordance with the Higher Education Qualifications Sub Framework, the National Qualifications Framework Act 67 of 2008, the Council on Higher Education's policies on Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in Higher Education, and the institution's approved Recognition of Prior Learning, admissions and assessment policies.

    The granting of access, admission, advanced standing or credits through Recognition of Prior Learning is not automatic. All applications are subject to academic evaluation, verification of evidence, institutional rules, applicable credit limits and final approval through the relevant academic structures of the institution.

    Entry Requirements
  • National Senior Certificate (NSC) at NQF Level 4, granting admission to Diploma studies.
    Or
  • National Senior Certificate, NQF Level 4, with endorsement.
    Or
  • National Certificate (Vocational) [NC(V)] at NQF Level 4, granting admission to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at NQF Levels 5 and 6, totalling 368 Credits.

    Compulsory Modules, NQF Level 5, 100 Credits:
  • Management Principles and Techniques, NQF Level 5, 20 Credits.
  • Business Communication, NQF Level 5, 20 Credits.
  • Participatory Governance, NQF Level 5, 20 Credits.
  • Local Government Management 1, NQF Level 5, 20 Credits.
  • Public Management 1, NQF Level 5, 20 Credits.

    Elective Modules, NQF Level 5, 20 Credits: (Select one)
  • Concepts of Management Computing, NQF Level 5, 20 Credits
  • Public Relations 1, NQF Level 5, 20 Credits
  • Public Personnel Management 1, NQF Level 5, 20 Credits

    Compulsory Modules, NQF Level 6, 60 Credits:
  • Strategic Service Management, NQF Level 5, 20 Credits
  • Public Management 2, NQF Level 6, 20 Credits
  • Local Government Management 2, NQF Level 6, 20 Credits
  • Public Policy Analysis (WIL), NQF Level 6, 40 Credits
  • Public Management 3, NQF Level 6, 20 Credits
  • Public Law, NQF Level 6, 20 Credits

    Elective Modules, NQF Level 6, 60 Credits: (Select three)
  • Project Management, NQF Level 6, 20 Credits.
  • Business Ethics, NQF Level 6, 20 Credits.
  • Public Relations 2, NQF Level 6, 20 Credits.
  • Public Personnel Management 2, NQF Level 6, 20 Credits.
  • Disaster Management 1, NQF Level 6, 20 Credits.

    Elective Modules, NQF Level 6 , 48 Credits: (Select two)
  • Corporate Social Responsibility, NQF Level 6, 24 Credits.
  • Labour Relations, NQF Level 6, 24 Credits.
  • Disaster Management 2, NQF Level 6, 24 Credits.
  • Public Personnel Management 3, NQF Level 6, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively in a range of routine and complex public sector settings.
    2. Utilise knowledge and administrative skills to recognise and pursue public service objectives. Apply the principles of administrative law responsibly.
    3. Implement and monitor appropriate human resource processes.
    4. Recognise and solve public relations and communication problems.
    5. Apply sound administrative management principles.
    6. Complete projects within agreed timeframes and according to budgets and professional standards.
    7. Utilise essential managerial skills that lead to informed decision making.
    8. Implement information and communication technology practices in a work environment. Contribute meaningfully to corporate social responsibility in an organisation.
    9. Facilitate Batho Pele principles. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate communication theory is applied and effective communication through a variety of modes including oral, written, electronic, and presentation formats in public sector contexts.
  • Demonstrate the ability to organise and conduct meetings, produce formal minutes, and report accurately and professionally within a public sector environment.
  • Select and apply appropriate written and visual communication tool to convey complex information clearly and accurately to diverse internal and external stakeholders in the public sector.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify, explain and apply relevant laws, regulations, and policies governing public sector administration responsibly within the defined scope of administrative responsibility.
  • Apply effectively administrative skills including planning, organising, and coordinating to achieve defined public service objectives within the applicable institutional and legislative framework.
  • Identify and apply the principles of administrative law, including the requirements of procedurally fair administrative action under the Promotion of Administrative Justice Act 3 of 2000, in the resolution of defined public sector administrative situations.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, explain, and implement key components of human resource management in the public sector, including recruitment, selection, onboarding, performance management, and staff development processes, in accordance with applicable legislation and institutional procedure.
  • Maintain and demonstrate compliance with applicable labour legislation, workplace regulations, and ethical human resource practices through the correct application of relevant statutory requirements to defined human resource situations.
  • Explain, apply and evaluate human resource planning processes in the context of the public sector, with reference to applicable legislative requirements and the organisation's human resource strategy and service delivery obligations.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Manage internal and external stakeholder perceptions through the development and application of effective communication strategies appropriate to the public sector context.
  • Identify, analyse and resolve public relations challenges through the application of problem-solving techniques and communication strategies appropriate to the nature and urgency of the situation.
  • Explain and apply the role of public relations in building public trust and supporting the constitutional mandate for open and transparent government with reference to applicable legislation, policy frameworks, and institutional communication standards.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify and apply sound administrative management principles to achieve organisational goals and service delivery objectives within the public sector context.
  • Evaluate policies, procedures, and administrative systems for efficiency and effectiveness and recommendations for improvement are formulated with reference to applicable public sector governance standards and legislative requirements.
  • Monitor and report administrative management processes on in accordance with applicable institutional policies, audit requirements, and public sector accountability frameworks.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop and implement project documentation management, administration processes, and scheduling tools in accordance with project management requirements and institutional standards.
  • Prepare, monitor and report project budgets accurately and identify and mitigate risks of cost overruns or financial mismanagement through appropriate corrective action.
  • Conduct post-project evaluations to identify lessons learned, measure project outcomes against agreed objectives, and propose evidence-based improvements to future project management processes.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse complex public sector management situations by gathering, interpreting, and evaluating available data, resources, and contextual information in support of informed decision-making.
  • Apply critical thinking and problem-solving techniques to generate, evaluate, and select decision options that align with organisational objectives, applicable legislation, and public sector governance requirements.
  • Communicate clearly and accurately managerial decisions in written and oral formats appropriate to the public sector context, with the reasoning, evidence base, and clearly articulate anticipated outcomes of the decision clearly articulated.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply ICT tools and systems effectively and ethically in everyday administrative tasks, ensuring efficiency, accuracy, and compliance with applicable data management and security requirements.
  • Explain corporate social responsibility principles and their application in the public sector context with reference to applicable legislative frameworks, organisational policies, and community expectations.
  • Identify, support and report corporate social responsibility initiatives relevant to the public sector environment on in a manner consistent with the organisation's governance obligations and strategic objectives.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Accurately describe the eight Batho Pele principles, namely Consultation, Service Standards, Access, Courtesy, Information, Openness and Transparency, Redress, and Value for Money, and explain their application to defined service delivery scenarios in the public sector.
  • Evaluate service delivery performance against Batho Pele standards and identify areas requiring improvement, with recommendations for remedial action formulated and communicated to the relevant authority.
  • Explain the constitutional and legislative basis for the Batho Pele principles, including the White Paper on Transforming Public Service Delivery and describe its implications for the conduct and accountability of public servants.

    Integrated Assessment
    The integrated assessment strategy for the Diploma in Public Administration is designed to evaluate learners' ability to apply public administration theory, public sector management principles, applicable legislation and policy frameworks, and service delivery standards in an integrated manner across the full range of competency domains addressed by the qualification. Assessment is not limited to the recall of management theory or legislative provisions in isolation but requires learners to demonstrate applied competence by combining administrative and management knowledge with practical problem-solving, policy analysis, stakeholder communication, and public sector governance in realistic public sector situations. The assessment approach reflects the professional and regulatory demands of public administration environments across all three tiers of government, quasi-public institutions, and related public service organisations.

    The qualification integrates formative and summative assessment progressively across all three years of the qualification, with assessment methods developing in complexity from foundational knowledge and application in Year 1, through analysis and evaluation of public management and service delivery challenges in Year 2, to advanced policy analysis, public law application, and integrative competence demonstration through the Public Policy Analysis Work-Integrated Learning module in Year 3.

    Formative Assessment:
    Formative assessment is conducted continuously across all three years of the programme to support learner learning, provide structured developmental feedback, and determine readiness for summative assessment. Formative assessment in this qualification is specifically designed to reflect the administrative, governance, legislative, and service delivery dimensions of public sector practice.

    Formative assessment methods include:
  • Public sector management case study analyses requiring students to apply management principles, governance frameworks, and applicable legislation to realistic public sector scenarios, identify the appropriate administrative response or procedural requirement, and recommend evidence-based management actions with written justification.
  • Policy analysis assignments in Year 3 requiring learners to identify a public policy challenge, analyse the applicable policy framework, evaluate implementation challenges, and propose well-reasoned policy recommendations informed by the relevant legislative environment and Batho Pele service delivery standards.
  • Knowledge tests assessing foundational understanding of participatory governance, local government management, public management theory, strategic service management, administrative law, public law, and Batho Pele principles across the three years of the qualification.
  • Project management exercises requiring learners to plan, schedule, and document project activities within defined parameters, prepare basic project budgets, identify project risks, and propose mitigation strategies in a public sector context.
  • Human resource management assignments requiring students to apply applicable labour legislation, recruitment and selection procedures, performance management frameworks, and employee development processes to defined public sector HR situations.
    Research and report writing exercises in which students gather, evaluate, and synthesise information from relevant public sector sources and present findings in formal written reports appropriate to a public sector audience.
    Reflective exercises on professional ethics, Batho Pele principles, corporate social responsibility, and the obligations of public servants under the applicable constitutional and legislative framework.

    Summative Assessment:
    Summative assessment is conducted at the end of each study cycle to determine whether learners have achieved the required level of competence against the exit-level outcomes and associated assessment criteria of the qualification.

    Summative assessment:
  • Formal written examinations assessing integrated knowledge and application across the public administration, public management, local government management, public law, administrative law, project management, and Batho Pele domains of the qualification. Examination questions are designed to require learners to apply their knowledge to defined public sector scenarios, analyse administrative and governance challenges, and formulate appropriate responses consistent with applicable legislation, policy, and service delivery standards. Integrated assignments requiring learners to apply knowledge from multiple modules to analyse and respond to complex public sector management situations, including the identification of applicable legislative requirements, the evaluation of governance and compliance issues, and the formulation of evidence-based management or policy recommendations.
  • The Public Policy Analysis Work-Integrated Learning portfolio of evidence in Year 3, which constitutes the primary integrative summative assessment at the exit level of the qualification and requires learners to demonstrate applied public sector management and policy analysis competencies through structured engagement with a real or simulated public sector policy environment, documented evidence of applied practice, and reflective analysis assessed against specified outcomes.

    All assessment opportunities are internally and externally moderated to ensure consistency, fairness, validity, and alignment with the competency expectations of the exit-level outcomes and associated assessment criteria of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from United Kingdom and Canada.

    Institution: Uxbridge College and Bradford College (UCBC)
    Qualification Title: Pearson BTEC Level 5 Higher National Diploma in Public Services
    Duration: Two years full-time
    Credits: 240 UK credits
    UK Regulated Qualifications Framework (RQF): Level 5

    Entry requirements:
  • Admission to the qualification requires an appropriate Level 3 qualification, such as A-levels or a BTEC Level 3 Diploma, consistent with the requirements for entry into higher education in England and Wales.

    Purpose:
    The Pearson BTEC Level 5 Higher National Diploma in Public Services is designed to develop the professional, technical and applied competencies required for employment and further study within public services and related public sector environments.
    The qualification develops learners' knowledge and understanding of public service operations while strengthening competencies in areas such as leadership and management, legal and professional frameworks, equality and diversity, partnership working, health and safety, and research. It also develops transferable employability skills relevant to professional practice within public sector organisations.
    The qualification provides opportunities for learners to develop knowledge and competencies within different areas of public services, including general public services, criminology, emergency services and policing. Its applied and vocational orientation is intended to prepare graduates for employment, career progression and further higher education study.

    Qualification structure:
    Modules include:
  • Professional and Legal Frameworks
  • Leading and Managing Teams
  • Equality and Diversity in Public Services
  • Partnership Working in Public Services
  • Health and Safety
  • Research Methods
  • Pathway-specific Public Services modules

    Similarities:
  • The South African (SA) and the UCBC qualification are broadly comparable in their vocational and applied orientation, as both seek to develop the knowledge and competencies required for professional practice within public sector and public service environments.
  • Both qualifications develop competencies in management, communication, leadership, governance, legal and regulatory compliance, and the effective functioning of public sector organisations.
  • The qualifications share areas of content related to management and administration. The SA qualification addresses management principles, business communication, participatory governance, local government management, public management, strategic service management, project management, public policy analysis and public law, while the UK qualification includes leadership and team management, professional and legal frameworks, partnership working and other public service-related areas.
  • Admission requirements are broadly comparable in their respective national contexts. The UCBC qualification requires an appropriate Level 3 qualification, such as A-levels or a BTEC Level 3 Diploma, while the SA qualification requires a Grade 12 Certificate with admission to Diploma studies or an equivalent qualification.
  • Both therefore require prior secondary-level learning that provides access to higher education.
  • Both qualifications integrate theoretical knowledge with applied competencies. Learners are expected to demonstrate their ability to apply acquired knowledge and skills to practical and professional situations within public administration or public services.
  • Both qualifications incorporate varied assessment approaches. The UK qualification uses assignments, portfolio evidence and practical demonstrations against specified learning outcomes, while the SA qualification uses formative assessments such as case studies, knowledge tests, assignments and research tasks together with summative examinations.

    Differences:
  • The principal difference lies in the duration and volume of learning. The SA Diploma in Public Administration is a three-year, 368-credit qualification at NQF Level 6, whereas the Pearson BTEC Higher National Diploma in Public Services is normally completed over two years and comprises 240 UK credits across Levels 4 and 5.
  • The SA qualification has a broader focus on public administration and management within the South African public sector, including substantial coverage of local government management, public policy, public law, administrative governance and strategic service management.
  • The UK qualification has a stronger vocational public services orientation and allows for sector-specific study in areas such as criminology, emergency services and policing.

    Conclusion:
    Overall, the South African Diploma in Public Administration and the Pearson BTEC Level 5 Higher National Diploma in Public Services are broadly comparable in terms of their vocational orientation, public sector focus and development of applied management and administrative competencies. Both qualifications prepare learners to operate effectively within public service environments and develop competencies in areas such as management, leadership, communication, governance and legal or regulatory compliance.
    The qualifications nevertheless differ in their duration, volume of learning, curricular emphasis and national context. The SA qualification is a three-year, 368-credit qualification with a broader and more specific focus on public administration within the South African governance environment, including public policy, public law, local government management and Batho Pele principles. In comparison, the UK qualification is a two-year, 240-credit qualification with a broader public services orientation and opportunities for sector-specific study in areas such as criminology, policing and emergency services. 
    		•

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

    Horizontal Articulation:
  • Diploma in Public Administration, NQF Level 6.
  • Diploma in Public Administration, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Public Administration, NQF Level 7.
  • Bachelor of Public Administration, NQF Level 7.
  • Bachelor of Public Administration, NQF Level 7.

    Diagonal Articulation
  • Occupational Certificate: Public Service Administrator, NQF Level 5.
  • Advanced Occupational Certificate: Senior Government Official, NQF Level 7. 
    		•

    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.