[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Administration in Licensing Practice 
SAQA QUAL ID QUALIFICATION TITLE
91801  Bachelor of Administration in Licensing Practice 
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 First Degree  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 07  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   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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to develop a competent and professional work-force to establish and maintain systems for the licensing of vehicles, drivers and a range of other related issues. In the qualification, the learner is introduced to the specific culture, opportunities and demands within the licensing environment by focusing on licensing legislation, procedures and practices. The skills, knowledge, values and understanding demonstrated within this qualification are essential for a positive impact on social and economic transformation and the upliftment of all sectors within a democratic society. This qualification is further designed to provide opportunities to qualifying learners in:
  • Licensing departments.
  • Law enforcement agencies.
  • Municipal finances.
  • Provincial departments.
  • Institutions that focus on regulatory issues and licensing requirements.

    Rationale:
    Licensing practice plays a crucial role in society as it forms the backbone for a range of other legislative processes. A centralised register of vehicle ownership and drivers' licenses is vital for an orderly law enforcement system. It also supports other systems within a broader context, such as toll roads, business licenses, driver licensing instructors, and related services. Licensing services are an integral component of road safety as they regulate the entry of vehicles and drivers into the public sphere. Licensing practitioners operate in a number of sub-fields and a career-oriented qualification will open more opportunities for learners within this profession.

    Current practice seems to indicate that learners obtain other qualifications and then enter the field of licensing practice without a specialised qualification. This qualification will therefore provide specific opportunities for learners who want to commence studies in Licensing Practice at an appropriate level at undergraduate level. This qualification will not only reflect the emphasis on licensing issues, but also a range of related competencies that will ensure that the qualifying learners are fully prepared for the challenges of a career that encompasses many spheres of society. The qualification has been finalised after consultation with professional practitioners in the field. The qualification will, inter alia, prepare learners to implement strategies and not only to theorise about cooperation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.
    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 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.

    RPL for exemption of modules:
  • 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:
  • 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.

    Entry Requirements:
    The minimum admission requirements for this qualification are:
  • A National Senior Certificate (NSC) granting access to Degree studies;
  • A National Certificate Vocational at NQF Level 4 granting access to Degree studies;
  • A relevant Diploma in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of the following modules at NQF Level 5, 6 and 7 totalling 360 Credits.

    Compulsory modules at NQF Level 5:
  • General Management, 20 Credits.
  • Concepts of Management Computing, 20 Credits.
  • Public Administration 1, 18 Credits.
  • Licensing Practice 1, 18 Credits.
  • Business Communication, 24 Credits.

    Optional modules at NQF Level 5 (choose one):
  • Public Relations 1, 20 Credits.
  • Office Management, 20 Credits.
  • Financial Accounting 1, 20 Credits.

    Totalling: 120 Credits.

    Compulsory modules at NQF Level 6:
  • Administrative Law, 24 Credits.
  • Law of Procedure and Evidence, 24 Credits.
  • Public Administration 2, 24 Credits.
  • Licensing Practice 2, 24 Credits.

    Optional modules at NQF Level 6 (choose one):
  • Risk Management, 24 Credits.
  • Public Relations 2, 24 Credits.
  • Financial Accounting 3, 24 Credits.

    Totalling: 120 Credits.

    Compulsory modules at NQF Level 7:
  • Public Administration 3, 30 Credits.
  • Licensing Practice 3, 30 Credits.

    Optional modules at NQF Level 7 (choose two):
  • Business Research, 30 Credits.
  • Corporate Social Responsibility, 30 Credits.
  • Financial Accounting 3, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The qualifying learner will be able to:
    1. Demonstrate a clear and coherent understanding of the principles underpinning licensing practice, public administration and a range of associated legislation.
    2. Demonstrate a thorough knowledge of the subject material in order to co-ordinate and manage an institutions' licensing system, compliance with a regulatory framework, policies and procedures.
    3. Critically analyse existing licensing practices and to promote best practice in a highly regulated licensing environment.
    4. Identify areas for improvement in licensing and vehicle testing practices.
    5. Analyse and interpret data related to vehicle and divers licensing.
    6. Manage, coordinate and control all relevant role players involved in this field.
    7. Manage and coordinate processes in consultation with a range of stakeholders; and Complete and report on the analysis of applicable data.

    Critical Cross-Field Outcomes:
    All the Critical Cross-Field Outcomes are addressed in this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define, explain and distinguish key principles of licensing legislation, public administration frameworks, and applicable regulatory instruments from one another with reference to the relevant legislative sources.
  • Apply the principles of licensing practice and public administration to hypothetical or real-world licensing scenarios to identify the appropriate regulatory response, procedural requirement, or administrative action.
  • Explain and illustrate the relationship between licensing legislation and related regulatory frameworks, including road traffic legislation, municipal finance legislation, and business licensing requirements with reference to practical examples.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and describe the components of an institutional licensing management system in terms of their function, interdependence and alignment with applicable regulatory and procedural requirements.
  • Identify, analyse and mitigate risks associated with non-compliance within a licensing management system through the application of appropriate policies, procedures, and control mechanisms.
  • Apply licensing policies and procedures consistently, fairly, and in accordance with the prescripts of applicable legislation and institutional governance frameworks and identify and address deviations from prescribed procedures through appropriate corrective action.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically evaluate existing licensing practices and systems against applicable legislative requirements, industry standards, and identify and substantiate performance benchmarks, and significant strengths and weaknesses are comprehensively.
  • Assess emerging trends, technological developments, and international best practices in the licensing and vehicle testing environment, and evaluate their potential applicability within the South African regulatory context.
  • Develop and justify recommendations for the improvement of licensing practices with reference to the evidence gathered through the critical analysis and present in a format appropriate for institutional decision-making.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify inefficiencies, procedural errors, and systemic areas of concern within licensing and vehicle testing processes through structured analysis and substantiate with reference to applicable regulatory standards and performance data.
  • Evaluate proposed improvements to licensing and vehicle testing practices for feasibility, regulatory compliance, and potential impact, and prioritise in accordance with institutional capacity and strategic objectives.
  • Develop and justify creative and innovative approaches to identified problems in the licensing environment with reference to evidence, regulatory requirements, and the operational context of the institution.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Collect, organise and verify relevant vehicle and driver licensing data for accuracy and completeness, and potential data quality issues are identified and addressed before analysis is undertaken.
  • Accurately apply statistical and analytical methods appropriate to the nature and purpose of the licensing data and interpret the findings correctly in relation to the questions being investigated.
  • Apply the results of data analysis to inform specific licensing management decisions or policy recommendations and communicate the implications and limitations of the data clearly and accurately in written reports appropriate for institutional audiences.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify, select and apply effective communication strategies appropriate to the diversity of stakeholders in the licensing environment in written, oral, and formal reporting contexts, demonstrating clarity, professionalism, and regulatory accuracy.
  • Discharge organisational and coordination responsibilities within the licensing management function within agreed timeframes, in accordance with applicable procedures, and with appropriate documentation and record-keeping.
  • Monitor the performance of role players and operational units within the licensing environment against agreed standards, and identify and address underperformance or coordination failures through structured management interventions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Plan, implement and monitor licensing processes in consultation with relevant stakeholders, with roles, responsibilities, and clearly assign and document timelines in accordance with institutional governance requirements.
  • Accurately collect, analyse and interpret data relevant to the management and coordination of licensing processes, and present the findings in structured reports that support institutional decision-making.
  • Manage stakeholder engagement processes professionally and transparently, with document consultation outcomes, feedback acknowledged, and agreed actions incorporated into operational planning and process improvement activities.

    Integrated Assessment:
    The integrated assessment strategy for the Bachelor of Administration in Licensing Practice is designed to evaluate learners' ability to apply public administration theory, licensing legislation and practice, administrative law, and governance principles in an integrated manner across the full range of competency domains addressed by the qualification. Assessment at this level requires learners to demonstrate not merely the recall of legislative provisions or administrative procedures, but the capacity to analyse complex administrative and licensing situations, apply relevant legal and procedural frameworks, evaluate compliance and governance challenges, interpret data, and recommend well-reasoned and practically implementable solutions. The assessment approach is consistent with the competency expectations for an NQF Level 7 undergraduate degree and reflects the professional and regulatory demands of licensing practice environments across all three spheres of government.

    The qualification integrates formative and summative assessment across all three years of the qualification, with assessment methods progressively developing in complexity and cognitive demand from foundational knowledge and application at NQF Level 5 in Year 1, through analysis and evaluation of licensing and administrative systems at NQF Level 6 in Year 2, to synthesis, critical evaluation, and professional recommendation at NQF Level 7 in Year 3. The Business Research module in Year 3 introduces a structured research methodology and data analysis component that enables learners to apply empirical research skills to licensing and public administration challenges, culminating in a research-based project or report that serves as an integrative assessment of the qualification's exit-level competencies.

    Formative Assessment:
    Formative assessment is conducted continuously across all three years of the qualification to support learner learning, provide structured developmental feedback, and determine readiness for summative assessment. Formative assessment in this qualification is designed to reflect the administrative, regulatory, and analytical demands of licensing and public administration practice at degree level.

    Formative assessment methods include:
  • Case study analyses requiring learners to apply licensing legislation, administrative law, and public administration principles to realistic licensing and regulatory scenarios, identify the applicable procedural and legal requirements, and recommend appropriate administrative responses with written justification.
  • Policy analysis assignments requiring learners to examine specific licensing policies, identify areas of non-compliance, operational inefficiency, or legislative misalignment, and propose evidence-informed improvements supported by relevant legislative authority.
  • Data analysis and interpretation exercises in which learners analyse vehicle and driver licensing data, identify patterns, anomalies, or compliance trends, and present findings in structured reports suitable for institutional decision-making.
  • Administrative and compliance exercises requiring learners to demonstrate knowledge of licensing system management, risk identification and mitigation, application of administrative procedures, and stakeholder coordination within a licensing department context.
  • Research projects in Year 3 requiring learners to select a licensing or public administration research problem, apply appropriate research methodology, collect and analyse relevant data, and present findings and recommendations in a formal written report.
  • Reflective exercises on corporate governance, professional ethics, corporate social responsibility, and the legal and ethical obligations of licensing practitioners within the public sector governance 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 includes:
  • Formal written examinations assessing integrated knowledge and application across the licensing legislation, public administration, administrative law, financial management, and governance domains of the qualification. Examination questions are designed to require learners to apply their knowledge to defined licensing and administrative scenarios, analyse complex regulatory situations, and formulate well-reasoned recommendations consistent with applicable legislation and best practice, rather than to reproduce definitions or statutory provisions in isolation.
  • Integrated assignments and portfolio components requiring learners to apply knowledge from multiple modules to analyse and respond to complex licensing administration challenges, including the interpretation of legislative frameworks, identification of compliance gaps, evaluation of data, stakeholder coordination requirements, and governance considerations.
  • The Business Research project in Year 3, which constitutes the primary integrative summative assessment for the exit level of the qualification and requires learners to demonstrate advanced analytical, research, and professional communication competencies across the domains of licensing practice, public administration, and regulatory management.
  • 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 
    The Bachelor of Administration in Licensing Practice was developed with reference to comparable undergraduate qualifications in public administration and government offered by accredited institutions in Canada and Australia. It is acknowledged that no direct international equivalent exists for a degree specifically focused on licensing practice in the vehicle, driver and regulatory licensing context. The qualification addresses a specialised South African regulatory environment. The international comparability assessment therefore focuses on the foundational competencies in public administration, administrative law, regulatory management, governance, public sector management and policy that underpin the qualification. The licensing-specific component represents a specialisation particular to South Africa's legislative and municipal regulatory framework and is not replicated in the international comparators reviewed.

    Country: Canada
    Institution: Toronto Metropolitan University (TMU), Toronto, Ontario, Canada
    Qualification Title: Bachelor of Arts in Public Administration and Governance
    Duration: Three years, with an additional Honours year available

    Purpose:
    The Bachelor of Arts in Public Administration and Governance is designed to develop knowledge and competencies in public administration, governance, policy analysis and development, administrative law and ethics, public sector management, intergovernmental relations, public sector human resource management and public finance. The qualification combines theoretical and practical dimensions of public administration and includes a Practicum Option for learners with relevant professional experience, providing opportunities to apply academic knowledge within public sector environments.

    Similarities:
    The TMU Bachelor of Arts in Public Administration and Governance and the Lyceum College Bachelor of Administration in Licensing Practice share a strong foundation in public administration, governance, administrative law and public sector management. Both qualifications seek to develop learners' ability to understand and apply administrative and regulatory principles within public sector environments.

    Both qualifications incorporate administrative law and regulatory frameworks as important components of the curriculum. This reflects the importance of legal compliance, procedural fairness and accountable decision-making in public administration. Both also address practical aspects of public sector administration and require learners to develop analytical and problem-solving competencies relevant to public sector practice. The qualifications are also comparable in duration, with both being structured as three-year undergraduate bachelor's degrees. Their assessment approaches similarly combine coursework and applied academic activities with formal assessment.

    Differences:
    The principal difference is the area of specialisation. The TMU qualification has a broad public administration and governance orientation, covering policy analysis, governance, public finance, human resources and intergovernmental relations. In contrast, the Lyceum qualification applies public administration and administrative law principles specifically to licensing practice. The Lyceum qualification includes dedicated modules relating to licensing legislation, licensing procedures and licensing practice across the three years of study. This specialised licensing focus does not have a direct equivalent in the TMU qualification and reflects the South African legislative and regulatory environment governing vehicle, driver and related licensing functions. The qualifications also differ in their delivery and practical-learning arrangements. TMU includes a Practicum Option for eligible learners, whereas the Lyceum qualification is delivered through distance learning and incorporates applied learning through assignments, case studies and portfolios of evidence.

    Country: Australia
    Institution: University of Canberra, Canberra, Australian Capital Territory, Australia
    Qualification Title: Bachelor of Government
    Duration: Three years full-time
    Delivery: Blended mode, combining on-campus and online study

    Purpose:
    The Bachelor of Government is designed to develop knowledge and skills relevant to government, public policy and public sector practice. The qualification provides learners with foundations in political science, international relations, applied economics, public policy processes, public administration, regulatory frameworks and government operations. The qualification includes practical internship opportunities that support the development of professional competencies and career readiness within government and related public sector environments.

    Similarities:
    The University of Canberra Bachelor of Government and the Lyceum College Bachelor of Administration in Licensing Practice share common foundations in public administration, government operations, regulatory frameworks and public sector practice. Both qualifications prepare learners to understand how government institutions operate and how administrative and regulatory frameworks are applied within public sector environments.

    Both qualifications also address the relationship between legislation, regulation and public administration. The focus on regulatory frameworks in the University of Canberra qualification is comparable to the Lyceum qualification's emphasis on administrative law, licensing legislation, procedures and regulatory practice. There is also strong comparability in duration. Both are three-year undergraduate bachelor's degree qualifications. Both qualifications further incorporate applied learning and seek to develop competencies relevant to employment in government and public sector environments.

    Differences:
    The main difference is the broader governmental and policy orientation of the University of Canberra qualification compared with the specialised administrative and licensing orientation of the Lyceum qualification. The University of Canberra qualification includes political science, international relations and applied economics, together with public policy and government studies. The Lyceum qualification focuses more specifically on public administration, administrative law, regulatory procedures, licensing legislation and licensing practice.

    A further difference is the structured internship component of the University of Canberra qualification. Internships provide learners with direct exposure to government institutions and public sector workplaces. The Lyceum qualification, by contrast, is delivered through distance learning and uses coursework, case studies, portfolio-based assessment and other applied learning activities to develop practical competence. The Lyceum qualification therefore has a more specialised occupational orientation, particularly in relation to vehicle, driver and regulatory licensing, whereas the University of Canberra qualification provides broader preparation for government and public policy careers. 

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

    Horizontal Articulation:
  • Bachelor of Administration, NQF Level 7.
  • Bachelor of Administration in Human Settlements Management, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Administration Honours in Public Administration, NQF Level 8.
  • Bachelor of Administration Honours in Public Administration, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    Moderation processes and procedures ensure that all learners are assessed in a consistent, accurate and well-designed manner. Moderation verifies that assessments are fair, reliable, valid, practicable and transparent and also evaluates assessor performance. The moderation will be done internally and externally by academics in the field. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The assessor must have:
  • A qualification in the related field which is at NQF Level 8 or above.
  • At least 5 years lecturing experience in the field. 
    		•

    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. 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.