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The qualification recognises the generic skills, knowledge, understanding, attitudes and values expected of a competent person in a wide range of contexts in Public Sector Administration and the public sector in general. Additionally this qualification contributes to the development of information technology, communications, writing, and service delivery competencies. It provides learners who have no formal education with an opportunity through formal assessment to:

• Have their prior learning formally recognised.
• Identify gaps in their skills and knowledge.
• Structure learning programmes to close those gaps.

  On completion of this qualification the qualifying learner will:

• Be competent in core administration and data capturing skills.
• Understand and be able to apply public sector policies, procedures and processes.
• Recognise and understand the purpose and structure of their own workplace, and the purpose of specific departments or sections and the way in which each contributes to the objectives and purpose of the public sector in the country.
• Understand the role that the public sector plays in the South African economy as a whole.
• Be able to plan his/her work to meet deadlines and performance standards demanded by the department.
• Be able to measure and evaluating his/her level of performance against performance standards and plan improvement strategies.
• Be able to develop a skills development plan for him/herself and apply it so improving productivity levels.

  Rationale:

  Effective and efficient administration in the public sector are key to a successful economy. This qualification is a blend of administration skills relevant in the context of the public sector and is aiming at rapid building of the skills base within the public sector. It ties in with the overall objectives of the public sector to skill learners in line with the strategic need of identified broad competences.

  The qualification reflects the skills and competencies required of people employed, or seeking employment in the Public Sector, in a role where they provide administration services. The importance of the ethical base of service delivery is additionally reflected in this qualification.

• Communication at NQF Level 2.
• Mathematical Literacy at NQF level 2.
• Computer Literacy at NQF level 1.

  Recognition of prior learning:

  One of the primary purposes of this qualification is to recognise prior learning. The learner should be thoroughly briefed on the mechanisms to be used and provided with sufficient support and guidance to prepare for the assessment process. Care should be taken that the mechanism used for RPL provides the learner with the opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option to gain this qualification. This qualification will also allow for the design of top-up courses based on gaps established during an initial assessment process.

  Recognition of Prior Learning may allow for:

• Accelerated access to further learning at this or higher levels on the NQF.
• Gaining of credits towards a Unit Standard in this Qualification.
• Obtaining of this Qualification in part or in whole.

  Access to the qualifiation:

  Access to this Qualification is open, bearing in mind the Learning Assumed to be in Place itemised below.

A minimum of 160 credits is required to complete the Qualification, which is made of the following components:

• Fundamental: 36 credits.
• Core: 103 credits.
• Electives: 18 credits.
• Total: 157 credits.

  Motivation for number of credits assigned to Fundamental, Core and Elective Components

  Fundamental component:

  Unit Standards to the value of 20 credits are allocated to Communication at NQF Level 3 and Unit Standards to the value of 22 credits to Mathematical Literacy. These Unit standards will help the learner to become a literate and numerate worker who is able to function competently in the global community of which South Africa is a part.

  All the Unit Standards in this component are Compulsory.

  Core component:

  The Unit standards in the Core Component will equip the learner with the essential administration skills and knowledge required to effectively perform an administrative function in a Public Administration office so improving service delivery to the customer. The Core Unit Standards are grouped under topics, which consist of generic competencies to facilitate effective service delivery in the public sector. They promote the personal development of the learner.

  All the Unit Standards in the Core Component are compulsory.

  Elective component:

  Candidates may select standards from the list of electives that reflect a personal career development interest or equip them with the building blocks of knowledge and skills required for learning at the next level on the NQF.

1. Provide an effective administration service at practitioner level in the public sector at national, provincial or local government level.
2. Demonstrate knowledge of the legal, regulatory and policy frameworks applicable to own work environment.
3. Deliver and make informed judgements about the quality of the administration service, offered to clients.
4. Take responsibility for managing own performance and growth as administrative practitioners in the context of public sector human resource development policies and procedures.
5. Use and maintain computers and workplace equipment relevant to own public administration role in own operating context.
6. Maintain health, safety and security of the work community and environment.

• Administrative tasks are performed at a service level determined by the particular government service sector office or by an equivalent performance agreement.
• Client satisfaction with qualitative and quantitative outputs of administration service functions is ensured through effective interaction and provision of service according to realistic expectations.
• Administrative policies and procedures are known and applied to ensure the provision of an effective and efficient administrative service.

  2.

• Application of Batho Pele principles is demonstrated through interactions with colleagues, supervisors, internal clients and customers.
• The Code of Conduct is known and applied by the learner in relation to his/her own work, systems and interactions with internal and external clients.
• Public service ethics and their implication for the learner’s work role are explained with examples.
• The main roles and responsibilities of each level of government in South Africa are known and an explanation given of how each learner’s work role contributes to the objectives of each.
• The statutory regulations governing the learner’s department, section and division are known and can be explained with examples and are applied to the learner’s work procedures.

  3.

• Customer and client feedback is obtained and used to make decisions on improving customer service.
• Error rates in processing roles are measured to assess the attainment of benchmarks and set performance development objectives.
• Repeat work and complaints are used to review performance in administration roles.

  4.

• Individual development plans agreed in performance reviews are used as the basis for planning and implementing personal development programmes.
• Individual growth is demonstrated in the follow up documentation used to monitor the implementation of IDPs and reviewed in the performance enhancements achieved.

  5.

• Uses computer and software according to organisational and functional standards, including for the management of electronic information and a records systems.
• Computer peripherals are used and maintained in accordance with the procedures and conditions in the equipment manual and in compliance with the organisation’s usage and safety procedures and requirements.
• Workplace equipment is used and maintained in accordance with the procedures and conditions laid down in the equipment manual and in compliance with the organisation’s usage and safety procedures and requirement.

  6.

• Security of people in the workplace is maintained according to organisational security procedures.
• Safety and health of people in the workplace is assured by the application of organisational safety and health procedures.
• People in the workplace community are supported in a manner that recognises their dignity and upholds their sense of well-being at work.

  Integrated assessment:

  Integrated assessment at the level of this qualification will evaluate the learner’s capacity to integrate concepts, actions and ideas across a range of activities and knowledge domains. The integrated assessment must specifically evaluate the learner’s ability to:

• Implement and apply public sector procedures.
• Use administration systems.
• Understand, use and care for computers and workplace equipment.
• Use resources effectively.
• Comply with behavioural requirements and service orientation of employees in the service of the public.
• Explain and discuss issues relating to their work in the context of the public sector.

  This will require assessment methods, which take into account evidence generated in on-the-job activities.

  Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.

  Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated.

  Assessment of communication and mathematical literacy should be integrated as far as possible with other aspects and should use authentic administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

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

  Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

  Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way.

SADC:

A survey of programmes offered by the SADC countries (Swaziland, Botswana, Zimbabwe and Namibia) indicated that the unit standards in this qualification reflect the knowledge, understanding, skills and value orientations covered in the programmes. The perspectives and the approach differs from country to country.

United Kingdom:

A comparison was made between this qualification and the Public Services – National Diploma -Level 3 in the UK. This nationally validated course is recognised by all the public services and universities in Britain. It aims to prepare students for a wide variety of careers including the police; fire service; ambulance service; HM customs; the armed forces and the rescue services. Students may take additional qualifications alongside with their public services course such as AS/A Levels, and GCSE results. The qualification covers 18 units over 2 years, of which 2 are externally assessed. These units allow students to investigate the nature of the work within the specific public service department or sector including their role within the community and society, as well as focusing on general issues relevant to all sectors of the public services.

A second qualification of interest is the Certificate in Administration, offered by the North Devon College. It is a two year full time course which has been designed primarily to prepare students with the skills and knowledge needed to meet the entry requirements of a number of public service organisations. The course comprises 18 units:

• Understanding the Public Sector.
• Law & the Legal System.
• Leadership.
• Citizenship & Contemporary Issues.
• Diversity & the Public Services.
• International Perspectives.
• Data Interpretation.
• The Uniformed Services.
• Expedition Skills.
• Human Behaviour.
• Dealing with Accidents.
• Teamwork.
• Health & Fitness.
• Outdoor Activities.
• Criminology.
• Custodial Care.
• Major Incidents.
• Customs & Excise.
• Signals and Communication.
• Nautical Studies.

  The course fits the needs of the so called uniformed public services.

  Recently the British Government has established a Sector Skills Council for Central Government Standards and Qualifications to upgrade the skills of its civil servants. The future plans and objectives of this newly formed organisation include:

• Developing an interim Standards and Qualifications Strategy based on Professional Skills for Government by December 2006.
• Developing a Standards and Qualifications strategy by December 2007.
• Developing Standards and Qualifications to meet the needs of PSG by December 2008.
• Influencing the development of Standards and Qualifications by other SSCs and sector bodies.
• Developing a Standards and Qualifications framework for central government.

  Considering the developments in South Africa in this regard we are ahead of Britain.

  Canada:

  Athabasca University provides a Certificate in Public Administration that educates students on administration at the municipal, provincial, and federal levels of government.

  Abathasca University is Canada’s ‘Open University’. More details can be found at

  The program’s curriculum includes:

• Public finance.
• Budgeting.
• Economics.
• Public policy.
• Legal Studies.
• Industrial Relations.

  The Public Administration Certificate enables students to enter or re-enter the job market, for promotions in the public sector or career migration.

  The certificate requires 30 credits from the following selection (credit values in brackets)

• Administrative Principles (3).
• Microeconomics (3).
• Macroeconomics (3).
• Public Policy and Administrative Governance (3).
• Public Policy in a Global Era (3).
• Public Budgeting and Financial Management in a Globalised World (3).
• Industrial Relations: A Critical Introduction (3).
• Administrative Law (3).
• Commercial Law (3).
• Introduction to Political Science I: Concepts, Structures, and Institutions (3).
• Canadian Government and Politics (3).

  This is an undergraduate course certificate, equivalent to a first year degree course and is at a slightly higher level than this level 3 qualification. It emphasise academic over practical approach if compared to this level 3 certificate qualification which is tailored to our practical South African developmental needs.

  Australia:

  In Australia apprentices and trainees gain qualifications under the Australian Qualifications Framework (AQF) predominantly between AQF levels 1 to 3 (AQF has levels 6 levels). The majority of traineeships are currently conducted under a Training Agreement of 12 months duration and provide an AQF level 2 qualification. The majority of apprenticeships are currently conducted in 3 to 4 years Training Agreement and provide a minimum qualification at AQF level 3. Both trainees and apprentices can enter subsequent Training Agreements to gain higher level qualifications.

  Tin the case of an Administrative Services Trainee (General), who obtains a Certificate II in Government the employee will work as general administrative assistant performing a range of tasks under close supervision. His summary of training includes the following Units:

• Work in a public sector environment.
• Communicate in the workplace.
• Use technology in the workplace.
• Follow defined occupational health and safety policies and procedures.
• Electives.
• Deliver a service to clients.
• Access and use resources.
• Handle workplace information.

  Considering the title, specific outcomes, assessment criteria, exit level outcomes and embedded knowledge of this certificate we can conclude that it compares best with our qualification at Level 3.

• FETC: Generic Business Administration: Level 4.
• FETC: Generic Management: Level 4.
• FETC: Public Administration: Level 4.

  It should articulate horizontally with any other qualification at level 3 in the following fields:

• Secretarial services.
• Reception services.
• Switchboard operations.
• Health administration.
• Legal administration.
• Financial administration.
• Banking administration.
• Personal/executive secretarial services.
• Data capturing.
• School administration.

• Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with a relevant Education, Training, Quality, Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA’s policies and guidelines for assessment and moderation.

  Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as in the exit level outcomes described in the qualification.