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National Certificate: Public Admin. (SAQA ID 57804) LEVEL 3



CURRICULUM OUTLINE

 

 

NATIONAL CERTIFICATE:

PUBLIC ADMINISTRATION

ID 57804 LEVEL 3 – 157 CREDITS

 

 

 

 

 

 

 

 

 

1.

PROGRAMME OVERVIEW

 

PROGRAM DESCRIPTION.

 

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.

 PROGRESSION PATHWAY

 

This qualification articulates vertically with the following qualifications:

•  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

PROGRAM ALIGNMENT

 

This programme consists of EIGHT(8) SKILLS PROGRAMS as follows and will be covered over a period of one year:

  1. Basic computer skills
  2. Office  skills
  3. The fundamentals of public administration
  4. Basic principles of the three spheres of government of south africa
  5. Occupational health safety and security
  6. Mathematical skills
  7. Communication skills
  8. Customer service skills

QUALIFICATION COMPONENTS

Fundamental unit standards:         36 credits

Core unit standards:                        103 credits

Elective unit standards:      18 credits

 

PURPOSE

 

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.

AREA OF SPECIALISATION

On achieving this qualification the learner will:

 

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.

 

ENTRY REQUIREMENTS

If Learner has passed Grade 12, with English, a Second Language and Mathematics and Mathematical Literacy, then the Learner will be exempt from completing the choice subjects below. Learners will therefore not be required to register for any choice subjects.

 

RATIONALE

Effective and efficient administration in the public sector is 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.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification are assumed to be competent in:

 

• 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 qualification:

 

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

EXIT LEVEL OUTCOMES

On achieving this qualification the learner will:

 

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..

 

NATIONAL CERTIFICATE: PUBLIC ADMINISTRATION (QUAIL ID: 57804)

                                                  PROGRAMME ALIGNMENT                              

DATE

SKILLS PROGRAMS

 

TITLE OF UNIT STANDARDS

US ID No.

CREDITS

CREDITS PER SKILLS PROGRAM

FIRST MONTH

SKILLS PROGRAM 1

BASIC COMPUTER SKILLS

 

BASIC COMPUTER SKILLS

This SKILLS PROGRAM is a combination of 4 unit standards and is designed to ensure that learners competent with it will have the Basic computer skills.

Use a Graphical User Interface (GUI)-based word processor to format documents 

117924

5

 

 

15

Use generic functions in a Graphical User Interface (GUI)-environment 

117902

4

Use data entry and retrieval skills to input and retrieve computer data 

242865

4

Install a Personal Computer (PC) peripheral device, in a GUI environment 

117943

2

 

Contact / Facilitation Days

       6 DAYS

Workplace Application Days

13 DAYS

 

Theory

45 Hours

 

Practical

105 Hours

 

Assessments

2 Hours

SECOND

MONTH

 SKILLS PROGRAM 2

OFFICE SKILLS

 

OFFICE SKILLS

This SKILLS PROGRAM is a combination of 6 unit standards and is designed to ensure that learners who complete this section have the basic office skills.

Operate and take care of equipment in an office environment

114976

2

 

18

Participate in formal meetings 

14911

3

Process incoming and outgoing telephone calls 

14348

3

Answer customer enquiries by mail, facsimile, and e-mail in a wide range of public sector contexts 

242864

4

Plan and conduct basic research in an office environment 

13935

6

 

Contact / Facilitation Days

7 DAYS

Workplace Application Days

16 DAYS

 

Theory

66 Hours

 

Practical

154  Hours

 

Assessments

4 Hours

 

 

THIRD

MONTH

SKILLS PROGRAM 3

THE FUNDAMENTALS OF PUBLIC ADMINISTRATION

 

THE FUNDAMENTALS OF PUBLIC ADMINISTRATION

This SKILLS PROGRAM is a combination of 7 unit standards and is designed to ensure that learners who complete this section are well equipped with public administration skills.

Apply public sector policies and procedures to achieve administration objectives 

242870

12

 

40

 

 

 

 

Demonstrate an understanding of public participation in Local Government

244300

6

Identify, operate and maintain the records management system in a Public Sector organisation 

242866

6

Manage own performance improvement process in a public sector context 

242874

4

Manage own work performance in a public sector workplace 

242862

6

Demonstrate and apply knowledge of the ethical standards in the Public Sector 

242857

4

Demonstrate knowledge of and apply the Public Sector Code of Conduct in own work roles and context 

242858

4

Identify basic employment rights and responsibilities and deal appropriately with own grievances and disputes 

242863

4

 

Contact / Facilitation Days

15 DAYS

Workplace Application Days

35 DAYS

 

Theory

120 Hours

 

Practical

280 Hours

 

Assessments

8 Hours

 

 

 

FOURTH

MONTH

SKILLS PROGRAM 4

BASIC PRINCIPLES OF THE THREE SEPHERES OF GOVERNMENT OF SOUTH AFRICA

 

BASIC PRINCIPLES OF THE THREE SEPHERES OF GOVERNMENT OF SOUTH AFRICA.

This SKILLS PROGRAM is a combination of 3 unit standards and is designed to ensure that learners who complete this section will be able to understand the basic principles of the three spheres of government of South Africa

Demonstrate and apply knowledge of role and responsibility of local government in South Africa 

242868

6

 

18

Demonstrate and apply knowledge of role and responsibility of national government in South Africa 

242856

6

Demonstrate and apply knowledge of role and responsibility of provincial government in South Africa 

242854

6

 

Contact / Facilitation Days

7 DAYS

Workplace Application Days

16 DAYS

 

Theory

54 Hours

 

Practical

126 Hours

 

Assessments

4 Hours

FIFTH

MONTH

SKILLS PROGRAM 5

OCCUPATIONAL HEALTH SAFETY AND SECURITY

 

OCCUPATIONAL HEALTH SAFETY AND SECURITY

This SKILLS PROGRAM is a combination of 3 unit standards. It ensures that learners understand the basic Occupational Health safety and security.

Contribute to the health, safety and security of a financial services workplace 

114957

2

 

10

Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace 

13915

4

Apply knowledge of HIV/AIDS to a specific business sector and a workplace

244574

4

 

 

 

 

 

Contact / Facilitation Days

4 DAYS

Workplace Application Days

9 DAYS

 

Theory

30 Hours

 

Practical

70 Hours

 

Assessments

2 Hours

SIXTH

MONTH

SKILLS PROGRAM 6

MATHEMATICAL SKILLS

 

MATHEMATICAL SKILLS

This SKILLS PROGRAM is a combination of 5 unit standards. It ensures that learners competent with this skills program, understands the basic mathematical skills.

Perform Basic Business Calculations 

11241

6

 

 

22

Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts 

9013

4

Investigate life and work related problems using data and probabilities 

 

9012

5

Use mathematics to investigate and monitor the financial aspects of personal, business and national issues 

7456

5

Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations 

9010

2

 

Contact / Facilitation Days

8 DAYS

Workplace Application Days

19 DAYS

 

Theory

66 Hours

 

Practical

154 Hours

 

Assessments

4 Hours

 

SEVENTH

MONTH

SKILLS PROGRAM 7

COMMUNICATION SKILLS

 

COMMUNICATION SKILLS

This SKILLS PROGRAM is a combination of 4 unit standards. It ensures that learners competent with this skills program understand the communication skills.

Accommodate audience and context needs in oral/signed communication 

119472

4

19

Interpret and use information from texts 

119457

5

Use language and communication in occupational learning programmes 

119467

5

Write/present/sign texts for a range of communicative contexts 

119465

5

 

Contact / Facilitation Days

7 DAYS

Workplace Application Days

17 DAYS

 

Theory

57 Hours

 

Practical

133 Hours

 

Assessments

2 Hours

SEVENTH

MONTH

SKILLS PROGRAM 8

CUSTOMER SERVICE SKILLS

 

CUSTOMER SERVICE SKILLS

This SKILLS PROGRAM is a combination of 4 unit standards. It ensures that learners will understand the customer service skills.

Apply the basic skills of customer service 

114974

2

10

Apply the Batho Pele principles to own work role and context 

242860

4

Apply knowledge of self and team in order to develop a plan to enhance team performance

13912

5

 

Contact / Facilitation Days

6 DAYS

Workplace Application Days

13 DAYS

 

Theory

45 Hours

 

Practical

105 Hours

 

Assessments

2 Hours

EIGHTH

MONTH

FINAL SUMMATIVE ASSESSMENT

NINETH

MONTH

FINALISING PORTFOLIOS OF EVIDENCE

                     

 

 

2.

DESIGN STRATEGY

 

2.1  Learning aims and objectives

A CLARITY OF FOCUS ON OUTCOMES and DESIGN DOWN:

 

 

  • Outcomes that focused on what learners should do at the end of a series of significant, meaningful and coherent learning experiences were analysed and identified.
  • Outcomes are expressed as a set of broad, comprehensive, assessable and observable indicators or benchmarks of student achievement at each stage of the learning programmes.
  • Learning programmes include not only specific outcomes (observable outcomes), but also critical crossfield (adaptive ability such as problem solving).
  • Learning programmes are designed back from the outcomes.
 

 

2.2  Theoretical content

CONTENT RELEVANCE:

 

  • Content was designed to include knowledge and skills that are relevant and connected to real-life situations.
  • Content and activities present authentic tasks.
  • Learning programmes were designed to include theoretical and practical learning components and, wherever possible and appropriate, experiential learning.
  • Delivery methodology allows for flexibility, a variety of methods, environments and resources.
 

 

.3  Teaching and learning

LEARNER CENTRED & EXPANDED OPPORTUNITIES:

 

 

  • Learners are expected to take responsibility for their own learning in order to reach the required standard or outcome.
  • The emphasis is on whether the learner reaches the required standard or outcome and not on procedure.
  • Learning is value adding in that it builds contextually on the learner’s existing frames of reference.
  • Learners are given multiple opportunities to demonstrate whether the outcome has been reached.

HIGH PARTICIPATION & CO-OPERATIVE LEARNING:

 

  • Learning activities are inductive and allow learners to construct knowledge for themselves.
  • Learning activities allow learners to engage in group/team/pair work, debate, role-play, research, experiment to discover for themselves.
  • Learners are encouraged to form own insights and create own solutions based on successful attainment of predetermined performance outcomes.
  • Learners are motivated by constant feedback and affirmation of their worth by means of assessment.

INTEGRATION:

 

  • Learning is designed to integrate a wider social and economic understanding and awareness.
  • Learning methodology allows for clear integration between theory, practical / workplace components.
  • Learning programmes are designed to focus on learning that integrates critical thinking, reasoning, reflection and action.
 

 

 

 

 

2.4  Assessment

Refer to the assessment guide for specific details regarding the assessment of this programme.

PRINCIPLES OF ASSESSMENT:

 

Assessments meet the following criteria for SAQA’s principles of assessment:

  • Assessment methods are; appropriate, fair, manageable, integrated into work or learning
  • Assessment evidence is; valid, current, authentic, sufficient
  • Assessment process is systematic, open and consistent.

CLARITY OF FOCUS ON OUTCOMES

  • Assessments are focused on what the learner has achieved in relation to learning outcomes.
  • Learner achievements are measured solely on whether a learner has reached the required outcomes or not.
  • Assessment criteria are clearly defined and are derived from the unit standard.

HIGH EXPECTATIONS

  • Assessment tasks are challenging, not simply routine.
  • Evidence collected is governed by quality criteria (criterion-referenced).
  • Assessments discriminate between low and high levels of achievement.
  • Advancement is based on demonstrated achievement.  

EXPANDED OPPORTUNITY

  • Assessments lead toward achievement of qualifications or part qualifications.
  • Learners advance through the system when they are able to demonstrate attainment of the desired outcomes.
  • Learners’ prior knowledge is taken into consideration when organising learning experiences
  • Learners are supported to attain these desired outcomes.

 

 

CONTINUOUS & INTEGRATED ASSESSMENT:

  • Formative (during learning, informal and not for credits) and summative (after learning, formal and for credits) assessment are used.
  • Learners are assessed on an on-going basis – Assessment is towards life-long learning.
  • A variety of assessment techniques are used, for example simulations, portfolios, self-assessment, workplace assessment.
  • Assessment is broad, covering a number of assessment standards, which include skills, knowledge, understanding, attitudes and values.
  • Assessment is integrative and focuses on the application of competence.
 

 

2.5  Evaluation

FACILITATOR

Learners will be required to evaluate the performance of the Facilitator on completion of the learning programme.  Facilitators will be evaluated against the following criteria:

  • The learning outcomes were clearly stated.
  • Key learning points were illustrated and clarified.
  • The learning outcomes were met.
  • Key learning points were summarised.
  • The principles of adult learning were applied.

PROGRAMME

Learners will be required to evaluate the value of the learning experience against the following criteria:

  • The extent to which the learning programme achieved the learning outcomes.
  • The overall reaction of the learner to the programme.
  • The relevance of the learning material content.
  • The sequence, pace and timing of the lessons.

LOGISTICS

Learners will also be required to evaluate the value of:

  • The physical classroom environment.
  • The seating arrangements.
  • Meals and refreshments.
  • Room Layout.
  • Accommodation (if applicable).
 

 

 

 

3.

DELIVERY STRATEGY

 

3.1  Materials

Participant’ materials:

Participant Guides

  • This is a comprehensively structured guide for the learner and includes all theory and activities.

Workplace / Practical Guide

  • This is a comprehensively structured workplace guide for the learner to use during practical/workplace/assessment.

Facilitator’s materials:

Facilitator Guide

  • This is the guide for the facilitator on how to manage the learning

Presentation Slides

  • These are the visuals used by the facilitator to present the learning

Activities and Hand outs

  • These are the activities that the facilitator will implement to help the learners achieve the lesson outcomes.

Assessor’s Guide:

Assessment Strategy

  • This is the approach and rules which govern company assessments and can also be found in the Assessment Policy documents

Assessment Plan

  • This is the plan on what outcomes are being assessed, using relevant criteria and the evidence that the candidate must produce to prove competence

Assessment Instruments

  • These are the assessment instruments used to collect evidence from the candidate to display competence in an outcome.
 

 

3.2  Notional hours of learning

70% practical (80% workplace implementation, 20% assessment) and 30 % theory (workshop).

Theory / contact time

  • 468 hours required for formal learning.

Workplace

  • 1092 hours required for workplace practice and transferring the learning. Formative assessment activities are included in the workplace learning time.

Assessment

  • 306 hours required for assessment preparation, evidence collection and submission.

TOTAL NOTIONAL HOURS

  • 1560 HOURS = 156 UNIT STANDARD CREDITS
 

 

3.3  Training media, aids and equipment

Classroom set-up and space requirements

  • U-shape room layout is preferable in order to facilitate learner interaction.  Breakaway areas would be helpful for group work.

Training media and equipment

  • Flipchart, flipchart markers, pens, laptop with windows media player
  • Proxima or overhead projector and screen.

Training aids

  • Flash cards, learner guides, handouts.
 

 

 

 

4.

LEARNER SUPPORT STRATEGY

 

4.1  Learner roles and responsibilities

The learner is expected to actively participate by:

  • Taking part in and completing group activities, practical assignments and discussions.
  • Planning and preparing for the training.
  • Asking for support when needed.
  • Giving meaningful input into and challenging the status quo.
  • Finding new and better ways of doing things
  • Developing sound and effective practices given the input from the facilitator and the rest of the group
  • Complying with assessment requirements.
 

 

4.2  Provider roles and responsibilities

FACILITATOR/ECF/ASSESSOR/COACH/MENTOR:

(The facilitator’s role is that of; facilitation of learning, facilitation of evidence collection for assessment, preparation of candidates for assessment and assessment of learners.  All of these roles require degrees of coaching and mentoring).

The relevant coaches/mentors will provide guidance and support before, during and after the learning intervention.

Before:

  • The facilitator will prepare the learner for the learning by ensuring that the purpose and pre-requisites of the course have been understood and met.

During:

  • The facilitator will provide all materials and resources necessary for learning to take place.
  • The facilitator will guide and support the learner during learning - ensure that learners understand and can practice the necessary skills.
  • The facilitator will ensure that learning outcomes are achieved according to the learning and unit standard outcomes
  • The facilitator will identify learners who are experiencing difficulties – content or otherwise – and take appropriate action to assist the learner in joining the main stream of learning.
  • The facilitator will conduct formative assessments to determine learner level of competence and take corrective action based on the results of formative assessment.

After:

  • The facilitator/workplace coach will assist the learner in implementing skills learnt in the workplace in the form of structured on-the-job activities, which are outlined in the Workplace Guide.
  • The facilitator/workplace coach will conduct formative assessment for workplace activities to determine the learner’s level of competence and take corrective action based on the results of formative assessment.
  • The Evidence Collection Facilitator will assist the candidate in identifying and preparing for evidence collection for assessment.
  • The Evidence Collection Facilitator will judge the evidence produced by the candidate and advise whether or not it is ready for assessment submission.
  • The Assessor will plan and prepare the candidate for assessment as per the Assessment Guide.
  • The Assessor will conduct the assessment, provide developmental feedback to the candidate and make an assessment judgment.
  • The Assessor will guide and support the candidate for re-assessment purposes and communicate the company’s appeals policy.
 

 

 

5.

EVALUATION STRATEGY

 

5.1  Evaluation purpose

  • To judge the value and effectiveness of the learning programme in terms of learner reactions, learning and change in behaviour.
 

 

5.2  Evaluation instruments

Post Course Learner Evaluations

  • Evaluation checklists completed by the learner at the end of the workshop to measure the level of learner satisfaction.

Post Course Facilitator Evaluations

  • Evaluation checklists completed by the facilitator at the end of the workshop to indicate the extent to which the programme achieved the learning outcomes and criteria of the programme strategy.

Assessment Instruments

  • Summative assessment conducted to judge the extent to which learners were able to competently perform the activities on – the – job.

   Moderation strategy

 

  • It is clearly indicated in the Moderation Policy and the Moderation Guide of IQ SKILLS ACADEMY.
 

 

 

 

 
 
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