SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Technical and Vocational Teaching

SAQA QUAL ID	QUALIFICATION TITLE
102211	Advanced Diploma in Technical and Vocational Teaching
ORIGINATOR
Nelson Mandela University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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:
This Advanced Diploma in Technical and Vocational Teaching requires the candidate to possess specific depth in a specialisation of appropriate, vocationally-orientated knowledge.

The purpose of this qualification is to develop and deepen teaching competencies expected of lecturers and trainers in the Technical Vocational Education and Training (TVET) sector, by:

Exposing them to current trends in the development of a vocational pedagogy, appropriate to the teaching and learning demands in a multi-disciplinary context.

Promoting critical and enquiry-based dispositions with regard to the foundations of education as well as the technological industry/workplace spaces in which they operate.

Placing an emphasis on practical learning by exposing and engaging students to both classroom-specific and industry/workplace-specific environments.

Strengthening the foundations of a vocational pedagogy grounded in a humanising pedagogy.

Developing focused knowledge and skills as TVET lecturers.

Sensitising students to the unique and complex challenges in the sector so they may engage in socially responsive ways to the diverse learner profiles encountered in the sector.

Practicing a vocational pedagogy which reflects the requisite professional values, ethical conduct, justifiable decision-making and leadership.

Embracing a personal philosophy of teaching and learning underpinned by a strong theoretical foundation of a vocational pedagogy within a humanising framework.

Rationale:
The Technical and Vocational Education and Training sector (TVET) is a national priority in South Africa, identified by government, industry and learning institutions in respect of enhanced responsiveness to the needs of the economy and of current and prospective lecturers and students in the TVET sector. "By 2030 the goal is to have a head-count enrolments of 2.5 million in TVET colleges" (Dr B.E. Nzimande, at the launch of the White Paper: PSET, 2014) Furthermore, one of the key outcomes identified in the government's National Development Plan (NDP) 2030 Vision and Trajectory is: A skilled and capable workforce to support an inclusive growth path. "The priority should first be to stabilise the system and this should be supported by the availability of qualified lecturer's strong partnerships with industry and social partners." (DHET, 2014).

The Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) Public Further Education and Training (FET) Sector Skills Plan (2012) found that on a national level approximately 40% of the lecturers in the TVET sector are professionally unqualified and that more than 50% had less than 5 years lecturing experience. If one then considers the research finding that the quality of the lecturing corps will strongly influence the education system they serve (Lucas, 2012) and, additionally, that "Skills development in South Africa is critically dependent on FET college lecturers", as reported by the Eastern Cape Socio-economic Consultative Council (ECSECC, 2012, p. 6); it is clear that the sector is in dire need of effective and competent lecturers at the various institutions where TVET programmes are being offered.

On the national landscape all existing TVET qualifications are being phased out and new qualifications are being introduced. Currently this institution has no accredited education qualification serving this sector, and as a comprehensive university, NMU is ideally suited to offer quality lecturer development programmes for this sector, since the expertise exists across all faculties to offer lecturer-specialisations over a wide range of TVET fields (engineering, business, tourism, arts and science, etc.) In view of the above and with the publication of the new Policy on Professional Qualifications for Lecturers in TVET (June 2013) it is now incumbent upon HEI's to support - in the geographic scope of their operations - the TVET sector in the development of competent, professionally qualified lecturers.

In light of the above, this qualification responds to the need to develop teaching competence in the TVET sector, which requires a specialised pedagogy, cognisant of the diversity of the student body as well as the requirements in the world of work.

It furthermore aims to develop the capacity of current and prospective technical and vocational lecturers and trainers to build relationships with local, national and international business and industry in order to enhance their knowledge and insights into the most recent trends and technological advances, and to incorporate these into teaching practice.

One of the imperatives for the offering of this qualification is that it may be offered as both a professional teaching qualification to prospective TVET lecturers and trainers, and as an in-service professional teaching qualification to lecturers and trainers who are in possession of at least an approved 360-Credit Level 6 National Diploma or a relevant Bachelor's Degree. Further to this rationale, is the fact that the qualification articulates with a variety of cognate qualifications.

This qualification was developed through a collaborative effort of public and private higher education institutions, initiated by the Department of Higher Education and Training (DHET), and it follows on intense curriculum renewal processes. These two processes added much to the thinking that has gone into the development of this qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Provisions for the Recognition of Prior Learning (RPL) are important considerations for this qualification because, "many students who will enter the Technical Vocational Education and Training (TVET) programmes will be already practicing as TVET lecturers and/or have other prior qualifications and/or have gained substantial experience as a result of learning/practicing in the workplace." (DHET, p.18) However, the learning outcomes must not be compromised as a result of RPL practice.

RPL must be guided by internal, South African Qualifications Authority (SAQA), Council on Higher Education (CHE) and Higher Education Qualifications Framework (HEQF) RPL policy guidelines on an individual, student-by-student basis. RPL may have three modes, namely:

Credits in lieu of prior qualifications, provided there is similarity in the qualification both in terms of learning content and National Qualifications Framework (NQF) level.

VEOP, which is a 30 Credit short learning programme for which students can be given credits.

Where substantial learning in the teaching, workplace or the industrial workplace as a result of meaningful workplace (informal and non-formal) experience has been attained. Such students can present themselves for assessment of prior learning (APL).

Entry Requirements:
The minimum requirements for admission into the Advanced Diploma are:

An appropriate 360-Credit, Diploma, Level 6, and with appropriate academic fields to enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes.
Or

Bachelor's Degree, Level 7which includes sufficient disciplinary (subject content) learning in cognate (i.e., similar, related), appropriate academic fields to enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits:

Philosophical perspectives in education, 8 Credits.

Psychology of education in a vocational context, 8 Credits.

Vocational education for social change, 8 Credits.

Historical developments in vocational education, 8 Credits.

Curriculum studies and assessment practices, 12 Credits.

Pedagogical perspectives in TVET, 12 Credits.

A professional identity for a vocational lecturer, 12 Credits.

Designing a vocational pedagogy, 12 Credits.

Critical discourses in TVET, 8 Credits.

Practical learning - Teaching practice, 24 Credits.

Practical learning - Workplace-based practice, 8 Credits.

EXIT LEVEL OUTCOMES

1. Exhibit and be able to articulate behaviour and attitudes that demonstrate a humanising pedagogical praxis in their professional practice.
2. Identify, analyse, critically reflect on and respond to complex issues as they manifest in the TVET educational context in South Africa.
3. Make meaningful contributions to disciplinary discourses, based on a critical engagement with contemporary theories in education (e.g. Philosophy, Psychology, Sociology, etc.) which underpin a philosophical foundation for teaching and learning in the context of TVET.
4. Develop the attributes of a sustainable developmental practitioner in education by being cognizant of the seventeen Sustainable Development Goals as defined in Transforming Our World.
5. Explore and examine his/her own identity and the intersect of vocational educator identity with reference to professional values, ethical conduct, justifiable decision-making and leadership.
6. Engage in pedagogic practices to integrate theory and practice, based on an in-depth understanding of his/her subject specialisation, based on the context and the diverse needs of their learners.
7. Employ assessment methods in varied, valid and reliable ways, and provide constructive feedback to promote learning.
8. Engage in an inquiry-based approach with the specific aim of creating new knowledge as well as innovative problem-solving strategies to benefit both classroom and workplace/industry experience.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outside 1:

Display a disposition that is consistent with a humanising praxis in both their pedagogy and in the development of their professional identity.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify, analyse, critically reflect on and respond to complex issues in the TVET educational context in which they serve.

Associated Assessment Criteria for Exit Level Outcome 3:

Critique and analyse from a contextual and student perspective different theoretical positions to develop a personal philosophy to inform their pedagogic practice.

Associated Assessment Criteria for Exit Level Outcome 4:

Engage with and show how humanizing pedagogic practices are based on and reflect an informed understanding of the philosophy and principles of sustainable development at local, national and global levels.

Associated Assessment Criteria for Exit Level Outcome 5:

Critically reflect on his/her own identity in order to shape and re-shape his/her professional identity in relation to professional values, ethical and moral conduct and just decision-making to develop leadership qualities.

Associated Assessment Criteria for Exit Level Outcome 6:

Apply pedagogic practices in their teaching and learning approach based on an informed understanding of theoretical knowledge and of the contexts of their learners.

Associated Assessment Criteria for Exit Level Outcome 7:

Use a variety of assessment tools and methods to enhance learning and to improve his/her pedagogic practices.

Associated Assessment Criteria for Exit Level Outcome 8:

Provide evidence that the inquiry-based approach (action research) can create new knowledge and pedagogical skills to benefit both classroom- and workplace/industry-based experience.

Integrated Assessment:
Assessments cover a variety of reflective, developmental and summative activities specifically aimed at adult learners. The range of assessment activities include written assignments, oral presentations, Learning Management Systems (LMS), (MOODLE) interactions, written class tests, case studies, research-focused/inquiry-based activities, peer-assessed reports, self-assessment reports, research - driven reports, micro-teaching, teaching practice in simulated and actual environments, Work Integrated learning (WIL) (teaching practice, industry/workplace practice report), problem solving assignments, etc. All assessments are formative and cumulative (continuous) and may provide multiple opportunities for successful learning.

The various assessment activities set out in each module are carefully crafted to contribute towards the development of a holistic understanding of the theoretical knowledges and the application of these knowledges to enhance their workplace experience.

The integrated approach adopted in the various assessment activities is designed that students may develop an understanding that theories inform and foreground practice in a vocational discipline. The theoretical components of the qualification are consistently linked to the practical components through assessment. As will be seen in the assessment model, there is a clear indication that elements of the theoretical disciplinary- and pedagogical-focused modules are assessed within the practical WIL modules. Rubrics will be designed for the WIL modules to ensure this is the case.

INTERNATIONAL COMPARABILITY

Internationally, a similar qualification is offered in Scotland, known as the Teaching Qualification in Further Education (TQFE). The Teaching Qualification in Further Education (TQFE) is the core teaching qualification available to college lecturers in Scotland. It is also one of the three national teaching qualifications defined in Scottish legislation, the other two being the Teaching Qualification in Secondary Education (TQSE) and the Teaching Qualification in Primary Education (TQPE). As such the TQFE is subject to a full approval and accreditation exercise every six years, conducted by the Scottish Government and the General Teaching Council Scotland. Currently, the TQFE is delivered by three Teacher Education Institutes (TEIs): the University of Aberdeen, University of Dundee and University of Stirling. Their programmes are delivered at undergraduate (SCQF Level 9) and / or at Postgraduate (SCQF Level 11).

The SCQF Level 9 appears to be equivalent to the South African Level 7 as the exit point for undergraduate Degrees both in terms of outcomes and assessment. Interestingly, there are also similarities in delivery (face to face lectures with an online component), the target market (both under- and Postgraduate, currently employed as lecturers) and the content mix (between the academic and practical components). This level (Level 9) of the Scottish offering is the same level at which the Adv Dip (TVT) is offered. All programmes are delivered to candidates who are already college lecturers, although Stirling additionally offers a 'pre-service' TQFE programme for full-time students, which includes teaching placements. Programmes include both academic study and practical learning, including assessed teaching practice. All the programmes also embed, throughout, the core 2006 Professional Standards for Lecturers in Scotland's Colleges. The Scottish Government expectation is that all new full-time lecturers should be working towards or already undertaking a TQFE, if they do not already hold an equivalent qualification. In South Africa it is also the expectation that all eligible college lecturers obtain the Adv Dip (TVT).

ARTICULATION OPTIONS

This qualification allows for vertical and horizontal articulation opportunities.

Horizontal Articulation:

Advanced Diploma in Technical and Vocational Education and Training, Level 7.

Vertical Articulation:

Bachelor of Education Honours, Level 8.

Postgraduate Diploma in Technical and Vocational Education and Training, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

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.	Nelson Mandela University