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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
109277  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
University of Witwatersrand 
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  2019-03-08  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 qualification encompasses outcomes in respect of disciplinary learning (which include the study of education and its foundations; and, the study of specific and specialised subject matter relevant to subject specialisations), pedagogical learning (which include general pedagogical knowledge in terms of the principles, practices, methods of teaching and assessment, inclusive education and an understanding of the barriers to learning; and, specialised pedagogical content knowledge in respect of the concepts, methods, rules and practices of a subject specialisation), practical and work-integrated learning (which involves learning in, and from, practice.

Upon completion of this qualification, professionally qualified technical and vocational education and training educators will be able to:
  • Teach their subject, and select, sequence and pace subject content in accordance with subject and learner needs and the requirements of the curriculum.
  • Manage their teaching environments effectively in order to enhance learning.
  • Develop and administer assessment in varied and reliable ways, and use the results of assessment to improve their own practice and students' understanding.
  • Equip themselves and their students for the demands of the workplaces within which their students will work.
  • Engage with the Technical and Vocational Education and Training (TVET) context, including the policy environment and contextual realities of the sector, in order to adjust their practice appropriately.
  • Deal with diverse socio-economic contexts, ages, cultural backgrounds, life and work experience, learning styles and aspirations, and special education needs of their students, to ensure maximum student success.
  • Communicate effectively through advanced speaking, reading and writing skills in the language of learning and teaching.
  • Integrate information and communication technologies in an effective manner for their own and students' progress.
  • Embody positive work ethic and values in a manner that honours and advances the vocational teaching and training profession.
  • Reflect critically in, and with, the professional community of practitioners, on their own practice, in order to improve and adapt to changing environments.

    Rationale:
    The Advanced Diploma in Technical and Vocational Teaching (Adv-Dip (TVT)) is a professional teaching qualification for lecturing at institutions that offer technical and vocational education and training Qualification. It is a 'capping' qualification for graduates and/or diplomates already in possession of a general undergraduate Bachelor Degree or Diploma, to become professionally qualified as a technical and vocational education and training lecturer or trainer. Typical learners will include those lecturers already teaching in technical and vocational education and training settings, but who do not have teaching expertise.

    An improved and efficient Technical and Vocational Education and Training (TVET) system is a priority identified by government, industry and learning institutions in respect of enhanced responsiveness to the needs of the economy and to the needs of current and prospective learners in technical and vocational education and training settings, including public and private colleges, training centres and workplace centres.

    Learning to teach is central to practical learning; and, knowledgeability of the skills, techniques and practices as they are applied in business and industry in a specialised subject area makes up the remainder of practical learning), situational learning (which refers to the varied contexts and environments, including policy, political, organisational and economic environments that will influence teaching and learning in the TVET context. Challenges such as human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS), unemployment, poverty, the economy, the effects of apartheid, diversity of the student body, including gender issues, inclusivity and environmental sustainability will be the main topics of this area), fundamental learning (which refers to competence in the language of learning and teaching, learning to converse in an official African language, the ability to use information and communication technologies (ICTs) and academic literacies (including language and numerical literacies) and basic life skills. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL) is not to be used for the purpose of alternative access to the qualification. A maximum of 30 Credits may be recognised as prior learning, utilising the following mechanisms:

    Students who transfer their studies from another Higher Education Institution offering Advanced Diploma (AdvDip) Tension-free Vaginal Tape (TVT) to the Wits School of Education will need to supply their transcript, course outlines and other relevant documentation (e.g. study guides) to the AdvDip (TVT) Programme Coordinator. Where there is convergence regarding content covered, and at similar levels of conceptual and cognitive demand, students will be given advance standing against applicable modules in this curriculum. Similarly, a student transferring from another Diploma or Degree into AdvDip (TVT) may be given advanced standing where they bring courses that offer content knowledge in a teaching subject offered in the Adv. Dip TVT programme. Students who have undergone appropriate, relevant workplace-based learning, either in teaching contexts or in industry contexts, may also be given credit for work-based learning if they present relevant documentation such as course outlines, study guides or reference certificates from the employers.

    Any applicant without a National N- Diploma that will have completed a relevant 30-Credit module like Vocational Education Orientation Programme (VEOP) course and a relevant trade will be accepted into the qualification. This will also apply to any applicant who will be coming from another Higher Education Institution with an incomplete AdvDip (TVT) will be allowed to continue at the Wits School of Education after their transcripts and study guides from their previous Higher Education Institution will be submitted to the Programme Coordinator for review. After the transcripts and study guides will have been reviewed to the satisfaction of the Wits School of Education admission criteria, the applicant would then be admitted into the qualification.

    Applicants who fall outside of the normal admissions process who can demonstrate, to the satisfaction of the University, that they have a suitably cognate qualification and/ or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. This process will be confined to not more than 10% of the cohort.

    Entry Requirements:
    The minimum entry requirements are:
  • Passed the Senior Certificate with endorsement or has obtained a School Leaving Certificate and satisfies the Senate that s/he is proficient in English.
    And
  • Appropriate 360 Credits Diploma or Bachelor's Degree, namely one that includes adequate disciplinary learning in cognate academic fields at the exit level of the prior qualification.
    Or
  • Prior qualifications that are linked to teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context. Candidates who meet the admission requirements will be admitted with no further selection criteria. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules and electives at Level 7, totalling 120 Credits.
  • Education Studies, 24 Credits.
  • Management within Technical and Vocational Education and Training ,16 Credits.
  • Technical and Vocational Education Studies, 34 Credits.
  • Teaching, Learning and Researching in Technical and Vocational Education and Training, 7 Credits.
  • Teaching Practice, 24 Credits.
  • Lecturer Industry Experience, 8 Credits.

    Curriculum Studies: Elective A (CHOOSE ONE totalling 43 Credits each):
  • Civil Engineering and Building Construction.
  • Electrical Infrastructure Construction.
  • Engineering and Related Design.
  • Information Technology and Communication Science.
  • Mathematics and Mathematical Literacy.
  • Physical Sciences. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of Technical and Vocational Education and Training (TVET).
    2. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of a technical and vocational education and training lecturer.
    3. Reflect on own practice to support professional development.
    4. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
    5. Demonstrate an understanding of students, vocational education and training, learning, curriculum and general instructional and assessment strategies.
    6. Demonstrate the ability to work in teams, organisations and groups.
    7. Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for students.
    8. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
    9. Develop an understanding of possible barriers to learning experienced.
    10. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    11. Prepare students for learning and work in real-life workplace environments.
    12. Demonstrate an understanding of teaching practices across a variety of technical and vocational education and training contexts, including classroom and workshop/laboratory practice; and in authentic workplaces and simulated environments.
    13. Manage classrooms/workshops/laboratories/simulated work environments.
    14. Demonstrate knowledge of the current application and relevance of specialised subject fields in associated workplaces.
    15. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    16. Demonstrate an understanding of relevant policy, political and organisational context important for the growth of technical and vocational education and training in South Africa.
    17. Demonstrate an understanding of the diverse challenges faced by technical and vocational education and training learners.
    18. Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.
    19. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies.
    20. Demonstrate the ability to hold a basic conversation in at least one official African language.
    21. Demonstrate the ability to integrate Information and Communication Technology (ICT) appropriately for own and student development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss, debate, critically assess and reflect on the principles of the philosophy of Technical and Vocational Education and Training (TVET).
  • Engage critically with discourses, concepts and theories relevant to TVET in a post-school context.
  • Apply sociological and psychological principles and practice in the TVET context.
  • Critically interact with, and analyse various theoretical positions in respect of the history, politics and economics as it relates to TVET.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Reflect a critical, committed and ethical attitude.
  • Foster a sense of respect and responsibility towards others.
  • Act in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply appropriate research strategies to enhance teaching, learning and professional practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Engage with prevailing practices and methods of teaching.
  • Select and apply a variety of teaching practices in diverse settings.
  • Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adjust teaching and learning practices to the context of technical and vocational education and training students.
  • Interpret and enact curricular knowledge and practice in terms a broader understanding of relevant fields of knowledge.
  • Plan lessons and other learning experiences, including preparing students for workplace learning, by selecting appropriate teaching and learning strategies.
  • Design and apply appropriate assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Model working in teams to the benefit of all participants.
  • Prepare students to engage with members of teams, organisations or groups specialised pedagogy.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply concepts, methods, rules and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialisation.
  • Use the characteristic language, terminology and concepts of own subject/s or learning fields appropriately.
  • Plan lessons and other learning experiences, including preparing students for workplace learning, by selecting appropriate teaching and learning strategies.
  • Adjust teaching and learning strategies to accommodate cultural, gender, ethnic, language and other differences among students in a range of contexts.
  • Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
  • Use a range of assessment strategies to accommodate differences in learning style, pace and context.
  • Use assessment feedback to enhance teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Use inclusive education strategies and student support to overcome barriers to learning.
  • Apply teaching strategies to match the profile of the students.
  • Create and maintain learning environments which are safe and conducive to learning.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Engage with the world of work as related to a field of learning in relation to how students learn in, for and through work.
  • Incorporate relevant workplace knowledge and skills into teaching and learning.
  • Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Equip students for entry into workplace learning and participation in the world of work.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Apply teaching principles across a variety of contexts, including classrooms, workshops, laboratories and simulated environments.
  • Develop appropriate lesson plans, methods and media to enhance learning.
  • Design and conduct assessment.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Apply appropriate management and administration procedures in respect of classrooms, workshops, laboratories and simulated work environments.
  • Use appropriate discipline and control of learning spaces.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Show knowledge of current application of the subject fields' in workplaces.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and on education and training and the economy.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Apply health and safety measures appropriate to classrooms, workshops, laboratories and simulated workplaces.
  • Promote healthy life choices and lifestyles in respect of Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS).
  • Promote active citizenship and responsible participation in the broader society.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Demonstrate the ability to work in teams, groups and organisations to the benefit of the TVET professions and professionals.

    Associated Assessment Criteria for Exit Level Outcome 19:
  • Use the main language of instruction to explain, describe, discuss and relate key concepts in area of specialisation.
  • Convey the content of own fields of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners.
  • Interpret written and graphic materials relating to own fields of specialisation.
  • Apply numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and own learning.

    Associated Assessment Criteria for Exit Level Outcome 20:
  • Use basic social conversation to engage with students in at least one African language.

    Associated Assessment Criteria for Exit Level Outcome 21:
  • Use information and communications technology to further own learning and facilitate the learning of others.

    Integrated Assessment:
    A key component to be assessed in the AdvDip (TVT) qualification is the link, through work-integrated learning, between theory and practice. The assessment of learners in this qualification takes place through written assignments, tests, examinations, examination equivalents, laboratory work and during the practicum sessions in work-integrated learning. Staff will commit to provide opportunities for learners to get formative feedback on their understanding of key concepts through tutorial tasks early in the course. In general, staff will provide written feedback to students on improving the quality of their writing so that the development of writing competence is a shared responsibility across the Wits School of Education. To optimise the value of formative feedback, it is expected that staff provide feedback to students prior to them taking summative assessments, like examinations or examination equivalents. 
    		•

    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) level. The SCQF Level 9 appears to be equivalent to the South African Level 7 as the exit point for under-graduate Degrees. This 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).

    The Advanced Diploma for TVET teachers and trainers offered under the Australian Qualifications Framework (AQF) of 2013 is also comparable to the proposed Adv Dip (TVT).

    A third comparable qualification is the Advanced Diploma in Vocational Education and Training offered by the University of Newcastle, England. 

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation opportunities.

    Horizontal Articulation:
  • Advanced Diploma in Education and Training, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, Level 8.
  • Postgraduate Diploma in Education, 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. University of Witwatersrand 


    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.