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 THAT HAS PASSED THE END DATE: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
110439  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
University of Pretoria 
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  Higher Education and Training 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2019-09-11  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 the qualification is to qualify staff to teach in Technical and Vocational Education and Training (TVET) colleges as lecturers and in technical schools as teachers. The qualification will strengthen the pedagogy of concerned lecturers in the TVET sector, as well as their attitude and confidence to teaching and teaching of quality. This leads to effective curriculum development and the training of better functioning learners.

Rationale:
The Department of Higher Education and Training (DHET) published a qualification sub-framework that contained the specialised Advanced Diploma in Technical and Vocational Teaching (36554, 11 June 2013).

National statistics and projections done by the DHET show that the national need for teachers and lecturers in the Technical and Vocational fields is projected to exceed supply for many years. The White paper (DHET 2013; White Paper for post-school education and training.) expressed the need for this sector to more than double in size from its 2013 levels (800000 learners) to 2.5 million learners by 2030. Further expectations of the Department of Basic education are that the Technical Schools sector will increase to more than 50% of high schools by 2030. It is thus essential for institutions to introduce a specialisation of the Postgraduate Certificate in Education (PGCE) for these high priority sectors of the teaching profession particularly in the face of stagnation of growth (and reduction at the FET level) of the academic school sector.

Addressing the sectors however requires the introduction of this qualification as the current Postgraduate Certificate in Education (PGCE) which qualifies teachers for academic schools as a postgraduate qualification for degree graduates must be adapted to allow entry for technically trained entrants who hold Diplomas.

The rationale for this qualification includes it being not only able to respond to the needs of the economy, but also to respond to the need to develop teaching competence and specialised pedagogies in the TVET sector. In so doing the capacity of educators in this sector will improve and allow for local, national and international relationships in business and industry which can enhance our country's current knowledge into technological advances. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The minimum admission requirements specify credit transfer arrangements. No further Recognition of Prior Learning (RPL) is available.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • An appropriate Bachelor's Degree from a recognised higher education institution.
    Or
  • An appropriate Level 6 National Diploma from a recognised institution.
    Or
  • National N Diplomas from Technical Vocational Education and Training (TVET) Colleges as deemed appropriate by the Dean. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 7 totalling 141 Credits.

    Compulsory Modules, 121 Credits:
  • Global and social perspectives in education, 8 Credits.
  • Foundations of education, 8 Credits.
  • Facilitating learning, 12 Credits.
  • Learning support,12 Credits.
  • Learning theories and assessment in teaching, 18 Credits.
  • Professional ethics and law in teaching, 6 Credits.
  • Professional Development PPF 402, 8 Credits.
  • Professional Development PPF 401, 8 Credits.
  • Professional Practice, 3 Credits.
  • Industry experience, 8 Credits.
  • Teaching practice PRO 410,12 Credits.
  • Teaching practice PRO 420, 12 Credits.
  • Information and communication technology, 6 Credits.

    Elective Modules, 20 Credits (choose one module):
  • Finance, economics and accounting teaching, 20 Credits.
  • African languages teaching, 20 Credits.
  • Business studies and management teaching, 20 Credits.
  • Information technology and computer science teaching, 20 Credits.
  • English teaching, 20 Credits.
  • Life orientation teaching, 20 Credits.
  • Mathematics and Mathematical literacy teaching, 20 Credits.
  • Physical sciences teaching, 20 Credits.
  • Engineering graphics and design teaching, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of Technical 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 educator.
    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 an understanding of students, vocational education and training, learning, curriculum and general instructional and assessment strategies.
    7. Demonstrate the ability to work in teams, organisations and groups.
    8. Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for students
    9. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
    10. Develop an understanding of possible barriers to learning experienced by students.
    11. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    12. Prepare students for learning and work in real-life workplace environments.
    13. 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.
    14. Manage classrooms/workshops/laboratories/simulated work environments.
    15. Demonstrate knowledge of the current application and relevance of specialised subject fields in associated workplaces.
    16. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    17. Reflect critically on experiences during industry-based exposure depicting lessons learnt with regard to own subject specialisation and the subject's teaching.
    18. Demonstrate an understanding of relevant policy, political and organisational context important for the growth of technical and vocational education and training in South Africa.
    19. Demonstrate an understanding of the diverse challenges faced by technical and vocational education and training students.
    20. Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.
    21. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies).
    22. Demonstrate the ability to hold a basic conversation in at least one official African language.
    23. Demonstrate the ability to Integrate Information and communications 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 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.
  • Consider issues related to sustainable development, the environment and the green economy.

    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:
  • 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 6:
  • 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 7:
  • Model working in teams to the benefit of all participants.
  • Prepare students to engage with members of teams, organisations or groups.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • 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 9:
  • 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 10:
  • 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 11:
  • 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 12:
  • Equip students for entry into workplace learning and participation in the world of work.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • 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.
  • Prepare and teach lessons that link the subject taught to current industry application, practices and technology through incorporating relevant industry examples and knowledge and skills.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • 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 15:
  • Show knowledge of current application of the subject fields' in workplaces.
  • Identify organisational and cultural aspects as they relate to particular workplaces, including employer expectations of employees in the field.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning.
  • Incorporate such practices in teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Report on lessons learnt and their applicability to teaching the subject.
  • Apply work-based learning experiences in the preparation and teaching of lessons.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • 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 19:
  • Apply health and safety measures appropriate to classrooms, workshops, laboratories and simulated workplaces.
  • Promote healthy life choices and lifestyles in respect of HIV/AIDS.
  • Promote active citizenship and responsible participation in the broader society.

    Associated Assessment Criteria for Exit Level Outcome 20:
  • 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 21:
  • 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 students.
  • 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 22:
  • Use basic social conversation to engage with students in at least one African language.

    Associated Assessment Criteria for Exit Level Outcome 23:
  • Use information and communications technology to further own learning and facilitate the learning of others.

    Integrated Assessment:
    Assessment opportunities are considered an integral part of facilitating learning. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Integration is encouraged at three levels: within a constituent module, between modules, and across the qualification as a whole and portfolios and other final examination assignments, demonstrating proof of professional development by offering evidence and reflective insights of their learning. Reflections on learning assist in self-assessment of own learning - promoting deep learning and constructivism. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications such as the Advanced Diploma, are therefore considered to be internationally comparable and competitive as they comply not only with the latest national requirements but can confidently stand up alongside other qualifications globally.

    This qualification is comparable to the Postgraduate Certificate in Education, internationally recognised and based on the British curriculum, as found for example at The University of Oxford and The University of Edinburgh (known in Scotland as the Postgraduate Certificate in Education).

    The Advanced Diploma (TVET) can be compared to the Postgraduate Certificate of Education for Vocational Teachers (PGCE-VT) from the University of Agder in Norway. The PGCE-VT is a 60 credit qualification that runs part-time over 2 years, which aims at providing learners with research-based education, and assisting them to develop specialist knowledge and skills related to the development of their profession. Both the Advanced Diploma and the PGCE-VT require prior educational background on the level of bachelor studies, with some practical and vocational experience. Particularly, the PGCE-VT programme, as the Advanced Diploma, aims to build on the learner's professional background and in combination with pedagogy and vocational didactics, provide a broad, coherent, vocationally oriented teacher education. Thus, vocational didactics, pedagogy and practical training are linked and combined with 60 days of teaching practice which are distributed over two years. The learning outcomes in terms of knowledge, skills and competencies are described on a similar level of complexity as the Advanced Diploma in TVET and the assessment methods make use of similar approaches to the Advanced Diploma, such as lectures, seminars, teamwork, groupwork, individual work, and practical exercises, with formative and final summative assessments as a means of establishing whether learning outcomes have been met. 

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

    Horizontal Articulation:
  • Advanced Diploma in Education, 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 Pretoria 


    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.