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: 

Advanced Diploma in Technical Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
111226  Advanced Diploma in Technical Vocational Teaching 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  2019-09-09  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:
The purpose of the qualification is the building of vocations and the linking of education and work. A Technical and Vocational Education and Training (TVET) educator qualification needs pedagogical practices that will prepare learners for the world of work. Professional TVET educators are therefore seen to be competent in 'teaching for work'.

The qualification is a professional teaching qualification for lecturing at institutions that offer technical and/or vocational education and training programmes. It is a 'capping' qualification for learners already in possession of a general undergraduate Bachelor qualification or Diploma, to become professionally qualified as a TVET educator. The qualification offers entry-level professional teaching preparation to learners to develop expertise in teaching in a particular TVET field or subject. 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. Qualified teachers develop and administer assessment in varied and reliable ways and use the results of assessment to improve their own practice and learners' understanding. They should also be able to reflect critically on and with the professional community of practitioners, on their own practice, in order to improve and adapt to changing environments. The qualification will equip them with theoretical knowledge and practical skills through exposure to institution base learning, i.e. Work Integrated Learning (WIL) and industry-based WIL. The learners will be able to display positive work ethics and values in a manner that honours and advances the vocational teaching and training profession. They will be able to engage with the TVET context, including the policy environment and contextual realities of the sector, in order to adjust their practice appropriately.

Rationale:
An improved and efficient Technical and Vocational Education and Training (TVET) system is a priority identified by government, industry and learning institutions to enhance responsiveness to the needs of the economy, to the needs of current and prospective learners and social transformation. The qualification responds to the need to develop teaching competence in the technical and vocational education and training sector, particularly in the light of previous ad-hoc development of educators at institutions and training centers and in recognising that successful output is directly related to successful input (teaching expertise). It therefore focuses on technical and vocational contexts in recognition that teaching and learning in the TVET sector requires specialised pedagogies cognisant of the diversity of the learner body and in response to the needs of the world of work. Further, it aims to develop the capacity of current and prospective technical and vocational educators 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 insights into their teaching practice. The qualification can be offered as an initial professional teaching qualification to prospective TVET educators, or as an in-service professional teaching qualification to in-service educators who are in possession of at least an approved Level 6 National Diploma or relevant Bachelor's Degree at Level 7. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) applies and may be used to grant entrance to the qualification to learners who do not meet the minimum entry requirements.

This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved through RPL must not exceed 50% of the total credits and must not include credits at the exit level.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Appropriate Diploma, Level 6 or Bachelor's Degree, Level 7 qualification with relevant academic learning in appropriate academic fields to enable the learner to undertake technical or vocational teaching at Technical Vocational Education and Training (TVET) institutions. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at NQF Level 7 totalling 140 Credits.

    Compulsory Modules at Level 5, 17 Credits:
  • Academic Literacy and Life Skills, 10 Credits.
  • Language of Learning and Teaching: English, 3 Credits.
  • Information and Communications Technology (ICT) Literacy, 2 Credits.
  • LoCC, 2 Credits.

    Compulsory Modules at Level 7, 91 Credits:
  • College Based Learning (Work Integrated Learning (WIL)) 4A, 12 Credits.
  • College Based Learning (WIL) 4B, 12 Credits.
  • Education Studies 4, 15 Credits.
  • Industry Based Learning (WIL 4), 8 Credits.
  • Technical and Vocational Education Studies 4A, 17 Credits.
  • Technical and Vocational Education Studies 4B, 17 Credits.
  • Technical and Vocational Education and Training Management 4, 10 Credits.

    Elective Modules at Level 7, 32 Credits:
  • Curriculum and Instruction 4: TVET Subject specialisation, 15 Credits.
  • Teaching, Learning and Researching in Technical and Vocational Education and Training: TVET Subject specialisation, 17 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated and detailed knowledge of the central areas of own Technical Vocational Education and Training (TVET) subject, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories, of the subject involved.
    2. Select and apply a range of methods for a specific chosen subject.
    3. Unpack the specialised contents of a chosen subject and identify, evaluate and address learning needs in a learner- and self-directed manner.
    4. Demonstrating highly developed Information Technology (IT) skills and use appropriate academic, professional, or occupational discourse.
    5. Manage classrooms/laboratories/workshops effectively across diverse contexts in order to ensure a conducive learning environment aligned with teaching and learning needs in a learner- and self-directed manner in unfamiliar and variable contexts.
    6. Reflect critically, in theoretically informed ways and develop appropriate processes of information gathering for a given context and independently validate the sources of information and evaluate and manage the information.
    7. Assess learners in reliable and diverse contexts in order to ensure a conducive learning environment and an ability to take full responsibility and accountability for own work.
    8. Identify, analyse, evaluate, critically reflect on and address complex learning and/or social problems and work in partnership with professional services addressing them.
    9. Display a positive work ethic and conduct oneself in a manner which benefits, enhances and develops the teaching profession.
    10. Take decisions and act ethically, morally and professionally. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The latest development, trends and theories in TVET teaching and learning are applied.
  • The concepts, principles and processes relevant to the area of specialisation are applied.
  • Pedagogical content knowledge is applied when planning for delivery of subject content.
  • Individual and social barriers to learning are identified and addressed appropriately.
  • Concepts, principles, processes and procedures relevant to the specific area of specialisation are described and explained correctly.
  • The characteristics, language, terminology and concepts of own subject specialisation are used appropriately and confidently.
  • A commitment to the epistemic values and principles which characterise the field of knowledge in own chosen subject areas is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select, sequence and pace outcomes and content in meeting the needs of learners and that of the subject through the facilitation of collaborative processes.
  • Subject content lessons across the TVET curriculum are planned and prepared.
  • Theoretical and practical knowledge and skills are applied in practice according to desired standards.
  • Critically discuss the content of curricula knowledge in the subject area and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Teaching and learning strategies appropriate to the subject and phase are selected and used.
  • Study teaching and learning material critically and integrate and apply this knowledge in the learning environment.
  • Written and graphic materials are read and interpreted with understanding relating to their areas of specialisation. (FL).
  • Study methods are selected and used appropriate to own needs as well as the demands of the specialisation.
  • Teaching and learning support materials are used to facilitate learner progress and development.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Expectations relevant to the appropriate level/phase of the qualification are created.
  • Learners with special needs are identified and assisted to overcome barriers to learning and development.
  • Differences in learning styles, pace and ability are accommodated in the planning and use of teaching and learning strategies.
  • Learning materials to suit the area of specialisation and specific phase are evaluated and selected.
  • Barriers to learning in specific subjects are understood and planned for.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Information and communications technologies are used to further their own learning and facilitate the learning of others.
  • The content of own subject is conveyed in written, graphic and/or other forms which are appropriate to the development levels and language ability of the learners.
  • Interactive communication with learners is fostered through the use of non-judgmental language, supportive replies, constructive feedback and acknowledgement of feelings and demonstration of mediation skills.
  • The language of instruction is used to explain, describe and discuss in order to enhance learning.
  • Technology resources are integrated to transfer knowledge in the teaching and learning environment.
  • Problems are solved through the application of Computer, Information and Integration literacy.
  • Communication with all education stakeholders' i.e. learners, parents, colleagues and the broader community is done in a professional manner.
  • New development possibilities in using teaching and learning technologies are identified and analysed.
  • The ability to use a basic social conversation in at least one official African language is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Learning environments are created and maintained, which are safe as well as conducive to learning.
  • Classrooms, laboratories and/ workshops are managed effectively across diverse contexts in order to ensure a conducive learning environment.
  • An understanding of diversity in the South African context is demonstrated in order to teach in a manner that includes all learners.
  • Empathy, passion, respect of indigenous knowledge and cultural diversity with high regard for human rights is displayed.
  • Relevant educational laws and policies pertaining to the learner, educator and the teaching and learning environment are analysed and applied.
  • Learners are disciplined consistently, firmly, fairly and in ways which promote growth.
  • Learning environments are created that are sensitive to culture linguistic, gender and other differences.
  • Classroom conflicts are resolved in an ethical and sensitive way.
  • Administrative duties are performed as required for the effective management of diverse learning environments.
  • Learners are taught to manage themselves, their time, physical space and resources in order to prepare them for the real life world.
  • Appropriate action is taken to assist or refer learners in the solution of personal or social problems.
  • Learning environments are managed democratically and in ways that foster creative and critical thinking.
  • Knowledge and understanding of a variety of ways of managing diversity in the classroom are reflected.
  • Own action is evaluated and, where necessary, adjusted in ways that show knowledge and understanding of management and administration.
  • A supportive and empowering environment for learners is encouraged, created and maintained.
  • The various management tasks of an educator are analysed and discussed.
  • Extracurricular activities is selected, created, justified, delivered and reflected upon and improved.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Educational laws, policies and development plans are applied to their own teaching.
  • Academic texts are read and critically, integrated and the knowledge is used in their own studies.
  • The teaching and learning strategies used in a particular context is assessed in the light of the extent to which the objectives of the learning experiences have been achieved.
  • The basis of classroom research and reflection on the success or failure of teaching and learning strategies is explained.
  • Learner progress and performance is reflected on.
  • Own professional progress is evaluated through systems like Integrated Quality Management System (IQMS).
  • The teaching and learning situation is reflected on by utilising basic research skills.
  • Resources are collected from a variety of sources, and the relevance and value thereof is evaluated. These resources are then used to research and improve practices.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assessment tasks and strategies are selected, adapted and/or designed appropriate to the area of specialisation and a range of learning contexts.
  • The link between the methods of assessment and the overall assessment purpose is explained.
  • Assessment tasks are designed and administered using clear language and instructions.
  • Sufficient confirming evidence of learner competence is collected using a variety of assessment methods.
  • Relevant assessment methods are designed and selected in order to facilitate learning within the relevant area of specialisation and phase.
  • A variety of assessment strategies is used to accommodate differences in learning styles, pace and contexts.
  • Own and others' assessment strategies are evaluated in terms of their validity, fairness, reliability, and sensitivity to gender, culture, language and barriers to learning and development.
  • Systematically assess and record the progress of individual learners.
  • Assessment results are used to provide feedback in educationally constructive ways on learner progress and achievement.
  • The choice and design of assessment strategies, methods and procedures are justified in ways which show knowledge of a range of assessment approaches.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Theoretical and practical knowledge to conduct yourself in a professional and respectful manner is applied.
  • Demonstrate positive work ethics and display appropriate values which will enhance the image of the teaching profession.
  • Existing philosophies of education is used to demonstrate good teaching practices which are aligned to policy needs.
  • Ethical aspects in the teaching-learning environment are evaluated.
  • Relevant knowledge with regard to human rights, equity and ethics are applied.
  • Act as role models for teachers, learners and the broader community.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • A sense of respect and responsibility towards others are practiced and promoted by cultivating a critical, committed and ethical attitude.
  • Be respectful and responsive to basic human rights and the principles of equity.
  • The values and principles of the constitution, particularly those related to human rights and the environment are promoted.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • A commitment to act in and actively promote the best interests of learners, parents, communities, colleagues and the profession is displayed.
  • Education policies, procedure and systems which impact on institutions and classroom, as well as on the national education and training landscape are engaged in in a critically manner.
  • Colleagues are professionally co-operated with in an educational setting.
  • Professional behaviour, work ethic and personal values of a high standard are demonstrated.
  • The ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices is demonstrated.
  • Internal and external networking opportunities are utilised effectively.

    Integrated Assessment:
    Since various interactive teaching methods will be used in teaching this qualification in order achieve the stated outcomes and to link theory and practice, a variety of assessment methods will also need to be used. Methods such as interactive teaching, debates, oral presentation from learners, peer evaluations of group work, group assignments and projects, class quizzes, structured summaries, slides and videos, discussion and presentation of case studies will be evident. The assessment methods used will be aligned with the teaching method and a variety of assessment opportunities will be used to ensure the stated outcomes are achieved.

    Assessment in this qualification will either be done in a continuous or examination termination mode. There is no specific final or year-end examination in modules assessed in a continuous mode. The assessment opportunities completed during the learning process accumulates into a final module mark. A variety of assessment opportunities will be used and a final, integrated assessment opportunity will conclude the relevant module.

    Modules which are assessed in an examination termination mode are developed as such: Year modules require a minimum of four to six assessment opportunities during the course of the year, while a minimum of two to four assessment opportunities are required for semester modules. Integration of knowledge culminates in a final, written examination.

    Work Integrated Learning (WIL) assessment requires a critical observation, lesson presentation, administration and classroom management in the school setting. 
    		•

    INTERNATIONAL COMPARABILITY 
    In comparing Technical Vocational Education and Training (TVET) Teaching qualifications from the United Kingdom (UK), Brazil, Japan, Denmark, United States of America (USA), France, Russia, Turkey, Norway, China and Germany, the following four types of qualifications were identified.

    Purely methodological training in teaching methods:
  • Examples are the teaching certificate in the United Kingdom as a preparatory measure or the in-service courses at the Danish Institute for Educational Training of Vocational Teachers (DEL). This is often connected to an existing model mainly based on the recruitment of practitioners in a certain field of occupational work. Similar practices are found in Japan and Brazil.

    An additive concept:
  • This concept is based on the sequence of studying the subject matter (for example, at the Bachelor of Arts [BA] level) and then obtaining an appropriate entry qualification for the education sector through acquiring general teaching skills in a designated course qualification (typical in the USA). This concept can also be found in Turkey, with almost 65% of the qualification covering the subject matter, leading to a four-year BA qualification for the prospective vocational teacher.

    A vocational didactic model:
  • This model is based on the concurrent study of the subject matter and educational sciences, leading to a Bachelor or Master's qualification. Often the subject matter study takes the form of a reduced portion of an ordinary business or engineering qualification. Sometimes special vocational didactics are added. This model is mainly followed in Russia, Turkey, Norway and China.

    A model based on an integrated conception of vocational disciplines:
  • In this model the subject matter is derived from the world of work (e.g. not from the knowledge body of the respective engineering discipline but based on the knowledge that is incorporated into the respective work processes) and a model of competence development within this domain. This is called 'integrated' because it is based on an inclusive conception of learning and working in a 'trade'. This paradigm of vocational learning turned into teacher education can be found in northern German teacher education institutions and, to a certain extent, also in the reform of Norwegian and some Chinese TVET teacher education qualifications. However, nowhere is it the dominant national orientation.

    A very common model is the in-service model, in which the teacher's qualification is acquired within the first, usually probationary, phase of employment. The length of this qualification varies from 40 hours to a Bachelor of Arts equivalent qualification. Typically, the in-service model does not take into account the relevente subject matter. Instead, it is mainly focused on psychological and basic educational knowledge, and on teaching methods and techniques with some variations. In most cases, the precondition to employment as a vocational teacher is securing a bachelor's Degree plus having relevant work experience. Sometimes, these in-service courses are offered at the university level and sometimes in specialised public institutions tailored to teacher training, such as in the case of France's Institutes Universitaires de Formation des Maîtres. The in-service model of teacher preparation can be found in different variations, sometimes with a short pre-service training period as the dominant model - as is the case in Denmark, the United Kingdom and the USA - and sometimes with more extended preparatory training - such as in France. Work experience is often required in TVET as a precondition to employment as a vocational teacher. However, this is often seen as an alternative and less preferable route compared with general teacher recruitment, and is associated with lower formal expectations of teachers. When looking at individual career paths in countries with high demands on the formal side of recruitment, occupational experiences are very common. Even in Germany, which maintains the highest formal level in terms of academic requirements for entering the vocational teaching field, there is usually an amount of real work experience prescribed through the university curricula. The majority of learner teachers in Germany hold an occupational qualification in their field, and if they lack this qualification, they have to undergo an internship in an enterprise. For many countries with a consecutive sequence of teacher training (subject matter first, then educational qualification), the BA is the typical entry requirement for enrolling into teacher preparation courses. Some of the former specialised teacher training institutions have been, or will be transformed into institutions with university status in Europe consistent with the Europeanwide prescriptions provided through the Bologna process (European Ministers of Education, 1999), which opens up new possibilities for those who have obtained teaching qualifications to further their studies at the Master of Arts (MA) level. Even though the integrated model has been held as the most promising model of teacher education already in early publications (International Labour Organisation, 1964) only limited progress has been made in establishing such kind of qualifications. In the midst of this plethora of models, the most significant challenge remains the integration of subject matter and pedagogical training.

    Attempts are being made in some European countries to build coherent research and training qualifications that reflect the integration of subject matter and pedagogy in TVET. One example of this kind of integration is the idea of research on 'occupational clusters' (Berufsfeldwissenschaften), as developed within the Working Group on Gewerblich-Technische Wissenschaften in the Gesellschaft für Arbeitswissenschaften network of German university institutes for the training of vocational teachers and trainers in technical domains of work. In this process, all research activities are focused on 'core problems' and 'developmental tasks' within specific occupational clusters, such as manufacturing, electronics, information and communication technology, etc.

    There is a similar approach being used in the French discussion on ergonomics. This approach was taken up by the recent initiative of UNESCO-UNEVOC, the United TVET Network on Innovation and Professional Development (UNIP), and its Hangzhou Declaration, which delineates 12 vocational disciplines in an international framework curriculum for a Master's qualification for TVET teachers and lecturers.

    So, in these ways, alongside the fragmentation of profiles and functions, there are also huge variations as to the approach to initial vocational teacher preparation. Teacher preparation qualifications differ in terms of content, their formal level, their ways of recruitment and in the way they combine academic study with practical teaching experience. 
    		•

    ARTICULATION OPTIONS 
  • Bachelor of Education, Level 7.

    Vertical Articulation:
  • Bachelor Honours qualification.
    Or
  • 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.
     
    NONE 


    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.