SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Technical and Vocational Teaching

SAQA QUAL ID	QUALIFICATION TITLE
111388	Advanced Diploma in Technical and Vocational Teaching
ORIGINATOR
Cape Peninsula University of Technology
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
Reregistered		EXCO 0821/24	2019-08-19	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 Advanced Diploma in Technical and Vocational Teaching (AdvDip (TVT)) is to provide initial preparation for lecturers. It aims to build focused knowledge, skills and values required for lecturers' professional practice, and to lay the basis for continuing professional development through lifelong learning.

The qualification aims to improve the current teaching, learning and assessment practices through the personal and professional development of lecturers. This entails enabling lecturers who can continuously reflect upon and improve teaching practice. The qualification also aims to develop in lecturers the ability to critically reflect on their teaching practices in an effort to enable systematic learning for others in the diverse South African contexts. There is a dire need for higher education to develop lecturers who can contribute to the development of its people to become responsible, participatory, self-understanding and reflective citizens who contribute to an emerging democracy.

This Advanced Diploma qualification focuses on the types of learning associated with the acquisition, integration and application of knowledge for teaching purposes (Disciplinary Learning, Pedagogical Learning, Practical Learning, Fundamental Learning and Situational Learning), which also form the basis of the curriculum for the qualification.

Graduates of the qualification will have the ability to critically reflect on their teaching practices in an effort to enable systematic learning for others in the diverse South African contexts. They will be able to construct learning contexts and to point to evidence of that learning and engage in professional Technical Vocational Education and Training (TVET) practice. Professional TVET practice includes a range of dispositions of critical enquiry, ethical engagement, persistence and motivation, and the capacity to act. The purpose is help lecturers to be reflective of their own practice, and mindful of what it means to educate them within a democracy. The qualification is designed in accordance with the Minimum Requirements for Lecturer Education Qualifications (MRTEQ), the Level Descriptors, the Policy Framework for Lecturers in Technical and Vocational Education and Training. The qualification is therefore specifically designed to meet the very specific educational needs of the region and the country.

Rationale:
The Advanced Diploma in Technical and Vocational Teaching serves as a professional 'capping' qualification for lecturers who have completed an appropriate 360- or 480-credit Bachelor's Degree or a Diploma qualification with modules relevant to teaching in TVET. This qualification aims to improve the current teaching, learning and assessment practices through the personal and professional development of practicing and prospective Technical and Vocational Education and Training (TVET) college lecturers. A dire need exists for higher education to develop TVET lecturers who can contribute to the development of its people to become responsible, participatory, self-understanding and reflective citizens who can contribute to job creation and national development.

The need for development of lecturers for the TVET sector is reflected in the Green and White Papers Republic of South Africa (RSA, 2012) in Post School education. In the state's first draft of policy on TVET lecturer development released in 2008 the State acknowledged that the country lost its TVET lecturer education expertise, with the exception of a few pockets. The policy framework for TVET lecturers was published in 2013 and provided a qualification pathway and universities were capacitated to offer such qualifications. The AdvDip (TVT) has been aligned with other qualifications for TVET lecturers, namely the Diploma (TVT), AdvDip (TVET), Postgraduate, Diploma and Bachelor of Education (Honours), so as to ensure vertical and horizontal articulation. The qualification is aimed at TVET lecturers to provide an appropriate initial qualification to both those in the system without appropriate qualifications and those who intend entering the TVET education profession. Together with the associated qualifications, the AdvDip (TVT) contributes towards the development of professional TVET education practitioners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

RPL will be guided by internal, SAQA, and CHE RPL policy guidelines on an individual, student-by-student basis. RPL may have two modes, namely:

Credits in lieu of prior qualifications, provided there is equivalence in the new programme both in terms of learning content and NQF level. Applicants who transfer their studies from another Higher Education Institution who offer's an equivalent qualification, and follow the process required by the institution's RPL policy, will be exempted and given credits to the extent of modules completed. This will apply if the applicant's content knowledge is similar to that included in this qualification.

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 entry requirement for this qualification is:

Advanced Certificate: Education: Further Education and Training (FET): Technical, NQF Level 6.
Or

National Diploma in Education one teaching specialisation (TVET subject) at third year, NQF Level 6.
Or

Bachelor of Education one teaching specialisation (TVET subject) at third year, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 7 totalling 126 Credits.

Compulsory Modules, NQF Level 5, 6 Credits:

Language of Learning and Teaching (LOLT), 3 Credits.

Language of Conversational Competency (LoCC) (Xhosa), 2 Credits.

Information and Communications Technology (ICT) Skills, 1 Credit.

Compulsory Modules, NQF Level 7, 113 Credits:

Education Studies, 24 Credits.

Management within Technical and Vocational Education and Training (TVET) (professional studies), 16 Credits.

General/generic Curriculum studies for the TVET Teaching practise, 34 Credits.

Work-Integrated Learning in Industry (Student Lecturer industry experience), 8 Credits.

Work-integrated Learning in Education (Teaching Practice), 24 Credits.

Teaching, Learning and Research in Technical Vocational Education and Training, 7 Credits.

Elective Modules, NQF Level 7, 7 Credits (Choose one Module):

Curriculum Studies: Visual Art, 7 Credits.

Curriculum Studies: Business Studies, 7 Credits.

Curriculum Studies: Economics, 7 Credits.

Curriculum Studies: Accounting, 7 Credits.

Curriculum Studies: English, 7 Credits.

Curriculum Studies: Afrikaans, 7 Credits.

Curriculum Studies: Life Orientation, 7 Credits.

Curriculum Studies: Mathematics, 7 Credits.

Curriculum Studies: Mathematical Literacy, 7 Credits.

Curriculum Studies: Physical Science, 7 Credits.

Curriculum Studies: Life Science, 7 Credits.

Curriculum Studies: Computer Applications Technology, 7 Credits.

Curriculum Studies: Tourism, 7 Credits.

Curriculum Studies: Hospitality Studies, 7 Credits.

Curriculum Studies: Drama, 7 Credits.

EXIT LEVEL OUTCOMES

1. Apply integrated knowledge of theories of learning and meta-cognition (educational theory), to develop the ability to critically reflect on own and others` teaching and thinking processes.
2. Develop knowledge of learners and their development in diverse social contexts, the practical understanding of teaching and learning, the development of knowledge and skills to organise teaching, learning and assessment effectively in a Technical and Vocational Education and Training (TVET) environment.
3. Become a specialist in at least one subject discipline offered at a Technical and Vocational Education and Training college by assimilating and integrating subject knowledge and pedagogical content knowledge.
4. Develop a clear vision of professional practice and a professional disposition and a critical understanding of teaching as a profession.
5. Apply principles and practise inclusivity in teaching, learning and research. Development of a strong commitment to society and the ideals and practices of the teaching profession in South Africa.
6. Become a specialist in, and fully conversant in the Language of Learning and Teaching (LOLT).
7. Become fully conversant in an African Language with the ability to teach it in a TVET context
8. Apply Information and Communication Technology (ICT) Skills for teaching and learning and the development of electronic learning materials.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Communicate or present own ideas and opinions from a Psychological, Philosophical Inclusive and Sociological perspective in well-formed arguments, using appropriate knowledge from the discipline of education.

Critically reflect on own and others` teaching methods, thinking processes and perspectives.

Teach within the requirements of the National Curriculum.

Associated Assessment Criteria for Exit Level Outcome 2:

Develop learners and improve the learning process through the implementation of different theories of learning.

Associated Assessment Criteria for Exit Level Outcome 3:

Develop and apply knowledge of subject content and classroom practice (methodology) to enhance curriculum construction.

Generate comprehensive lesson plans for a particular term.

Present a lesson on the subject using various teaching and learning strategies) in the lesson presentation.

Present evidence of a suitable assessment strategy and the methods used to assess learners.

Evaluate the lesson presentation.

Successfully implement a Service Learning Project.

Associated Assessment Criteria for Exit Level Outcome 4:

Accurately reflect on, evaluate and address own learning needs in a self-directed manner, and facilitate collaborative learning.

Gain industry experience and develop a professional portfolio as part of continuing professional development.

Develop an appreciation for lifelong learning.

Learn in and from practice.

Develop knowledge and skills of classroom practice though placement in colleges and industry which will enhance the teaching and assessment of the curriculum.

Apply professional knowledge, skills and attitudes to real situations through work-based activities in a classroom or Industry setting.

Associated Assessment Criteria for Exit Level Outcome 5:

Develop learners from diverse social and cultural contexts.

Strive towards social justice.

Work effectively in a diversity of contexts that characterise the South African educational landscape.

Display an appreciation for multi-culturalism and multi-multilingualism and display the necessary sensitivity to these issues in the classroom.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify and understand the core concepts of the language of teaching and learning.

Be fully conversant in the language of Language of Learning and Teaching (LOLT).

Apply fundamental knowledge and language skills in a variety of texts and contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

Possess knowledge of the language and be able to transfer this knowledge to learners. This includes correct pronunciation of an African Language; greetings; forms of address; basic sentence constructions, the noun class system of an African Language, basic tenses and moods.

Associated Assessment Criteria for Exit Level Outcome 8:

Understand the use of Information and Communications Technology (ICT) in Education and apply the knowledge and skills in educational practice.

Develop teaching and learning materials.

Design electronic learning materials and present an Information Technology (IT) lesson.

Integrated Assessment:
Integrated assessment in this qualification will take place where lecturers will be assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of industry. Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment and the importance of feedback to enhance lecturer engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing the learning of lecturers and provides lecturers with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative Assessment usually consists of a variety of assessment tasks relevant to the field of study.

In this qualification formative assessment will consist of a variety of tasks such as problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and poster design.

Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing the lecturers' attainment against the Exit Level Outcomes of the qualification and modules. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

In this qualification summative assessment will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic semester/year. Integrated assessment cuts across a number of subjects/modules of a qualification and is aimed at the holistic development of lecturers and contributes to the lecturers' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

INTERNATIONAL COMPARABILITY

National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions.

Internationally, a similar qualification is offered in Scotland and in Australia and England. In Scotland the qualification is called the Teaching Qualification in Further Education (TQFE). In Australia the comparable qualification is registered on the Australian Qualifications Framework (AQF) of 2013 as the Advanced Diploma for TVET teachers and trainers. In England the Advanced Diploma in Vocational Education and Training is offered by University of Newcastle.

The qualification most comparable to the Adv Dip (TVT) is the Scottish TQFE, the primary teaching qualification available to college lecturers in Scotland. The TQFE is one of the three national teaching qualifications included in Scottish legislation, the other two being the Teaching Qualification in Secondary Education (TQSE) and the Teaching Qualification in Primary Education (TQPE). As primary teaching qualification for college lecturers the TQFE is subject to a full approval and accreditation, conducted by the Scottish Government and the General Teaching Council Scotland. Currently, the TQFE is delivered by three Teacher Education Institutes (TEIs), namely the University of Aberdeen, University of Dundee and University of Stirling, where programmes are offered at undergraduate (SCQF Level 9) and Postgraduate (SCQF Level 11) levels. The SCQF Level 9 is equivalent to SAQA Level 7, as it is the exit point for undergraduate degrees both in terms of outcomes and assessment. In addition to level equivalence the Level 9 TQFE is similar to the Adv Dip (TVT) in terms of delivery, the target market and the content mix, as it used a blended mode, is aimed at practicing lecturers and has a theoretical and practical component, including assessed teaching practice.

The core 2006 Professional Standards for Lecturers in Scotland's Colleges programmes also embed, as professional practice is embedded in the Adv Dip (TVT). The Scottish Government's expectation, like that of the South African Department of Higher Education and Training, is that all new full-time lecturers should be working towards or already undertaking a TQFE, if they have not already completed one.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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