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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
115921  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
Vaal 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  2020-01-08  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:
The Advanced Diploma in Technical and Vocational Teaching is a professional teaching qualification for lecturing at institutions that offer technical and vocational education and training qualifications. It is a qualification for learners already in possession of a general undergraduate qualification, to become professionally qualified as a lecturer or trainer. The qualification offers entry-level professional teaching preparation of learners to develop expertise in teaching. Professionally qualified technical and vocational education and training lecturers and trainers will be able to:
  • Teach their subject, and select, sequence and pace subject content following subject and learner needs;
  • Engage with the Technical and Vocational Education 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 learners, to ensure maximum learner success;
  • Manage their teaching environments effectively in order to enhance learning;
  • Communicate effectively through advanced speaking, reading and writing skills in the language of learning and teaching;
  • Develop and administer the assessment in varied and reliable ways, and use the results of the assessment to improve their practice and learners' understanding;
  • Effectively integrate information and communication technologies for their own and learners' progress;
  • Equip themselves and their learners for the demands of the workplaces within which their learners will work;
  • 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 practice, in order to improve and adapt to changing environments.

    Rationale:
    An improved and efficient Technical and Vocational Education and Training system is a priority identified by government, industry and learning institutions in respect of enhanced responsiveness to the needs of the economy and the needs of current and prospective learners. The qualification itself 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 lecturers at colleges and training centres, and in recognising that successful output is directly related to successful input.

    The qualification, therefore, focuses on technical and vocational contexts in recognition that teaching and learning in the TVET sector require specialised pedagogies cognisant of the diversity of the learner body and the world of work. It aims to develop the capacity of current and prospective technical and vocational lecturers and trainers to build relationships with local, national and international business and industry in order to enhance their knowledge and insights into the most recent trends and technological advances and to incorporate these insights into teaching practice.

    The qualification provides for career advancement in the sector as it articulates with a variety of cognate qualifications. The qualification is a professional teaching qualification to prospective TVET lecturers and trainers, or as an in-service professional teaching qualification to lecturers and trainers who have an approved qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience.

    In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma, NQF Level 6.
    Or
  • Bachelor's Degree, NQF Level 7.
    Or
  • Previously recognised teaching qualification at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 7, totalling 132 Credits.

    Compulsory Modules, 102 Credits:
  • Action Research, 15 Credits.
  • Curriculum Studies, 8 Credits.
  • Foundation Studies: Academic literacy, 3 Credits.
  • Foundation Studies: African language, 2 Credits.
  • Foundation Studies: ICT skills, 2 Credits.
  • History of Education, 8 Credits.
  • Philosophy of Education, 8 Credits.
  • Psychology of Education, 8 Credits.
  • Sociology of Education, 8 Credits.
  • Teaching Practice (WIL), 24 Credits.
  • TVET context, 8 Credits.
  • Workplace Practice, 8 Credits.

    Elective Modules, 30 Credits (Choose one module):
  • Civil Engineering and Building Construction, 30 Credits.
  • Drawing Office Practice, 30 Credits.
  • Electrical Infrastructure Construction, 30 Credits.
  • Engineering and Related Design, 30 Credits.
  • Information Technology & Computer Science, 30 Credits.
  • Subject Methodology Mechatronics, 30 Credits.
  • Subject Methodology Process Instrumentation, 30 Credits.
  • Subject Methodology Process Plant Operations, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of education.
    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. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
    4. Demonstrate an understanding of learners, vocational education and training, learning, curriculum and general instructional and assessment strategies.
    5. Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for learners.
    6. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
    7. Develop an understanding of possible barriers to learning.
    8. Prepare learners for real-life workplace environments.
    9. Conduct action research in the area of specialisation.
    10. Demonstrate an understanding of teaching practices across a variety of technical and vocational education and training contexts, including classroom and workshop/laboratory practice; and inauthentic and simulated teaching environments.
    11. Manage classrooms/workshops/laboratories/simulated work environments.
    12. Demonstrate knowledge of the most up-to-date application and relevance of specialised subject fields in relevant workplaces.
    13. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    14. Demonstrate an understanding of relevant policy, political and organisational context necessary for the growth of technical and vocational education and training in South Africa.
    15. Demonstrate an understanding of the diverse challenges faced by technical and vocational education and training learners.
    16. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies).
    17. Demonstrate the ability to hold a basic conversation in at least one official African language.
    18. Demonstrate the ability to integrate ICT appropriately for own and learner development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate, apply, debate, critically assess and reflect on the principles of the philosophy of education.
  • Engage with discourses, concepts and theories relevant to education and training.
  • Apply sociological and psychological principles and practice in the context of technical and vocational education and training.
  • Critically interact with and analyse various theoretical positions in respect to the history, politics and economics as it relates to technical and vocational education and training.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Behave 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:
  • Engage with prevailing practices and methods of teaching.
  • Select and apply a variety of teaching practices in diverse settings.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Adjust teaching and learning practices to the vocational context of technical and vocational education and training learners.
  • Interpret curricular knowledge and practice in terms of a broader understanding of relevant fields of knowledge.
  • Design and apply appropriate assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply concepts, methods, rules and practices in relevant fields of knowledge, which underpin the subject/learning area/s of specialisation.
  • Use the characteristic language, terminology and concepts of own subject/s or learning area/s appropriately.
  • Plan lessons and other learning experiences within teaching qualifications, selecting appropriate teaching and learning strategies.
  • Adjust teaching and learning strategies to accommodate culturally, gender, ethnic, language and other differences among learners in a range of contexts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select, adapt and 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 7:
  • Use inclusive education strategies and learner support to overcome barriers to learning.
  • Adjust teaching strategies to match the profile of the learners.
  • Create and maintain learning environments which are safe and conducive to learning.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Demonstrate an understanding of the world of work as related to a field of learning.
  • Equip learners for entry and participation in the world of work.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate an understanding of the three research paradigms and processes involved in academic writing.
  • Carry out an action research project in the area of specialisation and write an academic piece.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Apply teaching principles across a variety of contexts, including classrooms, workshops and laboratories.
  • Demonstrate the ability to develop appropriate lesson plans, methods, media and conduct assessment.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply appropriate management and administration procedures in respect of classrooms, workshops, laboratories and simulated work environments.
  • Demonstrate appropriate discipline and control of learning spaces.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Show knowledge of the current application of the subject fields' in workplaces.
  • Analyse and compare the curriculum with prevailing practices in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Incorporate relevant workplace knowledge and skills into teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and education and training and the economy.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Apply health and safety measures appropriate to learning spaces, including 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 16:
  • Use the primary language of instruction to explain, describe, discuss and relate critical concepts in the area of specialisation.
  • Convey the content of own area 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 areas of specialisation.
  • Apply mathematical and elementary statistical knowledge to educational issues, cross-curricular activities, and own learning.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Use an additional language to explain, describe and discuss key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Use the information and communications technology to own learning further and facilitate the learning of others.

    Integrated Assessment:
    Integrated learning mechanisms refer to the identification and utilisation of embedded knowledge. Embedded knowledge represents that underpinning knowledge that the learner has to understand and has to be able to explain in relation to his/her performance of the specific outcomes. An example of the initial emphasis on identifying embedded knowledge can be extracting the science and mathematics, which are implicit and explicit in the operation of the first industrial plant or the commercial systems. Measures to enhance the learner's integration of the experiential learning experience into the classroom studies, may include learning agreements, course requirements, assessment mechanisms, the interaction of teaching staff with the experiential learning qualification, and the less formal connections among learners, teaching staff and co-ordinators of experiential learning. Integrated assessment includes a combined - embedded knowledge, in terms equal parts of the classroom and experiential learning processes.

    The final integrated summative assessment involves teaching in different contexts and keeping with workplace requirements, understanding the theoretical basis for their actions (foundational), reflecting on and make changes to teaching practices in accordance to the requirements of the sector (reflexive). In the assessment strategy as a whole, learners must demonstrate evidence of competence through a variety of options, for example:
  • Teaching practice in simulated environments.
  • Portfolios of learning materials.
  • Oral presentations.
  • Problem-solving assignments.
  • Case studies.
  • Research projects.

    Moderation:
    The institution's assessment policy guidelines on internal and external moderation guide all the assessment techniques. The institution believes that active moderation of assessment tasks is fundamental to the assurance of academic quality. Moderation will be undertaken to enable a reasonable level of assurance that assessment activities will have been designed and implemented appropriately so that both staff and learners can be confident that the assessment of learners' work was fair, valid and reliable. Measures have been put in place to ensure the integrity and security of assessment. In the event of a dispute, an appeal process is already in place at an institution for learners who may feel that the assessment was unfair. The institution will guide the learners who did not complete formal tasks by assessment policy, and extensions or granting of exemptions will only be in exceptional cases like illness.

    Assessment will be transparent, and all pertinent information will be made available to learners, prior to the assessment. Assessment in each module is on continuous assessment. The final module mark will be calculated following the faculty rules from the mark attained by the learner in the examination and the continuous assessment mark in the module.

    The institution asses the teaching practice through the co-operation between lecturers. Department of Basic Education, mentors at teaching practice schools, learner teachers and external assessors. Lecturers will assess assignments and portfolios during and after the teaching practice. A team of external assessors will visit the schools to review the teaching practice during the teaching practice stint. 
    		•

    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) (http://www.gov.scot/Publications/2010/04/19113746/2). As such the TQFE is subject to full approval and accreditation, exercise every six years, conducted by the Scottish Government and the General Teaching Council Scotland. Currently, the three Teacher Education Institutes (TEIs) TQFE is delivered.
  • The University of Aberdeen:
    (http://www.abdn.ac.uk/study/courses/postgraduate/taught/teaching_qualification_education/).
  • University of Dundee (http://www.dundee.ac.uk/study/ug/teaching-qualification-further-education/) and
  • University of Stirling (http://www.stir.ac.uk/postgraduate/programme-information/prospectus/education/tqfe-pre/).

    The lecturing of the programmes is at undergraduate (SCQF Level 9) and postgraduate (SCQF Level 11) level. The SCQF Level 9 appears to be equivalent to the South African NQF Level 7 as the exit point for under-graduate qualifications. The latter is the same level at which the AdvDip (Technical and Vocational Teaching). Qualifications include both academic study and practical learning, including assessed teaching practice. All the qualifications 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 addition to the TQFE in Scotland, the following institutions also have qualification comparable to the TVET qualification:
  • University of Newcastle, website: http://www.unc.ac/index.php?option=com_content&view=article&id=177&Itemid=1619.
  • Information on TVET colleges in Pakistan, website: http://www.tvetreform.org.pk/component/k2/item/114?Itemid=250.
  • An example of TVET qualifications in Australia, website:
    http://www.tafewestern.edu.au/studying-at-tafe/tafe-at-school/tvet.
  • TVET in El Salvador report, website:
    https://www.wm.edu/as/publicpolicy/documents/prs/mcc.pdf. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

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

    Vertical Articulation:
  • Postgraduate Diploma in Technical and Vocational Education and Training, NQF 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.