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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
118635  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
Stadio (Pty) Ltd 
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 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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/or vocational education and training qualifications as well as to teachers teaching at vocational schools. It is a 'capping' qualification for graduates and/or diplomates already in possession of a general undergraduate Bachelor's Degree or Diploma, to become professionally qualified as a technical and vocational education and training lecturer or trainer. Typical learners will include those lecturers already teaching in technical and vocational education and training settings, but who do not have teaching expertise. The qualification requires specific theoretical knowledge, together with practical skills and workplace experience, to enable successful learners to enter the teaching profession and apply their learning as beginner teachers in TVET Colleges/vocational schools in varying contexts. Learners will be required to demonstrate informed classroom leadership, organisational skills, initiative, and responsibility in an academic and professional teaching environment.

The qualification will ensure that graduates meet the minimum set of competencies that are required of current and newly qualified lecturers (as gazetted in DHET, 2013) and for current and aspirant Special, Commercial and Technical High School teachers (as per DHET (2013) and the Joint Communiqué by DHET and DBE, May 2020). The purpose of the is to contribute to both the professionalising and expansion of the current lecturer corps of the Technical Vocational Education and Training (TVET) sector and the vocational school sector in South Africa.

On completion of the qualification, graduates will be able to:
  • Integrate with the practice a broad understanding of the foundations of education (philosophy, psychology, politics, economics, sociology, and history), in relation to the TVET sector / vocational schools and the world of work in the 21st century (post-coronavirus) society.
  • Design teaching-learning situations according to the principles, theories, practices, and methods of effective teaching practice, and create a seamless transfer between classroom, laboratory, workshop and simulation venue and the workplace.
  • Apply the principles of vocational teaching practice, within a methodological framework and set of principles to create authentic and appropriate learning opportunities for learners within the scope of their subject discipline.
  • Demonstrate a clear understanding of who their learners are and respond to learners' diversity in terms of socio-economic background, age, gender, sexual orientation, culture, life and work experience, learning styles and aspirations.
  • Collaborate with professional (in-house and external) service providers to address challenges relating to special education needs/barriers to learning challenges learners may present in an inclusive teaching environment.
  • Plan and conduct assessments that are fair and transparent and allow for a wide range of assessment methods, which include diagnostic, formative, and summative assessment strategies, which produce evidence that is demonstrably valid, reliable, flexible, and authentic and are conducted within a safe and accessible learning environment.
  • Design assessment practices to provide feedback to learners, and other stakeholders on learner learning and use the outcomes of the learner's voice through qualification evaluation to inform future qualification delivery planning.

    The establishment of memoranda of agreement (MOAs) with a wide range of stakeholders, i.e., TVET Colleges, vocational schools, chambers of business, commerce, and industry, as well as local, provincial, and national government departments (DHET and DBE) will ensure that this qualification with the needs of these sectors.

    Rationale:
    Historically, the TVET sector in South Africa has been and still is beset by many challenges. To understand the genesis of these challenges, Buthelezi (2018) argues that in the period between 1998 and 2007, when it became clear that the existing segregated system of education had no place in post-Apartheid South Africa, policy reforms were set in place to start meaningful reforms. These reforms, however, also brought about unintended (negative) outcomes. Add to these challenges, the negative feedback generally being experienced around throughput rates, the high percentage of professionally un- and under-qualified TVET College lecturers delayed certification processes and the (generally) negative public view of the sector, outdated equipment, criticism regarding the relevance of curricula from the private sector, the unemployment (and unemployability) levels of graduates and the serious socio-economic challenges of many learners who attend TVET Colleges and it becomes clear that the sector faces real challenges.

    This qualification aims to respond to the national need for tertiary institutions to provide qualified lecturers to the vocational sector. Offering this qualification via a Distance Learning (DL) mode provides an option for learners who may not be able to attend contact learning institutions for a range of reasons including finances and geographical location. Distance Learning is often the only choice for those who are already employed and who do not currently have a suitable formal qualification. The qualification addresses a critical need in South Africa to prepare lecturers and teachers to be equipped to deal with the challenges facing vocational education, who are knowledgeable, competent to teach in a diverse range of vocational contexts and who will empower and enrich the lives of the learners/learners they teach. The quality of teaching and learning drives an effective education system and real change in the sector needs to be driven through the classrooms.

    The qualification will contribute to the TVET College and vocational school sectors in South Africa. The sectors need more lecturers/teachers who are knowledgeable, accountable, and motivated to teach their subject disciplines, who are empowered to apply theory to practice, who understand the workplace towards which they teach and who are equipped to critically reflect on the suitability and appropriateness of specific approaches, strategies, and techniques within diverse learning contexts. This qualification was conceptualised in response to the Department of Higher Education and Training (DHET), (2013). Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training, Government Gazette, Vol. 576. The qualification responds to the Joint Communiqué by DHET and DBE (May 2020) which makes it possible for current and candidate teachers engaged in Special, Commercial and Technical High Schools to become professionally qualified if they hold the requisite undergraduate qualification. Professional approval for this qualification was granted by the Department of Higher Education and Training.

    The challenges that currently exist in the TVET sector / vocational schooling, regarding the high numbers of professionally un- or under-qualified lecturers, as well as the dictates of the National Development Plan 2030 (2013) may suggest that graduates will be employed in the sector, either at public or private vocational institutions. On completion of this qualification, the qualifying learners would be able to be employed as lecturers and teachers in TVET Colleges and/or vocational schools. The qualification will expose learners to developing the skills of a vocational pedagogue, operating in the challenging environment of teaching towards the world of work. They will be exposed to the principles of vocational teaching practice, driving a sound methodological framework to create authentic and appropriate learning opportunities for learners within their subject discipline.

    Learners will be exposed to and need to embrace the critical role of technology in support of their practice, as they prepare their learners for the digital world and artificial intelligence (AI) context in which they live and work. Learners will further be exposed to an appropriate set of professional ethics and values that befits the vocational profession and explore the extended professional community of TVET lecturers/vocational teachers, in a collaborative world with other professional networks to enhance the development of their discipline, the profession and their own professional identity.

    The qualification offered through distance education will significantly contribute to widening access to higher education in South Africa. Prospective learners with geographic restrictions will be able to read towards the qualification online in a carefully constructed and supported environment. This qualification will empower the nation, as the TVET sector and vocational schools are critical components of the government's National Development Plan 2030 (2013:320), which indicates that 'colleges are the backbone of technical vocational education and training'. Contributing to the development of the country's skills base will be essential, especially in a post-Coronavirus world. the qualification will prepare lecturers for the 21st-century lecturing environment. The qualification offers a flexible-hybrid, technology-driven delivery model that will generate TVET lecturers/vocational teachers equipped to prepare their learners for the world of work they (and their learners) will encounter at the conclusion of their studies.

    The qualification will benefit teachers currently employed in the TVET sector/vocational schools who are professionally un- or under-qualified, may now become professionally qualified upon completion of this diploma, part-time, over two years of study and those currently not employed but have a requisite disciplinary knowledge base in the two sectors who wish to become TVET College lecturers/vocational teachers. This qualification will provide access to both the 'traditional' and the 'non-traditional' learner because of the flexibility inherent in the mode of offering. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • an appropriate 360 credit Diploma, NQF Level 6 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context.
    or
  • an appropriate Bachelor's degree, NQF Level 7 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context.
    or
  • Recognised teaching qualification, NQF Level 6 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Computer Practice for Teachers is an elective module compulsory for learners who do not have proven computer literacy based on prior study or diagnostic testing.
    A Language Conversational module is compulsory for learners who do not have the relevant competence in an African / Sign Language at the conversational level.
    The module credits for Computer Practice for Teachers and the Language Conversational module do not contribute to the total module credits of the qualification.

    Compulsory Modules, Level 7,120 Credits:
  • Delivering a vocational curriculum and navigating assessment protocols, 14 Credits.
  • Designing a signature pedagogy in a vocational context, 8 Credits.
  • History of vocational education in South Africa, 8 Credits.
  • Philosophical conversations in a vocational context, 8 Credits.
  • Psychology of education in a vocational context, 8 Credits.
  • Reflections on the vocational context, 8 Credits.
  • Sociology of the South African vocational context, 12 Credits.
  • Teaching in a vocational field - defining a vocational pedagogy, 8 Credits.
  • Understanding general pedagogic principles and theories, 14 Credits.
  • Work Integrated Learning (WIL) - Teaching practice - Part 1, 12 Credits.
  • WIL -Teaching practice - Part II, 12 Credits.
  • WIL -Workplace-based learning, 8 Credits.

    Elective Modules, Level 7,12 Credits.
  • Computer Practice for Teachers,12 Credits.
  • Language Conversational isiXhosa,12 Credits.
    OR
  • Language Conversational isiZulu, 12 Credits.
    OR
  • Language Conversational Sepedi, 12 Credits.
    OR
  • Language Conversational Setswana, 12 Credits.
    OR
  • Language Conversational Sign Language, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Enact or integrate with their practice a broad understanding of the foundations of education (philosophy, psychology, politics, economics, sociology, and history), as these foundations relate to the TVET sector/vocational schools and the world of work in the 21st century (post-coronavirus) society.
    2. Design teaching-learning situations according to the principles, theories, practices, and methods of effective teaching practice, and be able to create a seamless transfer if, and when needed, between classroom, laboratory, workshop and simulation venue and the workplace.
    3. Apply the principles of vocational teaching practice, within a methodological framework and set of principles to create authentic and appropriate learning opportunities for learners within the scope of their subject discipline.
    4. Demonstrate a clear understanding of learners and respond to learners' diversity in terms of socio-economic background, age, gender, sexual orientation, culture, life, work experience, learning styles and aspirations.
    5. Reach out and work in partnership with professional (in-house and external) service providers to address challenges relating to special education needs/barriers to learning challenges learners may present in an inclusive teaching environment.
    6. Plan and conduct assessments that are fair and transparent and allow for a wide range of assessment methods, which include diagnostic, formative, and summative assessment strategies, which produce evidence that is demonstrably valid, reliable, flexible, and authentic and are conducted within a safe and accessible learning environment.
    7. Design assessment practices to provide feedback to learners, and other stakeholders on learner learning and use the outcomes of the learner's voice through qualification evaluation to inform future qualification delivery planning.
    8. Link the full range of applicable workplace(s) to their subject discipline teaching to prepare their learners for a vocation, and to contribute to a workforce with a wide range of relevant personal and social competencies.
    9. Communicate clearly, both orally and in writing, in the language of learning and teaching (LoLT), in the context of their subject discipline and in the broad context of the professions they serve.
    10. Demonstrate conversational competence in a second additional African language (LoCC).
    11. Integrate computer technology (ICT) into teaching and learning and in assessments, so that their learners are prepared for the technology-driven work environment.
    12. Adapt their practice to suit the context and realities in which they work, especially with regards to the policy environment and the political, socio-economic, and organisational realities in South Africa.
    13. Display an appropriate set of professional ethics and values by conducting themselves in a manner that befits the profession, take part in the extended professional community of TVET lecturers/vocational teachers, and contribute to learning communities and other professional networks and associations to enhance the development of the profession and their own professional identity.
    14. Integrate, where appropriate, the United Nation's (UN) Sustainable Development Goals (SDG's) into their teaching and learning.
    15. Reflect critically, in theoretically informed ways, on professional practice, constantly renewing and setting up professional learning goals, and by planning and undertaking learning and development activities as a life-long learner, to ensure they remain relevant in constantly evolving circumstances. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Select, adapt and integrate material from the foundational modules to enhance the content design of subject discipline learning events and the learning experiences of their learners/learners.
  • Plan lessons that embrace the capabilities required to flourish in the world of vocations in the 21st Century.
  • Plan and implement an Inclusive Education (IE) approach in their lecturing/teaching spaces, creating a safe learning environment for the rich diversity of learners/learners in their classes.
  • Manage a learning environment that reflects a progressive philosophy of education that allows learner/learner voice, collaborative teaching practices, values education, and technology enrichment to flourish.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select, adapt, and design coherent learning experiences and lessons appropriate for the learners/learners, context, and Specialisation, considering the national, regional and TVET College/vocational school curriculum policies, learner contexts, and learner differences.
  • Plan lessons and other learning experiences within teaching qualifications, selecting appropriate teaching and learning strategies.
  • Justify selection and design of learning qualifications in ways that show knowledge and understanding of a range of theories about teaching, learning, education development and curriculum.
  • Evaluate and improve learning qualifications, lessons, and materials based on experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.
  • Build and maintain vocational learning environments, which are safe as well as conducive to learning.
  • Manage learning environments democratically and in ways that foster creative and critical thinking.
  • Perform administrative duties required for the effective management of the learning environment; and
  • Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Design coherent learning qualifications that reflect the principles inherent in vocational pedagogy.
  • Engage in collaborative practice and carry out research to identify current developments in the field of their subject discipline.
  • Select and implement methodologies that are varied, appropriate and fit for purpose for the different content spaces of their subject discipline.
  • Design learning events based on technology and the latest software to support their subject discipline.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
  • Design coherent learning qualifications appropriate to the learners' needs and contexts.
  • Prepare learning activities by selecting suitable teaching and learning strategies most appropriate to learner needs, abilities, and interests.
  • Resolve conflict situations within classrooms ethically and sensitively.
  • Assist learners to manage themselves, their time, physical space, and resources.
  • Discipline learners in ways that are firm, growth-promoting, and fair.
  • Evaluate and select learning resource material for the use which accommodates diversity in the planning, adjustment and use of teaching and learning strategies.
  • Evaluate and improve learning qualifications, learning activities and materials for own future teaching, based on experience.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Plan and implement an Inclusive Education (IE) approach in their lecturing/teaching spaces, creating a safe learning environment for the rich diversity of learners/learners in their classes.
  • Engage in partnerships with professional service providers to guide teaching and learning for learners with barriers and social challenges.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.
  • Assume the role of a pastoral carer.
  • Foster interactive communication with parents through non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Select, adapt and/or design assessment tasks and strategies suitable to their subject discipline and a range of learning contexts.
  • Design and administer assessment tasks using clear language and instructions.
  • Gather from a variety of sources and report on adequate confirming evidence of learner competence.
  • Select and apply a range of assessment strategies to accommodate variances in learning style, pace, and context.
  • Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language; and barriers to learning and development.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Assess and record in the institutional systems, systematically, the progress of individual learners.
  • Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Research and explore the latest developments in the vocations to which their subject discipline lead and incorporate these data into their subject discipline vocational teaching.
  • Design learning experiences that unpack for their learners the formal and informal requirements of the vocations to which their subject discipline leads.
  • Include and promote the personal and social competencies that will lead to success in a Fourth Industrial Revolution (4IR) world.
  • Research and develop the values that drive the vocational context of their subject discipline.
  • Create collaborative spaces to engage with colleagues who function in the vocations to which their subject discipline may lead and develop the social compact between vocational classroom and workplace.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Use the characteristic language, terminology, and concepts of the chosen field of specialisation appropriately and with confidence.
  • Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in TVET College/vocational school affairs using verbal and written communication across different platforms.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Use appropriate vocabulary to communicate in basic spoken language in a range of situations for different purposes of everyday life and the lecture room/classroom.
  • Use effective, basic grammar and vocabulary to write basic texts for a range of topics.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Use a selection of technological resources appropriate to the purpose of the learning context.
  • Integrate different technological resources to achieve optimal learning.
  • Present assessments that promote the use of technology by their learners.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Promote in their practice the values and principles of the Constitution.
  • Critically evaluate education policies, procedures and systems which impact the institutions and classrooms, as well as the national education and training landscape.
  • Evaluate relationships between the school, local employer community and national contexts.
  • Analyse national and local work contexts and incorporate these learnings in their practice as vocational lecturer/teacher.
  • Reflect upon the political and socio-economic challenges of South Africa and their local region and ensure that their practice is relevant to these contexts.


    Associated Assessment Criteria for Exit Level Outcome 13:
  • Perform in ways that enhance the status of professional vocational educators and ensure an accountable culture of teaching and learning.
  • Promote the practice of democratic values, attitudes and dispositions in the TVET College/vocational school, as well as in society at large.
  • Evaluate their own professional development and progress critically and effectively.
  • Actively promote and act in the best interests of learners, parents, communities, colleagues, and the profession.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Design and implement learning engagements that reflect concern for the world and all that live in it.
  • Foreground the work of the United Nations in promoting sustainable practices.
  • Integrate into the subject discipline applicable elements of the SDG's.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Reflect on various modes of practice in the classroom and implement improvements based on their reflection.
  • Critically reflect on pre-educational issues, like who their learners/learners are, what the world of work looks like and what the future looks like.
  • Continuously update knowledge and keep abreast with changes and developments in the Senior and Further Education and Training Teaching Phase. 
    		•

    INTERNATIONAL COMPARABILITY 
    Best practices have been identified from leading institutions locally and abroad, ensuring that the curriculum and content are relevant and addresses the needs of both industry and prospective learners. The South African qualification is comparable to the international qualifications in terms of content, purpose, rationale and learning outcomes.
    The following three offerings (Canada, Scotland, and Australia) resonate closely with the South African qualification.

    Country: Canada:¿
    Institution: Sherbrooke University
    Qualification Title: ¿Bachelor of Professional Education (BEP)
    Credits: 120
    Purpose:
    This qualification is aimed at both people who already teach a trade in a vocational training establishment and people who aspire to teach the trade they practice. Interestingly, prospective learners not¿employed in the vocational sector need to link with a college before they enrol and¿provide evidence in writing that the college will accept them for teaching practice.

    This¿120-credit qualification is offered as a capping qualification through which prospective teachers receive a 'licence' to teach, the successful completion of 120 credits leads to the granting of a teaching diploma.¿One of the features of the qualification is that they too acknowledge the need for flexibility to accommodate the kind of learner who may want to enrol for the qualification.¿They offer a model that - like the South African qualification presents the qualification content¿in synchronous as well as¿asynchronous¿modes.¿Because people admitted to the BEP have limited availability, mainly because they already teach or that they practice their trade when they undertake their university training in teaching, this program of studies is offered part-time, according to the formula¿of¿continuous inputs and variable outputs.

    The curriculum they offer shows the spread¿across¿the¿fundamental, didactic,¿and disciplinary components of the qualification¿and strongly¿features¿the emphasis they place on the integration between theory and practice,¿professional integration offer courses rooted in the practice of different spheres of pedagogy.

    Exit Level Outcomes:
    The graduates will be able to:¿
  • Communicate clearly and correctly in the language of instruction, orally and in writing, in the various contexts related to the profession.
  • Design teaching-learning situations for the content to be learned, according to the pupils concerned and the development of the skills targeted in the training program.
  • Assess the progression of learning and the degree of acquisition of pupils' skills for the content to be learned.
  • Plan, organize and supervise the mode of operation of the class group to promote learner learning and socialization.
  • Adapt interventions to the needs and characteristics of learners with learning difficulties, adaptation, or a handicap.
  • Integrate information and communications technologies for the preparation and management of teaching-learning activities, teaching management and professional development.
  • Engage in an individual and collective approach to professional development;¿act ethically and responsibly in the performance of their duties, etc.

    One of the important¿requirements for enrolment is¿underlined by the following:
  • Computer equipment required: a recent computer, a high-speed connection, a web camera, earphones and a microphone (or headphones with integrated microphone: Ideal for synchronous activities."¿Clearly, their model is technology-driven, which allows for learners from anywhere (in the world!) to enrol for the course.¿

    The recognition of prior learning (RPL) also features strongly in their qualification.

    Similarities:
    There are numerous similarities¿between their and¿South African qualification's¿areas of focus¿for RPL, but they appear to place much greater emphasis on these processes. They consider,¿with supporting evidence:¿Disciplinary achievements¿ up to 27 credits,¿based on professional experience. Teaching achievements -¿up to 6 internship credits and¿Academic achievements: up to 45 credits.

    Country: Scotland
    Institution: University of Aberdeen (UoA)
    NQF Level: SCQF Level 9
    Qualification Title: Teaching Qualification in Further Education (TQFE)
    Purpose:
    The institution offers the post-graduate Teaching Qualification in Further Education (TQFE) as an in-service teaching qualification for lecturers in Scotland's¿Further Education¿(FE) Colleges and those in other further education and training settings.¿Further Education is equivalent to TVET in South Africa.¿It is 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).

    Comparison:
    This qualification is at the same level as the Advanced Diploma in Technical and Vocational Teaching. All qualifications target learners who are already college lecturers, although Stirling additionally offers a 'pre-service' TQFE qualification for full-time learners, which includes teaching placements. 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 qualify. In South Africa, it is also the expectation that all eligible college lecturers obtain the Advanced Diploma in Technical and Vocation Teaching.

    Internationally, a similar qualification is offered in Scotland, known as the Teaching Qualification in Further Education (TQFE). The Teaching Qualification in Further Education (TQFE) is the core teaching qualification available to college lecturers in Scotland. It is also one of the three national teaching qualifications defined in Scottish legislation, the other two being the Teaching Qualification in Secondary Education (TQSE) and the Teaching Qualification in Primary Education (TQPE). As such, the TQFE is subject to a full approval and accreditation exercise every six years, conducted by the Scottish Government and the General Teaching Council Scotland. Currently, three Teacher Education Institutes (TEIs) delivers the TQFE. The Australian Qualifications Framework (AQF) of 2013 offers the Advanced Diploma for Technical-Vocational Education and Training (TVET).

    TQFE is a part-time blended learning¿qualification, delivered in partnership with colleges. It combines distance learning and group workshops either on-site at the college location or online. An online route is available for individuals or small numbers of participants from different colleges.

    UoA's qualifications¿are delivered at undergraduate (SCQF Level 9) and/or at postgraduate (SCQF Level 11) level. The SCQF Level 9 appears to be equivalent to the South African NQF level 7 as the exit point for undergraduate degrees. This is the same level at which the Adv Dip (TVT) is offered¿in South Africa.¿The qualification is delivered to candidates who are already college lecturers, although UoA additionally offers a 'pre-service' QFE¿qualification¿for full-time learners, which includes teaching placements. Qualifications include both academic study and practical learning, including assessed teaching practice.¿

    The¿South African qualification is also offered both part-time over two years and full-time over one year. It is a flexible,¿blended learning qualification,¿offered as distance learning. The entry requirements¿include an undergraduate qualification in a disciplinary field cognate with college offerings.¿

    The Scottish Government expectation is that all new full-time lecturers should be working towards or already undertaking a TQFE, if they do not already hold an equivalent qualification. In South Africa, it is the expectation that all eligible college lecturers obtain the Adv Dip (TVT).¿

    Country: Australia¿
    Institution: Charles Sturt University¿(CSU)
    Qualification Title:¿The¿Graduate Diploma of Adult and Vocational Education¿
    NQF Level: Australian Qualifications Framework (AQF) Level 7
    Purpose:
    The qualification is¿aimed at¿established professionals¿considering a teaching role in that profession, or¿who¿are already a teacher or trainer in the adult and vocational education sector and are looking to enhance¿their¿teaching practice.¿This qualification supplies a formal Australian Qualifications Framework (AQF) level 8 qualification for experienced professionals who wish to teach in their discipline area.¿

    The Graduate Diploma in Adult and Vocational Education provides excellent preparation for teaching roles in adult, vocational and community education and training. Graduates could teach at TAFE, registered training organisations (government or private), or community and other voluntary organisations. Alternatively, learners could explore career opportunities as a teacher, trainer, lecturer, learning facilitator, vocational education consultant or Human Resources (HR) manager with training and assessment responsibilities.

    Qualification structure:
    To graduate learners must satisfactorily complete 64 points. The qualification consists of compulsory and elective modules outlined below:

    Compulsory Modules.
  • Learning Theory in Adult and Vocational Education.
  • The Reflective Practitioner (Prerequisite: Cert IV Training and Assessment).
  • Learning Theory in Adult and Vocational Education.
  • Professional Practice in Education and Training.
  • The Individual in Society.
  • The Adult and Vocational Education System in Australia.
  • High-Level Facilitation Skills in Adult and Vocational Education.

    Elective Modules (Choose two from the following modules):
  • Teaching Adult Numeracy in Adult and Vocational Education.
  • Teaching Adult Literacy in Adult and Vocational Education.
  • Workplace and Professional Literacy and Numeracy.
  • Issues of Language, Literacy, Numeracy (LLN) Practice in Adult and Vocational Education
  • Assessment and Evaluation Practices.
  • Mentoring/Workplace Professional Development Strategies for Vocational Education and Training (VET).
  • Constructing Effective Learning Environments for Adults.
  • Technology for Adult Learning and Teaching.
  • International Cultural and Educational Experience.
  • Professional Practice in Education and Training.

    Similarities:
    The Australian qualification compares very favourably with the South African Advanced Diploma in Technical and Vocational Teaching (TVET).
  • Both qualifications have a knowledge mix. This knowledge mix is a combination of educationally based and vocationally oriented modules.
  • The study mode¿is online and a distance¿which allows learners the flexibility to study in a way that aligns with¿their¿work and family commitments and learners are given¿access to a wide range of online learning materials and communication tools.
  • The¿distance learning program¿they offer may¿be completely distance learning, or a combination of distance learning and traditional classroom instruction, which they refer to as hybrid or blended.¿
  • The qualification is offered over one year full-time and two years part-time. This offering mirrors very closely the offering intended by the South African qualification.

    Differences:
  • The qualification has 64 points to complete while the South African qualification has 120 credits.
  • The qualification is delivered at undergraduate (SCQF Level 9) and/or at postgraduate (SCQF Level 11) level whereas the South African qualification is registered at NQF Level 7.

    Conclusion:
    The comparison showed that the South African qualification is comparable to similar qualifications offered at international tertiary institutions. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Advanced Diploma in Education in Further Education and Training Life Sciences Teaching, NQF Level 7.
  • Advanced Diploma in Education in Further Education and Training Mathematics Teaching, NQF Level 7.
  • Advanced Diploma in Education in Further Education and Training Physical Science Teaching, NQF Level 7.
  • Advanced Diploma in Management Sciences, NQF, Level 7.
  • Advanced Diploma in Mathematical Sciences, NQF, Level 7.
  • Advanced Diploma: Accounting Sciences, NQF, Level 7.
  • Advanced Diploma in Education, NQF Level 7.
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
  • Bachelor of Education in Technical and Vocational Teaching, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Technical and Vocational Education and Training, Level 8.
  • Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.
  • Bachelor of Education Honours, 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.