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 and Vocational Teaching

SAQA QUAL ID	QUALIFICATION TITLE
119809	Advanced Diploma in Technical and Vocational Teaching
ORIGINATOR
Central University of Technology, Free State
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
Registered		EXCO 1011/22	2022-10-04	2025-10-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-10-04		2029-10-04

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 is to build vocations and to link education and work. A Technical and Vocational Teaching (TVET) educator qualification consequently 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'.

This qualification prepares learners for postgraduate study, by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines. This is a professional teaching qualification for lecturing at institutions that offer technical and vocational education and training qualifications. The Advanced Diploma in Technical and Vocational Teaching offers entry-level professional preparation for graduates who wish to develop focused knowledge and skills as lecturers in a particular TVET field or subject. For this purpose, the qualification requires a specific depth and specialisation of knowledge, assumed to have been developed in the prior qualification, together with practical skills and workplace experience, to enable successful learners to apply their learning as newly qualified, beginner TVET lecturers.

The purpose of the qualification is to build vocations and to link education and work. A TVET educator qualification consequently 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 offers entry-level professional preparation for graduates who wish to develop focused knowledge and skills as lecturers in a particular TVET field.

Rationale:
The South African, post-school, pre-university, TVET and skills development sectors are encouraged to expand rapidly, especially in response to the needs of learners who are not eligible for university education. In addition to current TVET colleges, non-university learners are to be housed in a variety of post-school institutions: community colleges (a reconfiguration of current public adult learning centres); non-Department of Higher Education and Training (DHET) public colleges such as agricultural, defence, police, forestry, and other colleges associated with particular government departments; and provincial and municipal colleges (Blom, 2016). The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016).

In addition to the 50 public TVET colleges already in existence, the DHET has proposed and started the building of twelve new campuses, and two new universities, to serve the burgeoning post-school population. Furthermore, the Department of Basic Education (DBE) plans to reintroduce technical and vocational streams in basic education, necessitating the development of technology and vocational teachers for that sector. The reconfigured community colleges will also offer technical and vocational programmes and thus educators must be developed to meet these needs.

An improved and efficient TVET system is a priority identified by government, industry, and learning institutions in respect of enhanced responsiveness to the needs of the economy, current and prospective learners, and social transformation (Gazettes 36721 / 36554). 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 colleges and training centres, and in recognising that successful output is directly related to successful input.

The growth of the pre-university sector is an international trend. The United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Institute for Educational Planning (IIEP)1, for example, say that 'non-university technical qualifications are the fastest growing forms of post-secondary education - this was evident from tracer studies in five countries (Azerbaijan, Chile, Malaysia, Nigeria, and South Korea, undertaken in 2010). In the Republic of Korea, for example, as many as 40% of secondary learners are enrolled in TVET (McLean and Wilson, 2009).

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 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 from 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:

Diploma in Education (including a National Professional Diploma in Education) Plus Advanced Certificate in Education.
Or

A four-year Bachelor of Education, or a General First Degree or diploma, plus a Postgraduate Certificate in Education, NQF Level 7.
Or

A relevant qualification in the related field at NQF level 6. The qualification must include sufficient disciplinary learning in appropriate academic fields to enable lecturing a technical or vocational subject or field.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5 and 7 totalling 132 Credits.

Compulsory Modules, Level 5, 12 Credits:

Academic Literacy and Communication Studies, 6 Credits.

Digital Literacy Compulsory Fundamental, 6 Credits.

Compulsory Modules, Level 7, 80 Credits:

Education Studies Compulsory, 8 Credits.

Management within Technical and Vocational Education and Training, 24 Credits.

Technical and Vocational Education Studies Compulsory, 8 Credits.

Teaching, Learning and Researching in Technical and Vocational Education and Training, 8 Credits

WIL in Teaching Setting, 24 Credits.

WIL Lecturer Industry Experience, 8 Credits.

Electives Modules, Level 7, 40 Credits: (Select two modules)

Civil Engineering and Building Construction, 20 Credits.

Electrical Infrastructure Construction, 20 Credits.

Engineering and Related Design, 20 Credits.

Information Technology and Communication Science, 20 Credits.

Mathematics, 20 Credits.

Physical Sciences, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of concepts, methods, rules, and practices of a TVET subject or field to create appropriate learning opportunities for students.
2. Communicate effectively when using the language of teaching and learning of a specific learning area and manage his/her teaching environment.
3. Develop and administer assessment strategies that would equip students with the demands of the workplace within which they will work.
4. Engage with the TVET context, the policy environment, and contextual realities of the sector to reflect critically with the community of practitioners to improve and adapt to the changing environment.
5. Integrate information and technologies in an effective manner with the view of providing feedback to the learners to ensure maximum student success.
6. Engage with global imperatives, learning and work experiences to express international vocational teaching and training.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply the principles, processes and methods of general pedagogical knowledge and teaching practices.

Select, sequence, and pace the subject content and teach it in the manner that he/she could deal with the diverse learning styles and aspirations, and special education needs of their learners.

Engage with diverse issues and challenges faced by technical and vocational education and training learners.

Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.

Develop an understanding of possible barriers to learning experienced by learners.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply and show an understanding of teaching practices across a variety of technical and vocational education and training contexts, including classroom and workshop/laboratory practice, and in authentic workplaces and simulated environments.

Manage classrooms, workshops, and laboratory-simulated work environments.

Apply academic literacies as appropriate to the level of the qualification (language and numerical literacies).

Associated Assessment Criteria for Exit Level Outcome 3:

Apply and show an understanding of learners' vocational education and training, learning, curriculum, and general instructional and assessment strategies.

Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.

Apply knowledge of the current application and relevance of specialised subject fields in associated workplaces.

Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply relevant policies, and political and organisational context important for the growth of technical and vocational education and training in South Africa.

Show an understanding of the diverse challenges faced by technical and vocational education and training learners.

Associated Assessment Criteria for Exit Level Outcome 5:

Integrate ICT appropriately for own and student development.

Associated Assessment Criteria for Exit Level Outcome 6:

Apply and show respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of a technical and vocational education and training educator.

INTEGRATED ASSESSMENT
Integrated assessment forms part of continuous assessment and takes the form of an appropriate mix of both formative and summative assessments. The assessment will model the approach taught, namely the integration of theory and practice and the relationship with, and preparation for work.

The assessment instruments used may consist of a written assessment of the theory, together with a practical demonstration of competence, where a learner's conceptual understanding of something is evaluated through the approach, she/he takes in applying it in practice. The intention is to assess learners in the modes in which they are expected to display particular competencies (SAQA, 2014: 18).

A key component to be assessed is the link between theory and practice. It is foreseen that these 'bridges' will be assessed through work-integrated learning, especially during teaching practice.

In general, the lecturers concerned will make decisions about the most appropriate forms of integrated assessment, which may make use of the following assessment instruments and approaches:

Teaching practice in simulated and actual environments.

Portfolios of evidence.

Written examinations or examination equivalents.

Oral presentations.

Problem-solving assignments - Research tasks

Case studies.

INTERNATIONAL COMPARABILITY

Country: Scotland
Institution: University of Stirling
Qualification Title: Teaching Qualification in Further Education (TQFE)
The Teaching Qualification in Further Education (TQFE) is the core teaching qualification available to college educators in Scotland. It is also one of the three national teaching qualifications defined in Scottish legislation.

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 South African (SA) qualification is offered.
The Scotland qualification is delivered to college educators and is embedded, throughout, the core 2006 Professional Standards for Lecturers in Scotland's Colleges.

The Scottish Government expectation is that all new full-time educators should be working towards or already undertaking a TQFE, if they do not already hold an equivalent qualification.
The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who are currently employed as lecturers in Further Education (and other settings) and will provide learners with a recognised teaching qualification for the FE sector. The duration of the Scotland qualification is 12 months the same as the South African qualification, and it comprises three modules at SCQF Level 9 worth 120 points. Learners from the post-compulsory sector undertake the award on a part-time basis as their workplace teaching forms an integral part of studying for the qualification.

The modules offered include:

Learner Identity and Diversity: (Compulsory)

Teaching and Assessment: (Compulsory)

Professional Practice: (Optional)

Professional Experiential Learning: (Optional)

Adult Education: (Optional)

Accreditation of Prior Professional Development Award: (Optional)

Similarities

Both qualifications have compulsory and elective modules.

Both qualifications are offered in one year.

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 South African (SA) qualification is offered.

Country: Australia
Institution: RMIT University
Qualification Title: The Advanced Diploma for TVET teachers
The qualification offered under the Australian Qualifications Framework (AQF) of 2013 is also comparable to the proposed qualification.
The Australian qualification is an Australian Qualifications Framework (AQF) level 5 teaching qualification, with a practical teaching component included. The qualification is delivered online or face-to-face over a 12-month period, it includes 3 units that incorporate a practicum (supervised practical work) for facilitation of assessment and professional activities. The qualification is offered to individuals who are already employed in the vocational and training sector.

The compulsory modules are as follows:

Provide advanced assessment practice

Design and develop assessment tools

Provide advanced facilitation practice

Design and develop learning strategies

Maintain and enhance professional practice

Address adult language, literacy, and numeracy skills

The following are electives of which a learner may choose 4:

Facilitate e-learning

Design and develop learning resources

Design and develop e-learning resources

Undertake organisational training needs analysis

Research and develop units of competency

Lead assessment validation processes

Evaluate a training program

Develop and implement recognition strategies

Analyse and apply sustainability skills to learning programs

Identify and apply current sustainability education principles and practice to learning programs

Provide coaching and motivation

Similarities

Both qualifications have compulsory and elective modules and are offered in one year.

Both qualifications have the Work Integrated Learning component.

Differences:

The Australian qualification is at AQF level 5, and the SA qualification is 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 Technical and Vocational Education and Training, NQF Level 7.

Advanced Diploma in Adult and Community Education and Training, NQF Level 7.

Advanced Diploma in Education, NQF Level 7.

Bachelor of Education in Technical and Vocational Teaching, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.

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.

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