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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
119978  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
University of KwaZulu-Natal 
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
Registered  EXCO 1212/22  2022-11-22  2025-11-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-11-22   2029-11-22  

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 main purpose of the Advanced Diploma in Technical and Vocational Teaching (TVET) qualification is to provide a professional teaching qualification for lecturers in Technical and Vocational Teaching colleges and other (TVET) contexts to ensure their competence in teaching for work.

The purposes of this qualification as a professional teaching qualification include to:
  • Build capacity of existing, professionally unqualified TVET lecturers to teach the subject specialisation that operates as an in-service professional teaching qualification).
  • Serve as a capping qualification for qualifying learners and or diplomates already in possession of a general undergraduate bachelor's degree or diploma related to a TVET subject specialisation, to become professionally qualified as a TVET educator.
  • Prepare learners for postgraduate study, the qualification may thus be offered either as a teaching qualification to prospective TVET lecturers or as an in-service professional teaching qualification to lecturers who are in possession of at least an approved qualification National Diploma or a relevant bachelor's degree in a subject specialisation. 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 TVET lecturers.

    Upon completion of this qualification, qualifying learners will be able:
  • Teach their subject in a way that effectively meets learners' needs and the requirements of the curriculum, thus improving the quality of lecturers entering the TVET college workplace.
  • Manage the teaching environments effectively to enhance learning and ensure learners' throughput rates needed by the TVET college are met.
  • Develop and administer an assessment that improves the practice and learners' understanding to ensure learners reach the required skill levels when entering the workplace.
  • Prepare learners for the actual demands of the workplace to raise the profile and status of the TVET colleges.
  • Engage with the TVET context and respond appropriately in their practice so that intelligent and forward-thinking qualifying learners can engage with the complexities of the workplace.
  • Deal with the diverse learning issues of their learners to ensure increased throughput rates for the TVET colleges and the Department of Higher Education and Training (DHET).
  • Communicate effectively in the language of learning and teaching.
  • Integrate Information Communication Technology (ICT) effectively in their practice to ensure newly qualified entrants to the workplace already have basic ICT skills.
  • Embody a positive work ethic to ensure employers meet keen, enthusiastic employees who are excited to work for them.
  • Reflect critically on their own practice within a community of practitioners to ensure effective workers who can problem-solve in the workplace.

    Rationale:
    Following the publication which was published. The need for the provision of professional teaching qualifications for educators working or intending to work in the TVET sector was published in the White Paper in 2013, the Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (TVET). The Advanced Diploma in TVET is one of the three possible qualifications granting TVET lecturers' professional status. The institutions of higher learning are identified as playing a critical role in the expansion of the TVET sector, particularly in developing qualifications, and building the capacity of TVET institutions and of their educators. However, only a few Higher Education Institutions (HEIs) have undergone the process of accreditation of a single professional qualification. This is because the TVET discipline within HEIs (frequently part of the Adult Education discipline) has been historically relatively small, understaffed, and under-resourced. The capacity of this discipline has decreased over the last decade. This lack of capacity has been identified by the Department of Higher Education and Training (DHET) as a cause for concern. Thus, the professional qualifications proposed in the policy are part of DHET's strategic approach to building the TVET capacity within HEIs.

    Building the capacity of TVET and Adult and Community Education and Training (ACET) disciplines within HEIs has thus been specifically addressed by the DHET's Teaching and Learning Development Capacity Improvement Qualification (T and LDCIP). This qualification was launched in 2015 and is a 5-year qualification funded by the European Union. One component of the qualification specifically aims to strengthen the university's capacity for TVET and ACET lecturer education, by assisting with the development of TVET and ACET professional qualifications, materials development, and research on the field. The qualification emphasises collaboration between HEIs.

    TVET lecturers do not currently have a specific professional qualification that qualifies them as TVET lecturers. Given the need to improve and professionalise the TVET sector, this qualification is one of the most direct and important interventions to improve the quality of teaching in TVET colleges and professionalise its lecturing staff. A key principle of systemic improvement is that "the quality of an education system cannot exceed the quality of its teachers" (McKinsey, 2017).

    Prospective learners are likely to fall into one of three categories, namely:
  • Learners who are currently teaching in a public or private TVET-related educational institution, or in a workplace context (e.g., Industry trainers), who hold a relevant initial undergraduate degree or diploma in their area of specialisation but do not have a professional educational qualification.
  • Learners with an initial undergraduate degree which has provided sufficient content knowledge in the specialisation in which they intend to teach, who have been working in this area of specialisation, and who wish to move into education and training in the TVET sector.
  • Learners who have completed an initial undergraduate degree which has provided sufficient content knowledge in the specialisation in which they intend to teach, and who wish to become TVET educators.

    Thus, learners are likely to vary considerably in terms of their prior experience in the TVET sector. They are also likely to vary in terms of prior qualifications but must have specialised knowledge in the field in which they teach/intend to teach that is assumed knowledge in the field of teaching). Learners are likely to be diverse in terms of age, gender, race, language, life experience, and preparedness.

    According to DHET (2013), TVET plays a pivotal role in developing a knowledgeable and skilled citizenry who can contribute effectively to the social and economic development of the country. For this role to be achieved, an effective and professional lecturing staff is vital. This qualification is directed at improving the teaching of lecturers at TVET colleges, and by doing so, directly improving the quality of education for the learners. With teaching more effectively done, this will also mean an increase in skill levels and more thoroughly prepared entrants into the workplace, directly benefiting industries and businesses employing young TVET-qualifying learners. The qualification has a multiplier effect, where a direct intervention in the quality of teaching results in extensive benefits for the learners, employers, and society. In terms of the TVET colleges themselves, through its design and curriculum content the qualification will provide learners (lecturers) with a comprehensive philosophical and theoretical account of the foundations of TVET as a broad field, and the context within which TVET in South Africa takes place, including the policy, political, organisational, and socio-economic environment that influences teaching and learning. Furthermore, appropriately qualified TVET lecturers who understand and have expertise in both the academic and work-related dimensions of TVET can better assist their learners with work-based learning, and the lecturers will also be able to pursue alternative life pathways into research and into a master's degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 7 totalling 128 Credits.

    Compulsory Modules, Level 7, 80 Credits:
  • Studies in TVET I, 16 Credits.
  • Studies in TVET II, 16 Credit.
  • The TVET Context,16 Credit.
  • Teaching Practice in TVET,16 Credits.
  • Teaching Practice and Industry Experience in TVET, 16 Credits.

    Elective Modules, Level 7, 48 Credits (Select one of the three specialisation modules from the following):

    Specialisation One: Teaching in a TVET Context:
    Elective Modules, Level 7, 48 Credits (Select three modules from the following options):
  • Teaching a Specialization (Civil Engineering and Building Construction, 16 Credits.
  • Electrical Infrastructure Construction, 16 Credits.
  • Engineering and Related Design, 16 Credits.
  • English as a First Additional Language, 16 Credits.
  • Finance, 16 Credits.
  • Economics and Accounting, 16 Credits.
  • Information Technology and Communication Science, 16 Credits.
  • Life Orientation,16 Credits
  • Marketing, 16 Credits.
  • Management and Administration, 16 Credits.
  • Mathematics, 16 Credits.
  • Mechatronics, 16 Credits.
  • Primary Agriculture, 16 Credits.
  • Physical Science, 16 Credits.
  • Tourism, 16 Credits.
  • Hospitality and Catering in a TVET context, 16 Credits.

    Specialisation Two: Assessing in a TVET Context:
    Elective Modules, Level 7, 48 Credits (Select three modules from the following options):
  • Teaching a Specialization (Civil Engineering and Building Construction, 16 Credits.
  • Electrical Infrastructure Construction, 16 Credits.
  • Engineering and Related Design, 16 Credits.
  • English as a First Additional Language, 16 Credits.
  • Finance, 16 Credits.
  • Economics and Accounting, 16 Credits.
  • Information Technology and Communication Science, 16 Credits.
  • Life Orientation,16 Credits
  • Marketing, 16 Credits.
  • Management and Administration, 16 Credits.
  • Mathematics, 16 Credits.
  • Mechatronics, 16 Credits.
  • Primary Agriculture, 16 Credits.
  • Physical Science, 16 Credits.
  • Tourism, 16 Credits.
  • Hospitality and Catering in a TVET context, 16 Credits.

    Specialisation Three: Teaching for the Workplace in a TVET Context:
    Elective Modules, Level 7, 48 Credits (Select three modules from the following options):
  • Teaching a Specialization (Civil Engineering and Building Construction, 16 Credits.
  • Electrical Infrastructure Construction, 16 Credits.
  • Engineering and Related Design, 16 Credits.
  • English as a First Additional Language, 16 Credits.
  • Finance, 16 Credits.
  • Economics and Accounting, 16 Credits.
  • Information Technology and Communication Science, 16 Credits.
  • Life Orientation,16 Credits
  • Marketing, 16 Credits.
  • Management and Administration, 16 Credits.
  • Mathematics, 16 Credits.
  • Mechatronics, 16 Credits.
  • Primary Agriculture, 16 Credits.
  • Physical Science, 16 Credits.
  • Tourism, 16 Credits.
  • Hospitality and Catering in a TVET context, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology, and history of TVET and relevant policy, political and organizational context important for the growth of TVET in South Africa.
    2. Demonstrate an understanding of concepts, methods, rules, and methods of general teaching practice as well as the practices of a TVET subject or field to create appropriate learning opportunities for learners.
    3. Demonstrate 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.
    4. Demonstrate knowledge of the current application and relevance of specialized subject fields in associated workplaces.
    5. Demonstrate an understanding of learners, vocational education and training, learning, curriculum, and general instructional and assessment strategies.
    6. Demonstrate an understanding of the diverse challenges faced by TVET learners.
    7. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    8. Reflect critically on experiences during industry-based exposure depicting lessons learnt regarding own subject specialization and the subject's teaching to support professional development.
    9. 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 educator.
    10. Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.
    11. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies) and integrate ICT appropriately for own and learners' development.
    12. Develop an understanding of possible barriers to learning experienced by TVET learners.
    13. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    14. Prepare learners for learning and work in real-life work environments and manage classrooms/workshops/ laboratories/simulated work environments.
    15. Demonstrate the ability to take full responsibility for own work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss, debate, critically assess and reflect on the principles of the philosophy of TVET.
  • Engage critically with discourses, concepts, and theories relevant to TVET in a post-school context.
  • Apply sociological and psychological principles and practice in the TVET context.
  • Critically interact with and analyse various theoretical positions in respect of history, politics, and economics as it relates to TVET.
  • Engage critically with education and training and economic policies, procedures and systems impacting institutions and classrooms, and on education and training and the economy.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Engage with prevailing practices and methods of teaching.
  • Select and apply a variety of teaching practices in diverse settings.
  • Utilize blended learning approaches by integrating technology in teaching and learning as appropriate.
  • Use the characteristic language, terminology and concepts of subject/s or learning fields appropriately.
  • Apply concepts, methods, rules, and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialisation.
  • Plan lessons and other learning experiences, including preparing learners for workplace learning, by selecting appropriate teaching and learning strategies.
  • Adjust teaching and learning strategies to accommodate cultural, gender, ethnic, language and other differences among learners in a range of contexts.
  • Utilise blended learning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use the characteristic language, terminology and concepts of subject/s or learning fields appropriately.
  • Apply concepts, methods, rules, and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialization.
  • Plan lessons and other learning experiences, including preparing learners for workplace learning, by selecting appropriate teaching and learning strategies.
  • Adjust teaching and learning strategies to accommodate cultural, gender, ethnic, language and other differences among learners in a range of contexts.
  • Utilize blended learning.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Analyse current teaching and learning practices of specialised subject fields in workplaces.
  • Identify organisational and cultural aspects as they relate to workplaces, including employer expectations of employees in the field.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Adjust teaching and learning practices to the context of technical and vocational education and training learners.
    > Interpret and enact curricular knowledge and practice in terms of a broader understanding of relevant fields of knowledge.
  • Plan lessons and other learning experiences, including preparing learners for workplace learning, by selecting appropriate teaching and learning strategies.
  • Design and apply appropriate assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply health and safety measures appropriate to classrooms, workshops, laboratories, and simulated workplaces.
  • Promote healthy life choices and lifestyles in respect of for example:
    " HIV/AIDS
    " First aid and the safety of others
    " Health and Safety Act.
  • Promote active citizenship and responsible participation in the broader society.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning.
  • Incorporate such practices in teaching and learning.
  • Transmit explicit and implicit knowledge (tacit knowledge) through a social engagement with work and work practices.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Report on lessons learnt and their applicability to teaching the subject.
  • Apply work-based learning experiences in the preparation and teaching of lessons.
  • Apply appropriate research strategies to enhance teaching, learning and professional practice.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Act in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
  • Analyse and address issues related to sustainable development, the environment, and the green economy.
  • Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Work in teams, groups and organisations to the benefit of the TVET profession and professionals.
  • Enhance communities of practice in occupations, vocations, and professions.
  • Develop the profession and professional identities.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Use the main language of instruction to explain, describe, discuss, and relate key concepts in the area of specialisation.
  • Convey the content of own fields of specialisation in written, graphic, and other forms which are appropriate to the developmental level/s and language ability of learners.
  • Interpret written and graphic materials relating to own fields of specialisation.
  • Apply numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and own learning.
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Analyse and apply inclusive education strategies and student support to overcome barriers to learning.
  • Evaluate and apply 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 13:
  • Engage with the world of work as related to a field of learning in relation to how learners learn in, for and through work.
  • Incorporate relevant workplace knowledge and skills into teaching and learning.
  • Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Equip learners for entry into workplace learning and participation in the world of work.
  • 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 15:
  • Demonstrate the ability to work in teams, organizations, and groups.
  • Model working in teams to the benefit of all participants.
  • Prepare learners to engage with members of teams, organisations, or groups.

    INTEGRATED ASSESSMENT
    Integrated assessment for the qualification is both formative and/or summative assessment, to determine the learners' applied competence in relation to the core outcomes of the qualification (SAQA, 2013: 8). 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 competencies (SAQA, 2014: 18).

    The qualification is framed within a Community of Inquiry (COI) model (Garrison and Vaughn, 2008). The COI model is underpinned by a constructivist philosophy. In COI, 'community' recognises the social nature of education and the role of interaction, collaboration, and discourse in constructing knowledge; whilst inquiry recognises the process of constructing knowledge through personal responsibility and choice. Within the COI approach, assessment is seen as an essential component in designing deep and meaningful learning experiences. Formative assessment tasks will be used both to provide opportunities for learning exploration, integration, and resolution of a problem, and opportunities for interaction between learners and between learners and lecturers.

    Formative assessment.
    Formative assessment within this model is regarded as an important learning mechanism to assist learners to achieve the overall qualification learning outcomes. The focus and content of the assessment tasks within the qualification include knowledge of educational theories, demonstration of subject specialisation content knowledge, demonstration of practical learning, application of knowledge and reflexive/ reflection skills.

    The qualification design utilises a blended mode of delivery, in keeping with the COI approach, the assessment will focus on a combination of experiential and problem-based methods. Within the full contact component (face-to-face lectures), the assessment will focus on activities such as group work, paired work, and project work. Assessment tasks will include, not limited to:
  • Written assignments.
  • Class/group discussions.
  • Poster presentations.
  • Oral presentations.
  • Lesson and assessment plans.
  • Portfolios of evidence.

    Learners will receive individual comprehensive written and/or oral feedback on all formally assessed individual written tasks, as well as through learners' consultations. The online component will focus on interactive tasks and activities such as online discussion fora, and online assessment tasks such as true/false questions, pick-one questions, pick-multiple questions, fill-in-the-blanks questions, matching-list questions; sequence-type questions. For online assessment activities, learners will receive an immediate automated feedback system generated and will be able to repeat activities/correct mistakes. Online feedback will prompt learners to reflect on incorrect answers in relation to the content covered. In addition, general comments on common errors and problems will be provided both at face-to-face sessions and online. Learners will be encouraged to reflect on the feedback received.

    Summative Assessment:
    The final integrated summative assessment involves teaching in different contexts and keeping with workplace requirements, understanding the theoretical basis for their actions (foundational), and reflecting on and making changes to teaching practices in accordance with the requirements of the sector (reflexive). In the assessment strategy, 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.
  • Tests.
  • Examinations.

    Work Integrated Learning Assessment:
    The qualification also consists of a WIL component, for this component the qualification draws on the existing teaching practice expertise developed in the institution's School of Education, including expertise on how the placement is assessed. The WIL component of this qualification consists of two aspects teaching practice and industry-based learning. For teaching practice, learners' assessment will be based on a portfolio of evidence, which will include a variety of learners' tasks such as lesson plans, observation and reflection reports, teaching and learning resources accumulated, TVET context policy documents, and so on.

    Teaching practice will consist of two rounds of classroom practice where they will be assessed by TVET mentors. Mentors will observe a minimum of three lessons, providing detailed feedback on each lesson to the learners, and will also provide a final report. In the first round of teaching practice, mentors will consider inter alia classroom management skills, pedagogic skills, content knowledge of the subject specialisation, and their social and emotional skills in terms of their relationship with their learners and other educators. In the second round of teaching practice, which will take place after the learners have undergone industry-based learning, institution tutors will visit each learner and observe a minimum of three classes. The tutor will provide detailed feedback to the learners, and a final report on the learners. In this round of teaching practice, the learners will be assessed on their ability to integrate their industry experience into their teaching, in addition to the skills and knowledge listed above.

    For the industry-based learning aspect, assessment is based on the curriculum framework developed by DHET's Teaching and Learning Development task team. One of the core competencies identified within the framework is the learners' ability to identify and analyse similarities and differences between the curriculum taught and how it is applied in the workplace; the ability to reflect on and evaluate, the WIL experience in relation to how it could be used for teaching; the ability to prepare and teach lessons that link the subject to current industry application. For industry-based learning learners will be assessed on a portfolio of evidence, which will include materials related to the learners' preparation for workplace/industry placement; schedule of activities to complete during the placement; post-placement reflections and plans on how to integrate lessons learnt during industry-based learning into teaching practice. Industry-based mentors will monitor learners in terms of their attendance and all other requirements as stipulated in the contract between the learners and the workplace.

    Assessment across the qualification aims to comply with the institution's Policy on Assessment's assertion that integrated assessments are important to answer the questions of whether the exit level outcomes have been reached. In terms of the policy, the integrated assessment allows a learner to demonstrate applied competence and uses a range of formative and summative assessment methods. Learners will demonstrate their ability and proficiency in each of the learning outcomes in the various modules across the qualification. Most of the modules are continuously assessed only the Studies in TVET 1 module includes a summative assessment in the form of an exam, and most competencies and outcomes to be assessed cut across more than one specific module.

    In addition, learners will be required to demonstrate their integrated knowledge and competence within a real classroom situation where they will be assessed by the TVET context mentor as well as by the institution's tutors. The integrated assessment for teaching practice will focus on assessing the extent to which learners can teach and assess competently and effectively in their subject specialisation, integrating relevant workplace-based knowledge. The guidelines provided in the institution's Policy on Assessment (2012) will be adhered to in the assessment across the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with similar qualifications offered by the following international institutions:

    Country: United Kingdom
    Institution: Mont Rose College
    Qualification: Diploma in Teaching and Learning.
    NQF Level: Regulated Qualifications Framework (RQF) Level 6.
    Credits: 120
    Duration: One-year Full Time.

    Entry Requirements:
    Learners must possess a Diploma in Education and Training (DET) Level 5.

    Exit Level Outcomes:
    Upon completion of both the Mont Rose College (MRC) qualification, qualifying learners will be able to:
  • Analyse and apply the theories and principles for inclusive learning and teaching.
  • Identify and apply strategies and support communication for assessment and meeting individual learning needs.
  • Explain the concept and use of initial and diagnostic assessment.
  • Examine the roles and responsibilities and relationships in education and training.
  • Appreciate the importance of delivering the minimum core effectively.
  • Investigate good practice in their subject area.
  • Use study skills, and techniques to enhance the learner's experience.
  • Develop specialist delivery techniques.
  • Promote positive behaviour.
  • Develop personal growth and engagement in learning.
  • Reflectively, develop skills and understand the limits of own knowledge.
  • Complete investigations and effectively communicate results.

    Qualification structure:
    The MRC qualification is made up of the following six compulsory modules/units; each unit is 20 credits:
  • Lesson Planning.
  • Reflective Teaching.
  • Management of Class Dynamics.
  • Curriculum Design.
  • Integrated Education.
  • Technology in Education.

    Equivalences:
    OTHM qualifications at RQF Level 6 represent practical knowledge, skills, capabilities, and competencies that are assessed in academic terms as being equivalent to bachelor's Degrees with Honours, Bachelor's Degrees, Professional Graduate Certificates in Education (PGCE), Graduate Diplomas, and Graduate Certificates.

    Similarities:
  • The Mont Rose College (MRC) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both the MRC and SA qualifications consist of 120 credits.
  • Both qualifications share the same exit-level outcomes.
  • Both MRC and the SA qualifications have similar assessment criteria. Learners will be assessed using centre devised Written Assignments, Portfolio Building, Self and Peer Assessments, as well as Presentations, including Group Presentations.

    Differences:
    There are slight differences between the MRC and SA qualification in the following criteria.
  • The MRC qualification is registered at Regulated Qualifications Framework (RQF) Level 6 while the SA qualification is registered at NQF Level 7.
  • The MRC qualification carries a weighting of 120 credits whereas the SA qualification has 128 credits.
  • The MRC qualification requires applicants who possess a Diploma in Education and Training (DET) Level 5 whereas the SA qualification requires learners who hold the NQF Level 6 Diploma in Education or equivalent qualification.
  • The MRC qualification consists of only compulsory modules whereas the SA qualification consists of both compulsory and elective modules.
  • The MRC modules are of generic nature while the SA qualifications modules are specifically designed for TVET teaching.

    Country: Scotland
    Institution: University of Aberdeen
    Qualification: Postgraduate Certificate in Teaching Qualification in Further Education.
    NQF Level: Scottish Credit and Qualifications Framework (SCQF) Level 9.
    Duration: Nine months.
    Entry Requirements:
    Learners must have completed minimally a Higher National Diploma (HND) or equivalent in a subject relevant to the area of teaching.

    The Teaching Qualification in Further Education (TQFE) is the in-service teaching qualification for lecturers in Scotland's Colleges and those in other further education and training settings. TQFE is a part-time blended learning programme 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. TQFE is available at SCQF level 9 (part of the BA Professional Development programme) and level 11 (part of the master's in education programme). This is an essential qualification required to teach at further education colleges throughout Scotland and the UK. Voluntary registration of the GTCS can be obtained after graduating.
    Career Opportunities:
    Further Education Lecturer.

    Qualification structure:
    The TQ(FE) qualification is comprised of two courses contributing to a total of 60 credit points. Delivery models include face-to-face and online blended learning, depending on the college partnership arrangements.

    Compulsory Modules:
  • Change and Innovation in Further Education, 30 Credit Points.
  • Successful Learning in Further Education (Level 11), 30 Credit Points.

    Similarities:
  • The University of Aberdeen (UB) and the South African (SA) qualifications are the in-service teaching qualifications for lecturers in TVET Colleges and those in other further education and training settings.
  • School work placements are an integral part of both the UB and SA qualifications, culminating in a 10-12-week secondary school and/or TVET college experience where learners can teach the chosen subjects.

    Differences:
  • The UB qualification is offered over a period of nine months of part-time study whereas the SA qualification takes only one year to complete.
  • The UB qualification requires applicants who completed the HND while the SA qualification requires a Diploma qualification NQF Level 6 as the entry requirement.
  • The UB qualification is weighted 60 credits whereas the SA qualification is weighted 120 credits.
  • The UB qualification articulates into the Graduate Diploma in Adult and Vocational Education and Master of Adult and Vocational Education whereas the SA qualification articulates vertically into the Postgraduate Diploma in TVET Teaching and/or Honours Degree in the related field.

    Country: Australia.
    Institution: Charles Sturt University.
    Qualification Title: Graduate Diploma in Adult and Vocational Education.
    Duration: One-year full-time or part-time equivalent.
    NQF Level: AQF Level 8.
    Credits: 64 Credit Points.
    Study mode: Online.

    Entry Requirements:
  • Candidates must hold the Graduate Certificate in Adult and Vocational Education or Certificate IV in Training and Assessment or Diploma in TVET Teaching.
    Or
  • Advanced Standing, Credit Transfer and Recognition of Prior Learning (RPL) can provide alternative access routes. Applicants may be eligible to receive credit based on their previous study and/or work experience.

    Purpose/Rationale:
    The qualification is designed for practising and aspiring teachers or trainers, learning facilitators, learning consultants, and managers with human resources responsibilities seeking to upgrade and develop their professional knowledge in adult and vocational education. The qualification provides knowledge and skills to develop or enhance the teaching practice and help learners achieve their best.

    Qualification structure:
    The CSU qualification consists of the following compulsory and elective modules.

    Compulsory Modules, 40 Credit Points:
  • Learning Theory in Adult and Vocational Education.
  • The Reflective Practitioner.
  • The Individual in Society.
  • The Adult and Vocational Education System in Australia.

    Elective I Modules, 8 Credit Points (Select one module from the following options):
  • High-Level Facilitation Skills in Adult and Vocational Education.
  • Professional Practice in Education and Training.

    Elective Modules II,16 Credits (Select one module from the following options):
  • 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 and Numeracy (LLN) Practice in Adult and Vocational Education.
  • Assessment and Evaluation Practices.
  • Mentoring/Workplace Professional Development (PD) Strategies for 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 Charles Sturt University (CSU) and the South African (SA) qualifications are offered over a period of one year of full-time study.
  • Both qualifications require applicants who hold a Diploma in TVET Teaching.
  • The CSU and SA qualifications are ideal for established professionals considering a teaching role in that profession or are already a teacher or trainer in the adult and vocational education sector.
  • The CSU and SA qualifications provide excellent preparation for teaching roles in adult, vocational and community education and training. Graduates could teach at Technical and Further Education (TAFE)/TVET Colleges, registered training organisations (government or private), or community and other voluntary organisations.
  • Both qualifications enable learners to explore career opportunities as a teacher, trainer, lecturer, learning facilitator, vocational education consultant or HR manager with training and assessment responsibilities
  • Both qualifications are assessed by means of assignments and assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, and attending lectures, residential schools, and examinations.

    Differences:
  • The CSU qualification is registered at AQF Level 8 while the SA qualification is registered at NQF Level 7.
  • To graduate from the CSU qualification, qualifying learners must satisfactorily complete 64 credit points whereas the SA qualification has 128 credits at the exit point.
  • The CSU qualification is delivered online whereas the SA qualification is offered face-to-face.
  • The CSU qualification articulates vertically into a master's degree whereas the SA qualification articulates into Postgraduate Diploma and/or Bachelor of Education Honours in the cognate field. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Senior Phase and FET Teaching, NQF Level 7.
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.
  • Bachelor of Education: Teaching and Training Studies, NQF Level 7.
  • Postgraduate Certificate in Education in Senior and Further Education and Training Teaching, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma: Higher Education in Teaching and Learning, NQF Level 8.
  • Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, 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.
     
    1. University of KwaZulu-Natal 


    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.