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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
122864  Advanced Diploma in Technical and Vocational Teaching 
ORIGINATOR
Walter Sisulu University 
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 0527/24  2024-10-03  2027-10-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-10-03   2031-10-03  

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 
The Advanced Diploma in Technical and Vocational Teaching is offered as a professional teaching qualification for lecturing at institutions that offer Technical and Vocational Education Training (TVET) qualifications, and it serves as a "capping" qualification that enables a graduate or diplomate who already possesses a general undergraduate bachelor's degree or diploma to become professionally qualified as a TVET lecturer. The qualification also 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 qualification provides an opportunity for learners to integrate theory and practice.
Furthermore, learners will be exposed to real work or workplaces through structured learning in workplace or industry settings (e.g. factories, worksites, offices, etc.) to achieve currency of knowledge and skills in their fields of specialisation; to develop their skills and knowledge of industry practice in their subject field to be better lecturers; to improve the relevance of what they are teaching and its links to actual industry practice, technology and systems; and to prepare their learners for the demands of the workplaces within which they find themselves.
Moreover, prospective lecturers will be able to research and reflect on their own teaching.
All the courses and modules will provide a broad base on which the learners base their teaching practices.

The qualification will focus on technical and vocational contexts in recognition that teaching and learning in the TVET sector requires specialised pedagogies cognisant of the diversity of the learner body, and in response to the needs of the world of work.
Furthermore, the qualification will assist current and prospective TVET lecturers in building relationships with local, national, and international businesses and industries to enhance their knowledge and insights into the most recent trends and technological advances and to incorporate these insights into their teaching practice.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate the ability to lead appropriate, career-focused and professional qualification that addresses rural development and urban renewal tapping on Technical and Vocational Education.
  • Demonstrate the ability to teach and apply their learning in rural and urban settings in response to local, regional, and national development priorities, and taking cognisance of continental and international imperatives.
  • Apply specialised knowledge, practical skills, and workplace experience.
  • Apply educational theory and methodology that will demonstrate competencies and responsibilities as academically and professionally qualified TVET lecturers in diverse environments.

    Rationale:
    The South African government plans to massively expand the technical and vocational education and training college sector to cater for larger numbers of youth that are seeking quality post-school education and training opportunities has led to the conceptualisation of this qualification, the gazetting of the Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (PPQLTVET) (DHET, 2013) which puts in place a set of suitable higher education qualifications that can be used for the professional and post-professional development of TVET lecturers.

    This is also informed by the fact that few universities offer qualification qualifications for TVET college lecturers, and where these exist, they are usually teacher education qualifications that have been modified somewhat for TVET college lecturers.

    This qualification is a direct response that addresses the vision expressed in three national policy statements, namely, The White Paper for Post-School Education and Training, the National Development Plan and the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training.

    The qualification has been designed and developed as per the requirement of the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training (PPQLTVET) Guidelines.

    The qualification was developed to address the demand and supply of appropriately professionally qualified lecturing staff in the TVET sector, who will be competent to produce the kind of graduates needed by the industry and the economy.

    The qualification will develop learners' theoretical vocational pedagogies together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as lecturers in varying TVET contexts.

    Education and training for productive employment are crucial for economic and social development. Technical and Vocational Education and Training is viewed as a pathway for productivity enhancement and poverty reduction in the world. It is often argued that there is a close correlation between economic growth on the one hand and the technical and vocational education and training system on the other, owing to its key function of providing the necessary workforce for the labour market. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, NQF Level 7, totalling Credits
  • Teaching, Learning and Assessment in Post-School contexts, 8 Credits.
  • Curriculum Development in TVET contexts, 8 Credits.
  • Management and innovation in TVET education, 8 Credits.
  • Psychology of education in a TVET context, 8 Credits.
  • Curriculum Studies and Assessment practices in TVET specialisation, 8 Credits.
  • TVET in the Economy and Society, 8 Credits.
  • Theorists and Theories in TVET and Post-Schooling, 8 Credits.
  • Curriculum Studies: Teaching, Learning and Researching in TVET, 20 Credits.
  • Practical learning - College Based Experience, 24 Credits.
  • Practical learning - Industry Based Experience, 20 Credits.

    Elective Module, NQF Level 7, totalling 20 Credits (select one)
    Curriculum Studies and Assessment practices in TVET specialisation:
  • Curriculum and Instruction: Civil Engineering and Building Construction, 20 Credits.
  • Curriculum and Instruction: Drawing office practice, 20 Credits.
  • Curriculum and Instruction: Electrical infrastructure construction, 20 Credits.
  • Curriculum and Instruction: Engineering and related design, 20 Credits.
  • Curriculum and Instruction: Finance, Economics and Accounting, 20 Credits.
  • Curriculum and Instruction: Hospitality, 20 Credits.
  • Curriculum and Instruction: Information Technology and Computer Science, 20 Credits.
  • Curriculum and Instruction: Management, 20 Credits.
  • Curriculum and Instruction: Marketing, 20 Credits.
  • Curriculum and Instruction: Mechatronics, 20 Credits.
  • Curriculum and Instruction: Office Administration
  • Curriculum and Instruction: Primary Agriculture, 20 Credits.
  • Curriculum and Instruction: Tourism, 20 Credits.
  • Curriculum and Instruction: Life Orientation, 20 Credits.
  • Curriculum and Instruction: Mathematics and Mathematical Literacy, 20 Credits.
  • Curriculum and Instruction: Physical Sciences, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of TVET.
    2. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of a technical and vocational education and training educator.
    3. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
    4. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
    5. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
    6. Reflect critically on experiences during industry-based exposure depicting lessons learnt with regards to own subject specialisation and the subject's teaching.

    Associated Assessment Criteria
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Discuss, debate, critically assess and reflect on the principles of the philosophy of TVET.
  • Critically engage 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 with respect to history, politics, and economics as they relate to TVET.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Reflect a critical, committed, and ethical attitude between self and others in the life of a technical and vocational education and training educator.
  • Foster a sense of respect and responsibility towards others.
  • Engage and illustrate the ability to enhance the status of professional educators and ensure an accountable culture of teaching and learning.
  • Illustrate an ability to consider issues related to sustainable development, the environment, and the green economy.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Engage with prevailing practices and methods of teaching.
  • Select and apply a variety of teaching practices in diverse settings.
  • Apply blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Select, adapt and or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
  • Apply a range of assessment strategies to accommodate differences in learning style, pace, and context.
  • Manage and apply assessment feedback to enhance teaching and learning.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • 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 to enhance teaching and learning.
  • Apply blended learning approaches by integrating technology in teaching and learning as appropriate.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Reflect and report on lessons learnt and their applicability to teaching the subject.
  • Apply work-based learning experiences in the preparation and teaching of lessons.
  • Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Teaching, learning, and assessment are integrated, and assessment is done on a continuous basis. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.
    Assessment tasks consist of individual work or cooperative work where research in the form of tasks and assignments as well as reporting is done individually or is divided between learners, or group work where groups complete a task, assignments or presentations. All assessment tasks include the application of theory and basic skills learnt in all modules or courses.
    Some of the assessment tasks are an integration of two or more NQF Level 7 modules. Integrated assessment is used extensively across the qualification, including in Work Integrated Learning (WIL).

    Formative Assessment:
    Self and formative assessment takes place in various ways in the face-to-face context, including through classroom activities:
  • Written work
  • Research-based, practical-based or observation-based assignment tasks
  • Group projects
  • Portfolios
  • Essays
  • Oral presentations
  • Practical demonstrations
  • Tests

    Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include Assignments and or examinations, providing evidence of the ability to apply knowledge to practice. Observations in context to observe the ability to communicate with comprehension. A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during WIL. Demonstration of the ability of the learners to apply theory into practice.

    Summative Assessment:
    Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules or courses of the qualification.

    Quality assessment is central to credible certification and recognition of learner achievement. Walter Sisulu University (WSU) ensures credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability, and practicability and are aligned to the outcomes of the modules and the exit level outcomes of the qualification.

    Moderation:
    Quality assurance procedures within the Faculties of Education include internal and external course moderation or examination. All summative assessments for courses or modules will be internally moderated to review the assessment process and recommend changes as and when required.
    All summative assessments for exit level will also be externally examined to provide feedback regarding the quality of the assessment and improvements will be made where necessary. This will ensure that assessment methods are fit for the purpose and allow for reliable and valid outcomes. The internal moderators and external examiners have the responsibility to quality assure the summative assessment instruments and marking rubrics/memoranda and processes.

    Work Integrated Learning (WIL) is an integral part of the Advanced Diploma in Technical and Vocational Teaching (Adv Dip TVT) qualification as an initial professional teachers' qualification.
    To ensure that the prospective college lecturer gradually develops actual teaching skills, WIL in the Adv Dip TVT qualification will take place in an authentic context in which practical competence will be modelled by the lecturer; subject or mentor and demonstrated by the candidate; for example, a classroom in a college or a simulated classroom such as a micro-teaching laboratory at a university. Some kinds of practical competence will be modelled and demonstrated in situ. Others, such as questioning skills the ability to organize group discussions, and so on, will be better practised in a simulated situation during micro-teaching sessions. Reflection on practice is also essential, and this will happen through feedback during oral discussions with lecturers, mentors, or peers. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Tanzania
    Institution: The Open University of Tanzania
    Qualification title: Postgraduate Diploma in Technical and Vocational Teacher Education
    Duration: One year
    Credits: 120

    Entry requirements:
  • Bachelor's Degree or an Advanced Diploma in the fields related to technical and vocational.

    Purpose/Rationale
    The Postgraduate Diploma in Technical and Vocational Teacher Education (PGD-TVTE) is a one-year programme taught in 4 blocks of 12 weeks each. It aims to provide student teachers with pedagogical skills and strategies for teaching technical and vocational courses. Among others, the qualification will equip the student teachers with competency in using new information and communication technologies (ICTs) to create a conducive learning environment in enhancing students' knowledge and skills. The goal is to enable the learners to appreciate the ethical dimension of teacher professionalism in Technical and Vocational Education.

    Modules:
  • Foundations of TVET and Workforce Development
  • Learning Psychology and Didactics in TVTE (Psychology of Teaching and Learning), compared to Psychology of education in a TVET context.
  • Curriculum Development in TVET, compared to Curriculum Development in TVET contexts.
  • Planning and Management in TVET.
  • Entrepreneurship in TVET.
  • Media & Technologies in TVET.
  • Gender and Inclusive issues in TVET.
  • Teaching Practice, compared to Practical Learning - College Based Experience.
  • Teaching Methods for Technical and Vocational Related Occupations.
  • Research and innovation in TVET, compared to Curriculum Studies: Teaching, Learning and Researching in TVET.

    Similarities:
  • The Open University of Tanzania (OUT) and the South African (SA) are both offered over one year and consist of 120 credits.
  • The OUT qualification aims at providing student teachers with pedagogical skills and strategies in teaching technical and vocational courses.
  • The SA qualification offers entry-level professional preparation for graduates who wish to develop focused knowledge and skills as lecturers in a particular TVET field or subject.
  • Both qualifications share similar modules such as Teaching, Learning and Researching in TVET compared to Research and Innovation in TVET, Curriculum Development in TVET, compared to Curriculum Development in TVET contexts.
  • Both qualifications will enable prospective lecturers with research skills and research innovation in the TVET.

    Differences:
  • The OUT qualification is offered at a postgraduate level and accepts learners who have completed an advanced diploma.

    Country: Scotland
    Institution: Stirling University
    Qualification title: BA Teaching Qualification for Further Education (TQFE) - in-service
    Duration: One year
    Credits: 120

    Entry requirement:
  • Higher National Diploma (HND)

    Purpose /Rational
    The Teaching Qualification in Further Education course is aimed at individuals who are making a career transition into a career as a further education lecturer. Modules are designed to broaden and deepen further education lecturer's knowledge of key vocational education issues and enhance their capacity. Learners will also be required to undertake practical learning (teaching practice) of 2 - 3 days per week in a college and this forms an integral part of the qualification.

    Modules:
  • Learner Identity and Diversity.
  • Teaching and Assessment, comparable to Teaching, Learning and Assessment in Post-School contexts.
  • Teaching Practice 1 and 2 (teaching observations).
  • Professional Experiential Learning, comparable to Practical learning - College Based Experience.
  • Professional Practice.
  • Adult Education or International Comparative and Further Education.

    Similarities:
  • The Stirling University (SU) and the South African (SA) qualification are both offered over one year.
  • Both qualifications consist of 120 credits and accept learners who have completed a diploma or bachelor's degree in the relevant field.
  • The (SU) qualification is aimed at individuals who are making a career transition into a career as a further education lecturer.
  • The SA qualification is offered as a professional teaching qualification for lecturing at institutions that offer Technical and Vocational Education Training (TVET) programs.
  • Both qualifications will benefit learners to work in a further education or college environment and share similar modules such as Professional Experiential Learning, and Learning or Teaching and Assessment. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
  • Advanced Diploma in Computer Integrated Education, NQF Level 7.

    Vertical Articulation
  • Postgraduate Diploma in Technical and Vocational Education and Training, NQF Level 8.
  • Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.
  • Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification.

    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. Walter Sisulu University 


    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.