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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education in Technical and Vocational Teaching 
SAQA QUAL ID QUALIFICATION TITLE
123103  Bachelor of Education in Technical and Vocational Teaching 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2034-11-21  

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 primary purpose of the qualification is to provide a well-rounded education that equips graduates with the required subject content knowledge base, educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified Technical and Vocational Education and Training (TVET) lecturers.

The qualification is intended for prospective TVET college lecturers and TVET lecturers who are in possession of approved and recognised technical and/or vocational and/or professional teaching qualifications below the Matric (M) + 4 level. This qualification offers entry-level professional teaching preparation for graduates to develop expertise in teaching in a particular TVET field or subject. The qualification 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'.

On completion of the qualification, qualifying learners will be able to:
  • Teach the subject, and select, sequence and pace subject content in accordance with subject and student needs and the requirements of the curriculum.
  • Manage their teaching environments effectively to enhance learning.
  • Develop and administer assessments in varied and reliable ways and use the results of assessment to improve their own practice and learners' understanding.
  • Incorporate work into teaching and preparing their learners for the demands of the workplace.
  • Engage with the TVET context, including the policy environment and contextual realities of the sector to adjust their practice appropriately.
  • Deal with diverse socio-economic contexts, ages, cultural backgrounds, life and work experience, learning styles and aspirations, and special education needs of their learners, to ensure maximum student success.
  • Communicate effectively through advanced speaking, reading and writing skills in the language of learning and teaching.
  • Integrate information and communication technologies effectively for their own and learners' progress.
  • Embody positive work ethic and values in a manner that honours and advances the vocational teaching and training profession.
  • Critically reflect on, and with, the professional community of practitioners, on their own practice to improve and adapt to changing environments.

    Rationale:
    An improved and efficient Technical and Vocational Education and Training (TVET) system is a priority identified by government, industry and learning institutions to enhance responsiveness to the needs of the economy, the needs of current and prospective learners and social transformation. The qualification responds to the need to develop teaching competence in the technical and vocational education and training sector.

    The qualification can be offered as an initial professional teaching qualification to prospective TVET college lecturers or as an in-service professional teaching qualification to TVET lecturers who are in possession of approved and recognised Level 6 Diploma or relevant Bachelor's Degree at Level 7. It therefore focuses 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.

    This qualification was developed to address national needs for highly qualified TVET lecturers. A national profile of lecturers teaching at public TVET colleges was drawn up in a study completed by the Department of Higher Education and Training in 2014. In this study, it was found that only 15% of the cohort were deemed to be academically and professionally qualified for the TVET sector. It was also further indicated that 12% of the TVET college lecturers do not have an initial professional qualification, a Diploma (TVET) or a Bachelor of Education (TVET).

    If the national skills need, as stipulated in the National Development Plan (NDP) objectives, are to be met, there is an urgent necessity for well-qualified lecturers teaching in the TVET sector to assist in addressing the skills shortage in the country. The NDP expresses the goal of training 30,000 artisans per annum by 2030 to improve the country's economy and to cover the critical skills gap in fields such as engineering and technology.

    Therefore, the qualification will offer specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful learners to teach and apply their learning as TVET lecturers in the fields of Clothing and Textiles; Engineering; Finance, Economics and Accounting; Human Resource Management; Information Technology; Marketing; Office administration; Primary Agriculture; Public Management; Public relations; Tourism and Transport and Logistics. They should be able to demonstrate initiative and responsibility in an academic and professional teaching environment. The degree requires intellectual independence and the development of some level of research competence in the field of TVET, to provide a basis for both postgraduate study in the field or a sub-field of TVET and further professional development as a lecturer.

    Successful completion allows for articulation with the Bachelor of Education Honours Degree or a cognate Postgraduate Diploma in Technical and Vocational Teaching programme, or an Advanced Diploma in Technical and Vocational Teaching programme. A qualification may not be awarded for early exit from a Bachelor of Education in Technical and Vocational Teaching degree. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. This qualification may be achieved in part through recognition of prior learning processes.
    RPL will be applied to accommodate applicants who qualify.

    RPL for access:
  • The institution's recognition of prior learning (RPL) policy will be used to demonstrate competence for admission to this qualification.
  • RPL provides alternative access and admission to qualifications, as well as advanced standing within qualifications to learners who do not meet the minimum entrance requirements.
  • 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.
  • Only 10% of the learner cohort can gain admission via the RPL process.

    RPL for credits:
  • 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.
  • Credits achieved through RPL will not exceed 50% of the total credits and not include credits at the exit level.

    Assessment for RPL:
  • Assessment will be done in compliance with the institution's RPL policy on assessment and moderation.
  • Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices.
  • At least two assessment methods are required for RPL assessments unless otherwise recommended by the Senate Committee for Recognition of Learning (SCRPL).
  • Assessments must be conducted by academic staff (subject matter experts) that have appropriate RPL knowledge and/or experience.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Levels 5, 6 and 7 totalling 493 Credits.

    Compulsory Modules, Level 5, 106 Credits:
  • Academic Literacy and Life Skills, 10 Credits.
  • College Based Learning WIL 1, 4 Credits.
  • Curriculum and Instruction 1: Specialisation 1, 5 Credits.
  • Curriculum and Instruction 1: Specialisation 2, 5 Credits.
  • Information Computer Technology (ICT) Literacy 1, 10 Credits.
  • Industry Based Learning WIL 1, 4 Credits.
  • Language of Learning and Teaching: English (LoLT)1, 10 Credits.
  • Technical and Vocational Education Studies 1, 5 Credits.
  • College Based Learning WIL 1, 4 Credits.
  • Curriculum and Instruction 1: Specialisation 1, 5 Credits.
  • Curriculum and Instruction 1: Specialisation 2, 5 Credits.
  • Industry Based Learning WIL 1, 4 Credits.
  • Technical and Vocational Education Management 1, 8 Credits.
  • Technical and Vocational Education Studies 1, 17 Credits.
  • Technical and Vocational Education Studies 1, 10 Credits.

    Elective Modules, Level 5, 36 Credits (Choose three modules from the following options):
  • Accounting 1, 12 Credits.
  • Advertising and Promotions 1, 12 Credits.
  • Agri-Business 1, 12 Credits.
  • Animal Production 1, 12 Credits.
  • Business Management 1, 12 Credits.
  • Catering Theory and Practice 1, 12 Credits.
  • Civil Engineering 1, 12 Credits.
  • Client Services and Human Relations 1, 12 Credits.
  • Clothing construction 1, 12 Credits.
  • Communication 1, 12 Credits.
  • Computer Practice 1, 12 Credits.
  • Economics 1, 12 Credits.
  • Electrical Engineering 1, 12 Credits.
  • Entrepreneurship 1, 12 Credits.
  • Fashion Design 1, 12 Credits.
  • Hospitality Services 1, 12 Credits.
  • Information Systems 1, 12 Credits.
  • Labour Relations 1, 12 Credits.
  • Logistics Management 1, 12 Credits.
  • Marketing 1, 12 Credits.
  • Mathematics 1, 12 Credits.
  • Mechanical Engineering 1, 12 Credits.
  • Mechatronics Engineering 1, 12 Credits.
  • Municipal Administration 1, 12 Credits.
  • Networks 1, 12 Credits.
  • Office Practice 1, 12 Credits.
  • Personnel Management 1, 12 Credits.
  • Personnel Training 1, 12 Credits.
  • Plant Production 1, 12 Credits.
  • Public Administration 1, 12 Credits.
  • Public Finance 1, 12 Credits.
  • Public Law 1, 12 Credits.
  • Public Relations 1, 12 Credits.
  • Sales 1, 12 Credits.
  • Science of Tourism 1, 12 Credits.
  • Software Development 1, 12 Credits.
  • Soil Science 1, 12 Credits.
  • Support 1, 12 Credits.
  • Tourism Operations 1, 12 Credits.
  • Transport Management 1, 12 Credits.
  • Travel Services 1, 12 Credits.

    Compulsory Modules, Level 6, 106 Credits:
  • College Based Learning WIL 2, 5 Credits.
  • Curriculum and Instruction 2: Specialisation 1, 10 Credits.
  • Curriculum and Instruction 2: Specialisation 2, 10 Credits.
  • Industry Based Learning WIL 2, 5 Credits.
  • LoLT: English 2, 10 Credits.
  • Technical and Vocational Education Studies 1, 17 Credits.
  • Technical and Vocational Education Management 2, 10 Credits.
  • Technical and Vocational Education Management 3, 10 Credits.
  • Technical and Vocational Education Studies 2, 22 Credits.
  • ICT Literacy 2, 10 credits.

    Elective Modules, Level 6, 50 Credits (Choose two modules from the following options):
  • Accounting 2, 25 Credits.
  • Advertising and Promotions 2, 25 Credits.
  • Agri-Business 2, 25 Credits.
  • Animal Production 2, 25 Credits.
  • Business Management 2, 25 Credits.
  • Catering Theory and Practice 2, 25 Credits.
  • Civil Engineering 2, 25 Credits.
  • Accounting 2, 25 Credits.
  • Advertising and Promotions 2, 25 Credits.
  • Agri-Business 2, 25 Credits.
  • Animal Production 2, 25 Credits.
  • Business Management 2, 25 Credits.
  • Catering Theory and Practice 2, 25 Credits.
  • Civil Engineering 2, 25 Credits.
  • Civil Engineering Drawing 1, 25 Credits.
  • Client Services and Human Relations, 25 Credits.
  • Clothing construction 2, 25 Credits.
  • Communication 2, 25 Credits.
  • Computer Practice 2, 25 Credits.
  • Economics 2, 25 Credits.
  • Electrical Engineering 2, 25 Credits.
  • Entrepreneurship 2, 25 Credits.
  • Fashion Design 2, 25 Credits.
  • Hospitality Services 2, 25 Credits.
  • Information Systems 2, 25 Credits.
  • Labour Relations 2, 25 Credits.
  • Logistics Management 2, 25 Credits.
  • Marketing 2, 25 Credits.
  • Mathematics 2, 25 Credits.
  • Mechanical Engineering 2, 25 Credits.
  • Mechanical Engineering Drawing 1, 25 Credits.
  • Mechatronics Engineering 2, 25 Credits.
  • Municipal Administration 2, 25 Credits.
  • Networks 2, 25 Credits.
  • Office Practice 2, 25 Credits.
  • Personnel Management 2, 25 Credits.
  • Personnel Training 2, 25 Credits.
  • Plant Production 2, 25 Credits.
  • Public Administration 2, 25 Credits.
  • Public Finance 2, 25 Credits.
  • Public Law 2, 25 Credits.
  • Public Relations 2, 25 Credits.
  • Sales 2, 25 Credits.
  • Science of Tourism 2, 25 Credits.
  • Software Development 2, 25 Credits.
  • Soil Science 2, 25 Credits.
  • Support 2, 25 Credits.
  • Tourism Operations 2, 25 Credits.
  • Transport Management 2, 25 Credits.
  • Travel Services 2, 25 Credits.

    Compulsory Modules, Level 7, 91 Credits:
  • College Based Learning WIL 3, 5 Credits.
  • Curriculum and Instruction 3: Specialisation 1,13 Credits.
  • Curriculum and Instruction 3: Specialisation 2, 13 Credits.
  • Industry Based Learning WIL 3, 5 Credits.
  • Technical and Vocational Education Management 3, 11 Credits.
  • Technical and Vocational Education Studies, 28 Credits.
  • Technical and Vocational Education Studies 3, 6 Credits.
  • Inclusive Education, 10 Credits.

    Elective Modules, Level 7, 26 Credits (Choose two of the following subjects):
  • Accounting 3, 13 Credits.
  • Advertising and Promotions 3, 13 Credits.
  • Agri-Business 3, 13 Credits.
  • Animal Production 3, 13 Credits.
  • Accounting 3, 13 Credits.
  • Advertising and Promotions 3, 13 Credits.
  • Agri-Business 3, 13 Credits.
  • Animal Production 3, 13 Credits.
  • Business Management 3, 13 Credits.
  • Catering Theory and Practice 3, 13 Credits.
  • Civil Engineering 3, 13 Credits.
  • Client Services & Human Relations 3, 13 Credits.
  • Clothing construction 3, 13 Credits.
  • Communication 3, 13 Credits.
  • Computer Practice 3, 13 Credits.
  • Economics 3, 13 Credits.
  • Electrical Engineering 3, 13 Credits.
  • Entrepreneurship 3, 13 Credits.
  • Fashion Design 3, 13 Credits.
  • Hospitality Services 3, 13 Credits.
  • Information Systems 3, 13 Credits.
  • Labour Relations 3, 13 Credits.
  • Logistics Management 3, 13 Credits.
  • Marketing 3, 13 Credits.
  • Mathematics 3, 13 Credits.
  • Mechanical Engineering 3, 13 Credits.
  • Mechanical Engineering Drawing 2, 13 Credits.
  • Mechatronics Engineering 3, 13 Credits.
  • Municipal Administration 3, 13 Credits.
  • Networks 3, 13 Credits.
  • Office Practice 3, 13 Credits.
  • Personnel Management 3, 13 Credits.
  • Personnel Training 3, 13 Credits.
  • Plant Production 3, 13 Credits.
  • Public Administration 3, 13 Credits.
  • Public Finance 3, 13 Credits.
  • Public Law 3, 13 Credits.
  • Public Relations 3, 13 Credits.
  • Sales 3, 13 Credits.
  • Science of Tourism 3, 13 Credits.
  • Software Development 3, 13 Credits.
  • Soil Science 3, 13 Credits.
  • Support 3, 13 Credits.
  • Tourism Operations 3, 13 Credits.
  • Transport Management 3, 13 Credits.
  • Travel Services 3, 13 Credits.

    Compulsory Modules, Level, 71 Credits:
  • College Based Learning WIL 4, 4 Credits.
  • Curriculum and Instruction 4: Specialisation 1, 12 Credits.
  • Curriculum and Instruction 4: Specialisation 1, 2 Credits.
  • Industry Based Learning WIL 4, 5 Credits.
  • Technical and Vocational Education Studies 4, 20 Credits.
  • Teaching, Learning and Researching in Technical and Vocational Education and Training, 5 Credits.
  • College Based Learning WIL 4, 4 Credits.
  • Curriculum and Instruction 4: Specialisation 2, 12 Credits.
  • Curriculum and Instruction 4: Specialisation 2, 2 Credits.
  • Teaching, Learning and Researching in Technical and Vocational Education and Training, 5 Credits.

    Elective Modules, Level 5, 7 Credits (Choose one module from the following options):
  • Language of Conversational Competence (LoCC): Afrikaans, 7 Credits.
  • LoCC: isiXhosa, 7 Credits.
  • LoCC: isiZulu, 7 Credits.
  • LoCC: Sepedi, 7 Credits.
  • LoCC: Sesotho, 7 Credits.
  • LoCC: Setswana, 7 Credits.
  • LoCC: Tshivenda, 7 Credits.
  • LoCC: Xitsonga, 7 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate enhanced communication skills to ensure effective classroom communication and transmission of knowledge to learners through the utilization of appropriate teaching and learning technologies.
    2. Demonstrate sound subject content knowledge in the chosen specialization and the related didactics.
    3. Demonstrate understanding, and nurture and practice commitment to the ideals of the teaching profession.
    4. Demonstrate the ability to competently and effectively assess and report within the Technical and Vocational Teaching Phase specializations to improve teaching and learning.
    5. Demonstrate the ability to interpret the curriculum, and plan and design effective learning experiences while managing the learning environment efficiently.
    6. Be sensitive to diverse learners' needs in the South African context with an understanding of the lives of learners.
    7. Demonstrate reflective teaching to continually improve professional knowledge and practice while engaging productively with members of the profession and the wider community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use information and communications technologies to further their own learning and facilitate the learning of others.
  • Convey the content of their subject in written, graphic and/or other forms which are appropriate to the development levels and language ability of the learners.
  • Foster interactive communication with learners using non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.
  • Use language of instruction to explain, describe, discuss and enhance learning.
  • Integrate technology resources to transfer knowledge in the teaching and learning environment.
  • Apply Computer, Information and Integration literacy to solve problems.
  • Clearly and professionally communicate with all education stakeholders' i.e. learners, parents, colleagues and the broader community.
  • Identify and analyze the new development possibilities in using teaching and learning technologies.
  • Use a basic social conversation in at least one official African language.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Correctly describe and explain concepts, principles, processes and procedures relevant to the specialization.
  • Practically apply theoretical, practical knowledge and skills according to desired standards.
  • Demonstrate a commitment to the epistemic values and principles which characterize the field of knowledge in their chosen subject areas.
  • Use the characteristic language, terminology and concepts of their subject specialization appropriately and confidently.
  • Critically discuss the content of curricula knowledge in the subject area and apply appropriate values and conceptual frameworks to problem-solving in the relevant fields of knowledge.
  • Evaluate and select learning materials to suit the area of specialization and specific phase (Technical and Vocational).
  • Accommodate differences in learning styles, pace and ability in the planning and use of teaching and learning strategies.
  • Identify and assist learners with special needs and barriers to learning and development.
  • Select and use teaching and learning strategies appropriate to the subject and phase.
  • Create expectations relevant to the appropriate level/phase of the qualification.
  • Use teaching and learning support materials to facilitate learner progress and development.
  • Critically study teaching and learning material, integrate and apply this knowledge in the learning environment.
  • Read and interpret with understanding written and graphic materials relating to their areas of specialization.
  • Select and use study methods appropriate to own needs as well as the demands of the specialization.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Co-operate with colleagues professionally in an educational setting.
  • Demonstrate professional behaviour, work ethics and personal values of a high standard.
  • Critically engage with a wide variety of stakeholders regarding issues relevant to teaching and learning practices.
  • Effectively use internal and external networking opportunities.
  • Critically engage with education policies, procedures and systems which impact institutions and classrooms, as well as the national education and training landscape.
  • Practice and promote respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Act in and actively promote the best interests of learners, parents, communities, colleagues and the profession.
  • Be respectful and responsive to basic human rights and equity principles.
  • Promote the values and principles of the constitution, particularly those related to human rights and the environment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the specialization and different learning contexts.
  • Explain the relationship between the methods of assessment and the overall assessment purpose.
  • Design and administer assessment tasks using clear language and instructions.
  • Collect sufficient confirming evidence of learner competence from a variety of assessment methods.
  • Design and select relevant assessment methods to facilitate learning within the relevant specialization and phase.
  • Use a variety of assessment strategies to accommodate differences in learning styles, pace and contexts.
  • 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.
  • Assess and record systematically the progress of individual learners.
  • Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
  • Justify the choice and design of assessment strategies, methods and procedures in ways which show knowledge of a range of assessment approaches.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and/or design materials and resources appropriate to learning programmes.
  • Adapt or design coherent learning programmes and lessons appropriate for the learners, context and area of specialization, taking into relevant curriculum policies.
  • Plan lessons, work schedules and other learning programmes through selecting appropriate teaching and learning strategies.
  • Justify the selection of theories about teaching, learning, child development, curriculum and design of learning programmes.
  • Evaluate and improve learning programmes, lessons and teaching and learning materials.
  • Organize curricular, cross-curricular and extracurricular activities.
  • Identify and explain the components of progressive education.
  • Interpret the National Curriculum Statement and Curriculum Assessment Policy Statement documents.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Create and maintain learning environments conducive to learning.
  • Manage learning environments democratically to foster creative and critical thinking.
  • Consistently, firmly and fairly discipline learners to promote growth.
  • Create learning environments that are sensitive to culture linguistic, gender and other differences.
  • Resolve classroom conflicts in an ethical and sensitive way.
  • Perform administrative duties required for the effective management of diverse learning environments.
  • Teach learners to manage themselves, their time, physical space and resources to prepare them for the real-life world.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.
  • Evaluate and, where necessary, adjust own actions to show knowledge and understanding of management and administration.
  • Reflect on the various ways of managing diversity in the classroom.
  • Apply educational laws, policies and development plans to teaching.
  • Encourage, create and maintain a supportive and empowering environment for learners.
  • Analyze and discuss various management tasks of an educator.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use the knowledge in your own studies.
  • Assess the teaching and learning strategies used in a particular context to ensure the achievement of the objectives of the learning experiences.
  • Explain the success or failure of teaching and learning strategies based on classroom research and reflection.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.
  • Reflect on learner progress and performance.
  • Select, create, justify, deliver and reflect upon and improve extracurricular activities.
  • Evaluate own professional progress effectively through systems like the IQMS.
  • Reflect on the teaching and learning situation by utilizing basic research skills.

    INTEGRATED ASSESSMENT
    Since various interactive teaching methods will be used in teaching this qualification to achieve the stated outcomes and to link theory and practice, a variety of assessment methods will also need to be used. Methods such as interactive teaching, debates, oral presentations from learners, peer evaluations of group work, group assignments and projects, class quizzes, structured summaries, slides and videos, discussion and presentation of case studies will be evident. The assessment methods used will be aligned with the teaching method, and a variety of assessment opportunities will be used to ensure the stated outcomes are achieved.

    Assessment in this qualification will either be done in a continuous or examination termination mode. There is no specific final or year-end examination in modules assessed in a continuous mode. The assessment opportunities completed during the learning process accumulate into a final module mark. A variety of assessment opportunities will be used, and a final, integrated assessment opportunity will conclude the relevant module.

    Summative Assessment:
  • Modules which are assessed in an examination termination mode are developed as such: Year modules require a minimum of four to six assessment opportunities during the year, while a minimum of two to four assessment opportunities are required for semester modules.
  • Integration of knowledge culminates in a final, written examination.

    Formative Assessment:
  • Specific contact time will also be allocated for micro-teaching during which the learners will be prepared to apply all teaching skills necessary for good teaching practices.
  • These practical skills will be developed through case study analysis, practical application, simulated activities with lecturer demonstrations and feedback on student activities.
  • Feedback will be provided to learners in the form of formative assessment to build their confidence and ensure practical competence. Initially, demonstrations will be conducted whereby the learners can observe the specific skills and techniques.
  • Group work and co-operative learning techniques will then be utilised to ensure specific skills are mastered.
  • Peer teaching and peer evaluation will be used as a strategy to ensure the learning and mastering of skills.

    Assessment of Work Integrated Learning (WIL):
  • The teaching methods will include amongst others the annual WIL assessment which requires a critical observation, lesson presentation, administration and classroom management in the school setting.
  • Reflection on teaching and learning in the schools is achieved through Research Projects in the final year.
  • Micro lessons and interactive teaching methodologies are used daily in the various subjects. All of these are aimed at achieving the outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with the following four types:
  • Purely methodological training in teaching methods: Examples are the teaching certificate in the United Kingdom as a preparatory measure or the in-service courses at the Danish Institute for Educational Training of Vocational Teachers (DEL). This is often connected to an existing model mainly based on the recruitment of practitioners in a certain field of occupational work. Similar practices are found in Japan and Brazil.
  • An additive concept: This concept is based on the sequence of studying the subject matter (for example, at the Bachelor of Arts [BA] level) and then obtaining an appropriate entry qualification for the education sector through acquiring general teaching skills in a designated course programme (typical in the USA). This concept can also be found in Turkey, with almost 65% of the programme covering the subject matter, leading to a four-year BA degree for the prospective vocational teacher.
  • A vocational didactic model: This model is based on the concurrent study of the subject matter and educational sciences, leading to a Bachelor or Master's degree. Often the subject matter study takes the form of a reduced portion of an ordinary business or engineering degree. Sometimes special vocational didactics are added. This model is mainly followed in Russia, Turkey, Norway and China.
  • A model based on an integrated conception of vocational disciplines: In this model, the subject matter is derived from the world of work (e.g. not from the knowledge body of the respective engineering discipline but based on the knowledge that is incorporated into the respective work processes) and a model of competence development within this domain. This is called 'integrated' here because it is based on an inclusive conception of learning and working in a 'trade'. This paradigm of vocational learning turned into teacher education can be found in northern German teacher education institutions and in the reform of Norwegian and some Chinese TVET teacher education programmes. However, nowhere is it the dominant national orientation.

    Country: Philippines
    Institution: University of Science and Technology of Southern Philippines
    Qualification Title: Bachelor in Technical-Vocational Teacher Education
    Credits: 190 Credit Units
    Duration: Four years full time
    Entry requirements:
  • Grade 12

    Purpose:
    The qualification is designed to equip future teachers with adequate and relevant competencies in technical and vocational teacher education. It also aims to develop highly competent and motivated teachers in Technology and Livelihood Education in their area of specialization. Furthermore, the qualification aims to impart knowledge, skills, attitudes, values and experiences that will provide prospective Grade 9-10 TLE teachers, Senior High School Technical-Vocational Livelihood Track teachers, TVET Trainers/Instructors, and higher education institutions faculty members with the necessary competencies essential for effective teaching. The graduates of qualification are considered to have satisfied the Technical Education and Skills Development Authority (TESDA) requirement for Trainer's Methodology, hence, there would be no need for them to take the TM assessment after passing the licensure Examination for teachers. Finally, it is expected that graduates will exemplify the values and qualities of the UTSP brand which includes the ability to contribute to various forms of development in the community using their knowledge, skills, competence and abilities coupled with humanity values to genuinely care for others and the environment to uphold the greater good.

    Upon graduating with the qualification, learners will be able to:
  • Demonstrate competence and mastery in meaningfully teaching the subject/area of specialization as required by the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF).
  • Practice professional and ethical teaching standards sensitive to the local, national and global realities as prescribed by UNESCO.
  • Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
  • Develop research and innovation that can be utilized for the improvement of the community and the life of every individual in general.
  • Demonstrate professionalism and excellence through expanded leadership and significant technical contribution while promoting unity and stewardship.
  • Exhibit research capacity and teaching competencies in their chosen specialization.
  • Conduct research on improving the teaching-learning process and to develop and produce product innovations for educational, commercial and other purposes.
  • Demonstrate broad and coherent knowledge and skills in their field of study for professional work and lifelong learning.
  • Preserve and promote Filipino historical and cultural heritage based on RA 7722 as reflected in their contextualized instruction, research, research outputs and innovations.
  • Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical-vocational teacher education.
  • Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
  • Apply competencies in the expansion and utilization of ICT to promote excellence, relevant, and sustainable educational practices.

    Similarities:
  • The University of Science and Technology of Southern Philippines (UTSP) and the South African (SA) qualifications are offered over four years of full-time study.
  • Both qualifications require applicants who completed the Grade 12 granting access to Bachelor's degree studies.
  • The UTSP and SA qualifications are designed to equip future teachers with adequate and relevant competencies in technical and vocational teacher education and develop highly competent and motivated teachers.
  • The graduates of the UTSP qualification are considered to have satisfied the TESDA requirement for Trainer's Methodology similar to meeting the SACE's registration requirements for professional teaching.
  • Both qualifications develop similar graduated exit outcomes.

    Differences:
  • The UTSP qualification consists of three specialisations namely, Computer System Servicing, Fashion and Garments and Food Service Management whereas the SA qualification consists of a variety of specialisations.
  • The UTSP qualification consists of 190 credit units whereas the SA qualification consists of 492 credits.

    Country: Zambia
    Institution: Technical and Vocational Teachers' College
    Qualification Title: Bachelor of Technical Education Vocational and Entrepreneurship Training
    Duration: 4 years Full time
    Entry Requirements
  • 5 'Ordinary (O)' Levels minimum of Credits or better. Professional Qualification Craft Certificate and above Duration:4 Years 5'O' Levels minimum of Credits or better Professional Qualification Technical Teacher's Diploma Duration: 2 Years

    Qualification Structure
    First Year
  • Academic Study Skills for Undergraduates comparable to Academic Literacy and Life Skills
  • Psychology and Sociology of Education
  • History and Philosophy of Education
  • Curriculum Studies comparable to Curriculum and Instruction I
  • Education Media and Technology
  • School Teaching Experience comparable to Industry Based Learning WIL and College Based Learning WIL 1

    Second Year
  • Academic Study Skills for Undergraduates comparable to Academic Literacy and Life Skills
  • Curriculum Studies II comparable to Curriculum and Instruction II
  • Entrepreneurship comparable to Entrepreneurship
  • Information and Communication Technology I comparable to ICT Literacy I and Computer Practice

    Third Year
  • Digital Pedagogy
  • Educational Media and Technology II
  • Research Methods Teaching comparable to Teaching, Learning and Researching in Technical and Vocational Education and Training

    Fourth Year
  • Decision Making Techniques
  • Education Management comparable to Technical and Vocational Education Management
  • Thesis comparable to Teaching, Learning and Researching in Technical and Vocational Education and Training.

    Similarities:
  • The Technical and Vocational Teachers' College (TVTC) and the South African (SA) qualifications are offered over four years of full-time study.
  • The TVTC qualification requires applicants who completed 5 (O) Levels as part of as part of the General Certificate of Education similar to the National Senior Certificate granting access to the bachelor's degree studies in the SA qualification.

    Difference:
  • The TVTC qualification consists of compulsory modules and no electives whereas the SA qualification consists of compulsory and elective modules.
  • The TVTC qualification includes a thesis module in the fourth year whereas the SA qualification does not include a thesis module. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Technical and Vocational Teaching, NQF Level 7.
  • Bachelor of Education in Senior Phase and Further Education and Training Teaching, NQF Level 7.

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

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. Tshwane University of Technology (TUT) 


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