SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Technical and Vocational Teaching

SAQA QUAL ID	QUALIFICATION TITLE
126278	Advanced Diploma in Technical and Vocational Teaching
ORIGINATOR
University of Fort Hare
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		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 0742/26	2026-08-20	2029-08-20
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-08-20		2033-08-20

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Advanced Diploma in Technical and Vocational Teaching (TVT) is to offer a professional teaching qualification to prospective TVET lecturers and to unqualified lecturers (without a teaching qualification) already in the system. It serves as a capping qualification that enables a qualifying learner who already possesses a general undergraduate bachelor's degree or diploma to become professionally qualified as a TVET lecturer. The qualification offers entry-level professional preparation for learners to develop focused knowledge and skills as lecturers in Commerce, Science, Mathematics, Technology, and Agriculture fields. The qualification requires a specific depth and specialisation of knowledge 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 aims to equip learners with skills to accommodate diverse socio-economic back-ground, age, cultural backgrounds, life and work experience, learning styles and aspirations, and special education need, to ensure learner success; promote the use of Integrate information and communication technologies effectively for the TVET educators and learners' progress and pre-pare 21st century TVET lecturers who are critical and creative problem-solvers in the education sector and beyond.

Upon completion of this qualification, learners will be able to:

Demonstrate knowledge of vocational pedagogies and apply them in their specialisations (Commerce, Science, Mathematics, Technology, and Agriculture) modules in accordance with curriculum requirements.

Demonstrate effective classroom management strategies to enhance learning.

Apply differentiated assessment practices to optimise learners' understanding.

Incorporate theory into practice for preparing their learners for the demands of the workplace.

Address 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 learner success.

Develop advanced speaking, reading, and writing skills in the language of learning and teaching, and integrate information and communication technologies effectively for personal and learner progress.

Demonstrate a positive work ethic and values to advance the vocational teaching and training profession.

Reflect critically in, and with, the professional community of practitioners, on their own practice, to improve and adapt to changing environments.

Rationale:
The Advanced Diploma in Technical and Vocational Teaching was developed in response to the national and international shortage of professionally qualified TVET lecturers, many of whom possess academic qualifications but lack formal teaching credentials. There is a shortage of lecturers holding relevant professional qualifications that integrate both technical proficiency and teaching methodology. The TVET sector requires lecturers who are well-equipped with both specialised subject knowledge (Mathematics, Science, Technology, Commerce) and pedagogical skills relevant to vocational education. Rapid technological advancements and economic shifts have increased the demand for multi-skilled qualifying learners who can adapt to diverse industry needs.

The development of this qualification was informed by consultations with the four nearby TVET colleges, including Lovedale. Buffalo City, Fort Cox, and King Hintsa. Communication and input were sought from the recognised professional and industry bodies to ensure alignment with national professional standards and sector needs. Input and feedback were sought from the Council on Professional and Ethics Compliance (COPEC) and the South African Council for Educators (SACE), whose recommendations helped strengthen the qualification's relevance and professional orientation. Evidence of consultation, including visit plans, correspondence, and written sub-missions from COPEC and SACE, is attached in support of this application.

The Policy on Professional Qualifications for Lecturers in TVET stipulates that lecturers must possess a recognised teaching qualification at a minimum of NQF Level 6, with subject specialisation and practical teaching experience. The Advanced Diploma in Technical and Vocational Teaching bridges the gap between academic subject expertise and the practical teaching competencies essential for effective TVET delivery. The curriculum is designed to meet or exceed the policy requirements for content depth, practical exposure, and assessment standards.

There is a persistent shortage of qualified TVET lecturers in specialised fields such as Mathemat-cs, Science, Technology, and Commerce. This qualification ensures that qualifying learners can deliver industry-relevant curricula, implement competency-based assessment, and foster workplace readiness among learners. By targeting critical subjects, the program supports national strategies for STEM and commerce skills development.

The qualification will produce pedagogically competent, industry-relevant lecturers, thereby im-proving the overall quality of TVET instruction. Specialisations in Mathematics, Science, Technology, and Commerce respond to labour market demands and support economic priorities in innovation, entrepreneurship, and industrialisation. Qualifying learners will be positioned as preferred learners for TVET lecturer roles, addressing institutional and national staffing needs.

The qualification promotes the professionalisation of TVET lecturers in line with national policies. It provides a clear pathway for career progression, continuous professional development, and encourages lifelong learning among educators.

The qualification provides professional teacher education for both prospective and practising TVET lecturers who hold at least a 360-credit Level 6 diploma or a relevant bachelor's degree. By supporting skills development in critical subject areas and contributing to the revitalisation of South Africa's post-school education and training sector, the qualification aligns with national priorities, including the National Development Plan 2030, and addresses the growing demand for professionally qualified TVET educators (Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training, 2013: 22-23; Wedekind, 2016).

Therefore, the main benefit is to provide a professional teaching qualification for lecturing at institutions that offer technical and/or vocational education and training programmes qualifications already in possession of a general undergraduate bachelor's degree or diploma, to become professionally qualified as a TVET lecturer.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Guided by the Government Gazette (2018). Policy and Criteria for the Recognition of Prior Learn-ing, and the South African Qualifications Authority (2019). National Policy and Criteria for the Im-plementation of RPL, the institution's RPL policy and procedure of 2022.

RPL for access:
Learners may be admitted to the qualification via the RPL process, as stipulated by the institution's RPL policy. The RPL policy requires that the learner meet the criteria as set out by the relevant faculty committees.

RPL for module exemption or credit or advance standing:
Recognition of Prior Learning (RPL) may be used to grant module exemption, credit, or advanced standing for this qualification where applicants can demonstrate, through appropriate evidence and assessment, that they have already achieved the relevant learning outcomes and competencies. Such recognition is awarded in accordance with the institution's RPL policy and quality assurance requirements and is distinct from Credit Accumulation and Transfer (CAT), which applies to formally achieved credits obtained from other accredited qualifications or institutions

Entry Requirements:

Three-year undergraduate bachelor's degree at NQF Level 7.
Or

An approved Diploma of minimum 360 credits at NQF Level 6. An appropriate Diploma or Degree is one that includes sufficient disciplinary learning in fields like education with specialisation in Mathematics, Physical Sciences, Commerce (Accounting, Business Studies/Business Management/Economics), that can enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes).
Or

The learner should have, for the degree (or Diploma), offered one subject at the 3rd year level.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework, Levels 5 and 7 totalling 128 Credits.

Compulsory Modules, NQF Level 7, 80 Credits:

Education Studies 1 (Psychological and Philosophical Perspectives in TVET),16 Credits.

Education Studies 2 (Sociological and Historical Perspectives of TVET), 16 Credits.

Professional Learning Practice, 32 Credits.

TVET Lecturer in Context, 8 Credits.

Assessing Specialised TVET Content Knowledge, 8 Credits.

Electives Modules, NQF Level 5, 16 Credits:

Academic Language and Computer Literacy, 8 Credits.

Inclusivity in TVET Context, 8 Credits.

Electives Modules, NQF Level 7, 32 Credits:
Learners must choose 2 electives from any of the three options below:

OPTION 1 - COMMERCE (choose any two)

Applied Accounting Method, 16 Credits.

Economics Environment Method, 16 Credits.

Financial Management Method, 16 Credits.

OPTION 2 - SCIENCES (choose any two)

Primary Agriculture Method, 16 Credits.

Mathematics Method, 16 Credits.

Mathematical Literacy Method, 16 Credits.

Physical Sciences Method, 16 Credits.

OPTION 3 - LANGUAGE AND LITERACY (choose any two)

English Method, 16 Credits.

IsiXhosa Method, 16 Credits. > Life Skills and Computer Literacy Method, 16 Credits.

EXIT LEVEL OUTCOMES

1. Critically select and apply specialised knowledge of vocational pedagogies in their specialisations (Commerce, Science, Mathematics, Technology, and Agriculture) in accordance with the requirements of the curriculum.
2. Critically evaluate and adapt evidence-informed classroom management strategies to establish and sustain inclusive, well-organised learning environments that promote meaningful learner engagement, participation, and academic success in diverse educational contexts.
3. Design, apply, and evaluate differentiated assessment practices to optimise learners' understanding.
4. Integrate and critically apply theory into practice to prepare their learners for the demands of the workplace.
5. Critically evaluate and respond to the diverse socio-economic contexts, ages, cultural backgrounds, life, and work experience, learning styles, aspirations, and special education needs of their learners, to ensure maximum learner success.
6. Develop advanced speaking, reading, and writing skills in the language of learning and teaching, and integrate information and communication technologies effectively for personal and learner progress.
7. Take responsibility for and model a positive work ethic and professional values that advance the vocational teaching and training profession.
8. Reflect critically in, and with, the professional community of practitioners, on their own practice, to improve and adapt to changing environments.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate and apply knowledge of vocational pedagogy in various specialisations by identifying relevant module content based on learner needs and curriculum requirements.

Organise module content in a logical sequence that facilitates learning progression.

Adjust the pace of content delivery to suit learner understanding and engagement levels.

Associated Assessment Criteria for Exit Level Outcome 2:

Create a positive and inclusive learning environment conducive to learner engagement and
success.

Manage classroom dynamics, addressing disruptions, and promoting a respectful and
collaborative atmosphere.

Adapt teaching strategies to meet the diverse needs of learners within the TVET context.

Associated Assessment Criteria for Exit Level Outcome 3:

Design varied and reliable assessment methods aligned with module objectives and learner
learning outcomes.

Effectively administer assessments, provide clear instructions, and maintain assessment integrity.

Use assessment results to inform teaching practices and enhance learner understanding and performance in the TVET world.

Associated Assessment Criteria for Exit Level Outcome 4:

Integrate real-world work experiences and industry-relevant skills into teaching and learning
activities.

Guide learners in developing employability skills, including teamwork, communication,
problem-solving, and adaptability.

Facilitate opportunities for work-based learning and practical application of knowledge in
workplace settings.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate understanding of the policy environment and contextual realities shaping the TVET sector.

Adapt teaching practices and strategies in response to changes in the TVET landscape and emerging trends.

Facilitate partnerships with industry stakeholders and policymakers to enhance teaching and learning outcomes.

Associated Assessment Criteria for Exit Level Outcome 6:

Integrate ICT tools and resources effectively to enhance teaching, learning, and assessment practices in TVET.

Use appropriate ICT platforms and applications to support learner progress and achievement.

Critically utilise digital resources and communication platforms to facilitate collaboration,
information management, and learner engagement.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate commitment to professionalism, ethical conduct, and integrity in vocational teach-ing and training.

Model positive work habits, attitudes, and values that inspire learners to excel and contribute positively to the profession.

Apply professional decisions and actions that are critically informed by relevant policies, codes of conduct, and best practices in the teaching and learning context.

Associated Assessment Criteria for Exit Level Outcome 8:

Engage in reflective practice to evaluate and improve teaching effectiveness and learner learn-ing outcomes.

Critically analyse teaching practices, learner performance data, and feedback to identify areas for growth and adaptation.

Actively participate in professional learning communities and engage in ongoing dialogue with peers to enhance teaching practice and adapt to changing environments.

Integrated Assessment
Assessment in this qualification is purposefully designed to engage learners for learning, as learning and of learning; and to enhance learners' learning experiences and improve the quality of teaching and learning. Clear assessment criteria will inform learners of the knowledge, skills, values, and attitudes they need to track and develop their learning outcomes.

Different types of assessments (diagnostic, formative, summative, continuous, and online assessments) are used to achieve the programme outcomes. Blended assessment strategies are administered throughout the qualification to accommodate its delivery mode. To measure learners' performance and determine whether they have demonstrated the applied competencies expected of them, individual and group assessments are used. Regular feedback is provided to learners on their progress and opportunities for improvement.

Formative assessment:
Formative assessment provides learners with feedback on their tasks throughout the semester, guiding their development and identifying their strengths and weaknesses. It accounts for 50% of the Final Mark (the Year mark).

The formative assessment may include, but is not limited to, the following tasks:

Written assignments.

Oral.

Online tests (using Blackboard) and postings.

Blogs.

Online Discussions and presentations.

Podcasts.

Summative assessment:
Summative assessment accounts for the remaining 50% of the Final Mark and takes the form of examinations, which are both internally and externally moderated For full-time learners, internal moderation is conducted across both semesters of the year; for part-time learners, it is spread over two years. All modules are externally moderated as stipulated in the university's assessment policy.

Work-Integrated Learning (WIL)
The assessment of Work-Integrated Learning (WIL) follows a competency-based approach that emphasises the practical demonstration of teaching skills, professional conduct, and reflective practice in authentic vocational education and training environments. Learners are assessed through continuous engagement in teaching practice, including lesson planning, classroom delivery, microteaching, peer teaching, reflective journals, and feedback sessions. Formative assessment in WIL takes place through structured observations by mentor lecturers and university supervisors, peer reviews, and reflective exercises, which provide learners with ongoing feedback to improve their practice.

Summative assessment is conducted through formal evaluations of teaching performance during college placements, the submission of a comprehensive teaching portfolio, and final supervisor reports that verify professional competence. This approach ensures that learners are not only able to apply theoretical knowledge in practice but also demonstrate growth in pedagogical skills, self-reflection, and professional identity. Summative assessment will occur throughout the college experience blocks, where learners collect digital evidence and artifacts about their experiences to compile their e-portfolios for final assessment. In each module, the weighting of formative and summative assessment is structured to balance continuous learning support with the evaluation of overall achievement.

Formative assessment contributes 50% of the final module mark, ensuring that learners receive consistent feedback and remain actively engaged throughout the learning process. Summative assessment contributes 50% of the final module mark, reflecting the need to demonstrate mastery of knowledge, applied competence, and professional readiness at the end of the learning cycle. This weighting is applied uniformly across theoretical modules and WIL, reinforcing the integration of formative support and summative evaluation in the development of competent Technical and Vocational teachers.

INTERNATIONAL COMPARABILITY

This qualification was compared with similar qualifications from New Zealand and Finland.

The Advanced Diploma in TVT is internationally comparable in scope, purpose, and outcomes, differing mainly due to national qualification frameworks and curriculum depth.

Country: New Zealand
Institution name: University of Otago
Qualification title: Graduate Diploma in Tertiary Teaching.
Level: NZQF Level 7
Duration: One-year full-time
Entry requirements: Bachelor's degree or equivalent; often current employment in tertiary/TVET.

Qualification Modules:

Current Issues in Education, 30 points.

Perspectives on Teaching and Learning, 30 points.

Conceptualising and Designing Quality Educational Research (30 points) or EDUC 412: Re-search Design and Methodology, 30 points

One additional 400-level paper in a chosen specialisation (30 points)

Exit Level Outcomes:

Capable tertiary/TVET educator.

Learner-centered design.

Assessment skills

Similarities:

Entry requirements are similar to those of the Advanced Diploma in Technical and Vocational Teaching.

Both the New Zealand and South African qualifications are at the same NQF Level with 120 credits/scores.

Both qualifications have similar learning outcomes and specialisation modules to choose from.

Differences:

The South African qualification does not include a research module.

Learners in the New Zealand qualification are required to complete a 400-level research paper within their chosen area of specialisation, whereas this requirement is not included in the South African qualification.

Country: Finland
Institution: Haaga-Helia University of Applied Sciences
Qualification title: Vocational Teacher Education Programme
Level: EQF Level 7
Entry requirements: Three (3) years of relevant work experience; often a current teaching role.

Modules offered in Finland:

Foundations of Pedagogical Competence & Personal Development Planning.

Designing Teaching & Developing Tutoring Skills.

Assessment of Learning & Collaborative Development.

Workplace Collaboration & the Future of Higher Education.

Pedagogical Quality, Entrepreneurship Education & Professional Ethics.

Programme Completion, Evaluation & Knowledge Sharing.

Exit level outcomes:

Professional vocational teacher.

Planning & delivering vocational education.

Guidance skills.

Conclusion:
The modules offered in the three comparable qualifications have common content that covers pedagogical theory and practice, curriculum development, assessment and moderation, teaching practice/practicum/ WIL, learner diversity and inclusion. Assessment approaches across all the qualifications include practical teaching (teaching practice/practicum), theoretical coursework, and reflective portfolios. Furthermore, each qualification places a strong focus on evidence of teach-ng competence and applying educational theory in real contexts. Teaching practice is a compulsory component of all the qualifications, including the South African qualification.

All three align with UNESCO ISCED 2011 for professional teaching qualifications at tertiary/post-school level (Level 6/7). Meet global best practice for professionalisation, pedagogical knowledge, and practical training for TVET lecturers. All the comparable qualifications serve as professional teaching qualifications for qualifying learners (no prior teaching qualification required). The qualifications include substantial work-based/practical teaching components with a focus on adult, vocational, or tertiary education sectors. All three qualifications promote reflective, evidence-based practice and continuous professional development.

Overall, the qualifications from New Zealand and Finland compare favourably with the South Afri-can Advanced Diploma in Technical and Vocational Teaching in terms of level, credit value, and content coverage. Module alignment and the achievement of comparable exit level outcomes.

ARTICULATION OPTIONS

This qualification provides the following articulation options:

Horizontal Articulation:

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

Advanced Diploma in Education in Further Education and Training Life Sciences Teaching, NQF Level 7.

Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching, NQF Level 7.

All possible horizontal articulation possibilities across subframeworks have reached the end date.

Vertical Articulation:

Bachelor of Education in Technical and Vocational Teaching, NQF Level 8.

Diagonal Articulation:

Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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