SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Higher Education Diploma: Technical

SAQA QUAL ID	QUALIFICATION TITLE
5981	Higher Education Diploma: Technical
ORIGINATOR
University of South Africa
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 Higher 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	Level 7	Level TBA: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

To accredit a technical-orientated professional educator's qualification that caps an undergraduate qualification which will provide qualifying learners with general foundational and reflexive competence, professionalism and a basis for further learning. The qualification focuses mainly on developing practical competence reflexively grounded in educational theory.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

An undergraduate university or technikon degree at NQF level 6 or RPL equivalent. Caps M+3 (Category C) which includes two school subjects recognised by the Committee on Higher Education Policy for The Higher Education Diploma.

Learners who register for this qualification can:

learn from predominantly written material;

communicate what they have learnt comprehensibly in the medium of instruction;

take responsibility for their own progress, with guided support.

Recognition of prior learning:

This qualification recognises

formal prior learning

Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.

non-formal and informal prior experiential learning
Various competences may be recognised as prior learning if proof of competence is supplied, for example:

* Candidates for the HED (Technical) may have competence in the languages of learning granted through RPL.
* Suitable experience of educational theory may be recognised as prior learning or if appropriate may be included in the course of study.

Unisa is currently investigating an prior learning (RPL) policy. Students will be given RPL for individual courses/modules if they can produce a portfolio of evidence or another appropriate means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification may be awarded in part through the recognition of RPL. Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, thus up to 50% of the degree may be awarded by UNISA through RPL.

Except with the special permission of Senate, the completion of the Diploma will be subject to the submission of original evidence of at least ten weeks' satisfactory experience as a educator in a secondary and technical school. The period of ten weeks does not have to be continuous.

Except with the special permission of Senate, the completion of the Diploma will be subject to the submission of original evidence that an approved course in Occupational Safety and First Aid has been passed at a registered institution.

EXIT LEVEL OUTCOMES

Critical cross-field outcomes

All critical cross-field outcomes will be embedded appropriately in the courses/modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which UNISA tries to meet as indicated below.

1. The educator with an HED (Technical) can identify, analyse, formulate, and solve convergent and divergent educational problems, of individual and societal kinds, creatively and responsibly.

2. The educator with an HED (Technical) qualification can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks in the educational field.

3. The educator with an HED (Technical) qualification can manage and organise her or his activities and life responsibly and effectively, including her or his studies and career.

4. The educator with an HED (Technical) qualification can collect, analyse, organise and critically evaluate information.

5. The educator with an HED (Technical) qualification can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in often-extensive pieces of sustained discourse.

6. The educator with an HED (Technical) qualification can use science and technology effectively and critically in the field of technical education, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

7. The educator with an HED (Technical) qualification can demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts in technical education do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental Outcomes

In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

1. The educator with an HED (Technical) qualification can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

2. The educator with an HED (Technical) qualification can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

3. The educator with an HED (Technical) qualification can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

4. The educator with an HED (Technical) qualification can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

5. The educator with an HED (Technical) qualification can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).

Specific outcomes:

An HED (Technical) student is actively engaged in becoming a well-rounded, professional educator. As such the student develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of practitioners in the SAQA field of Education, Training and Development (05).

A qualified practitioner/educator at this level (level 7) should be a specialist educator (GET Grade 7-9 and FET Grade 10-12) who would have obtained:

foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to teaching technical subjects/learning areas.

practical competence: the practitioner will be able to apply teaching skills related to teaching technical subjects/learning areas.

reflexive competence: the practitioner will be able to observe his/her specific practical situation critically and to form creative solutions for teaching problems in the technical education sphere. The practitioner would have developed a self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to teaching technical subjects/learning areas in practical situations. The practitioner will understand the role that continuous assessment and action research play in developing competence within the field of teaching a technical subjects/learning area and be able to carry out basic evaluations and action research projects in the technical education sphere.

This Degree will enable the practitioner to fulfil the following contextual roles:

1. Mediator of learning: To be able to mediate learning in a manner which is sensitive to the diverse needs of learners; construct learning environments which are conducive to teaching and learning; appropriately contextualised and inspirational; beneficial to effective communication and showing recognition of and respect for the different cultures, languages and levels of proficiency of others within secondary and technical schools. The practitioner will also demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching a technical subjects/learning area at secondary and technical schools in the South African context.

2. Interpreter and designer of learning programmes and materials: To understand and interpret provided learning programmes, design original learning programmes, identify the requirements for a specific technical context of learning and select and prepare suitable textual and visual resources for learning appropriate for secondary and technical schools. The educator will also select, sequence and pace the learning in a manner sensitive to the differing needs of the technical subjects/learning areas and learners in Grade 7 to 12.

3. Leader, manager and administrator: To be able to make decisions appropriate to the secondary school level, manage learning in the classroom, carry out classroom administrative duties efficiently and participate in school decision-making structures within secondary and technical schools. These competences will be performed in ways, which are democratic, which support learners and colleagues, and which demonstrate responsiveness to changing circumstances and needs.

4. Scholar, researcher and lifelong learner: To enable the educator to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in their technical subjects/learning area, in broader professional and educational matters, and in other related fields.

5. Community, citizenship and pastoral role: To enable the practitioner to practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others, one that upholds the Constitution, and promotes democratic values and practices in the secondary school and society. This degree will enable the practitioner/educator to demonstrate within the school an ability to develop a supportive relation with educators, parents and other key persons and organisations based on a critical understanding of community development issues.

6. Assessor: To be able understand that assessment is an essential feature of the teaching and learning process and to know how to integrate it in this process when teaching a technical subjects/learning area. The educator will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to learners. The educator will be able to design and manage both formative and summative assessment in ways that are appropriate to the secondary school level and meet the requirements of accrediting bodies. The educator will be able to keep detailed and diagnostic records of assessment. The educator will understand how to interpret and use assessment results to feed into processes for the improvement of technical learning programmes.

7. Learning area/subject/discipline/phase specialist. To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the discipline, subject, learning area and/or phase of study in secondary and technical schools. The educator will know about different approaches to teaching and learning and how these may be used in ways, which are appropriate to the learner and the context within the secondary-school phase. The educator will have a well-developed understanding of the content knowledge appropriate to the field of specialisation.

ASSOCIATED ASSESSMENT CRITERIA

Critical cross-field:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners:

1.

identify, analyse and solve concrete and abstract problems of an educational nature by drawing on their own experience.

identify and solve concrete and abstract problems of an educational nature by drawing upon the theoretical knowledge and experiential base of individual disciplines in the educational and other fields.

identify and solve problems in a variety of routine and non-routine contexts within broad parameters of technical education.

use their knowledge and experience to offer suggestions for solving educational problems at a community, national, international and global level.

solve educational problems by generating alternative strategies for dealing with those problems.

critically evaluate various viewpoints on technical education and compare them to own views.

offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.

analyse the global, national and local educational context in terms of problems, needs, opportunities.

2.

show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.

demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.

demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.

undertake education-related projects and provide evidence of successful interaction with others.

use effective communication skills within the classroom, the school and the community.

lead people effectively in educational settings.

are a supportive followers and group participants.

organise effective working groups in the classroom, the school and the community.

communicate the evidence of these group interactions through (written and/ or oral) reporting.

3.

demonstrate the requisite study skills and learning strategies.

organise their study plans.

use creative and various learning strategies which suit their personal situations and contexts.

cope with the self-discipline necessary for distance learning.

think independently, and offer evidence to support their decisions.

assess their own strengths and weaknesses and develop coping strategies.

organise the teaching programme of a specific class group, and other tasks pertaining to technical education in secondary and technical schools.

4.

demonstrate basic research skills.

use library and other resources effectively to suit their individual needs and the needs of the particular areas of research.

integrate information from a variety of sources.

act responsibly as a researcher and scholar (e.g, appropriate referencing, avoiding plagiarism, etc.).

show awareness of the conventions of scholarship in the various disciplines under study, especially the educational sphere.

demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.

critically analyse theories, examples, experiences, etc.

argue appropriately within the relevant discourse community.

conduct action research in the classroom using appropriate methodologies.

5.

communicate their ideas in the classroom and the school and in language accessible to the learners

evaluate conclusions and premises in academic arguments.

follow the language conventions of written (and/or oral) use in the respective disciplines.

use appropriate models of organisation and presentation as required for specific class groups.

use statistics appropriately and responsibly in support of their ideas.

create and use visuals appropriately to enhance the teaching and learning process in the classroom and the school.

recognise own communication limitations and problems and seek help appropriately.

identify and illustrate subject-specific jargon (e.g. technical education terminology).

see, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process in the classroom and the school.

assist learners, parents and colleagues to speak for themselves.

use language to critically analyse, evaluate and critique others' ideas.

6.

demonstrate a responsible attitude towards scholarship and technology.

use scientific methods of investigation, testing and evaluation (see number 1).

select educational technology to suit the needs of the individual or group.

use natural resources in a sustainable way.

show respect for and a responsible attitude towards science and technology.

demonstrate a consideration of the ethics involved in science and technology issues.

show respect and openness towards the psychological, health and physical environment of others.

7.

demonstrate their prior knowledge and experience of their individual situations.

connect the abstract knowledge of theory to the reality of their individual personal educational contexts.

draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.

look beyond and across traditional disciplinary boundaries for possible solutions.

follow an integrated approach to learning and studying.

choose and follow appropriate educational pathways.

assisting learners to bridge the gap between the classroom situation and real-life

Developmental:

1.

learn by means other than rote-learning e.g. experiential learning, practical application .

explain what they know in their own words.

use help-seeking strategies to further their own learning and that of others.

apply what they study in different contexts, both personal and public, real and simulated.

display awareness of their own learning preferences and strategies to suit their needs.

show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

assist their learners to develop individual learning strategies appropriate for technical education

2.

value tolerance of diversity and others' opinions.

show willingness to participate in groups in the classroom, the school and the community.

demonstrate willingness to take considered/informed risks.

apply what they know and study in culturally diverse contexts.

apply what they know and study at different levels, from personal to academic contexts.

fulfil their roles as role models for the learners in the school and the community.

3.

show awareness of cultural diversity and apply cultural diverse teaching and learning strategies in the classroom.

demonstrate awareness of own culture and background.

manage diversity in the classroom, the school and the community.

use various skills to draw out the cultural accomplishments and contexts of others in educational settings (e.g. listening skills, empathy, sympathy, open-mindedness, etc).

4.

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the HED (Technical) and those of the community at large (local and global).

make connections from theoretical knowledge to practical application in the real world.

identify the particular skills in the field of technical education which are highly valued in the workplace.

use the skills required for efficiency in teaching: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.

deal effectively with unknown problems and tasks set them in teaching, in the real world, by drawing upon the skills from the HED (Technical) (critical thinking, problem-solving, conflict resolution, etc).

demonstrate a work ethic e.g. commitment, acceptance of responsibility for own work and learning, honesty, integrity.

5.

create job opportunities in whatever situation they find themselves.

have a realistic view of their own worth and value to contribute to their local community and global society.

communicate that value to others in the real world (writing skills, oral communication skills, etc).

demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the HED (Technical) qualification.

deal with various defined situations with flexibility and adaptability.

Specific:

The following assessment criteria are associated to the stated outcomes

(i) The practitioner should illustrate knowledge, values, principles, skills and strategies in at least two approved school subjects as well as in a variety of professional issues related to teaching in secondary and technical schools.

(ii) Each of the courses/modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles educators have to adhere to as set out above:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners:

1.

mediate learning in a manner which is sensitive to the diverse needs of technical learners.

construct learning environments which:

promote teaching and learning within a technical education environment,

benefit effective communication,

show recognition of and respect for the different cultures, languages and levels of proficiency of others within secondary and technical schools.

possess sound knowledge of technical subject content and various principles, strategies and resources appropriate to teaching technical subjects/learning areas at secondary and technical schools in the South African context.

2.

interpret given technical learning programmes.

design original technical learning programmes.

effectively identify the requirements for a specific context of learning.

select and prepare suitable textual and visual resources for learning appropriate for technical subjects/learning areas at secondary and technical schools

select, sequence and pace the learning in a manner sensitive to the differing needs of the technical subjects/learning areas.

3.

make democratic decisions appropriate to the school level.

effectively manage learning in the classroom.

efficiently carry out classroom administrative duties.

effectively participate in school decision-making structures within secondary and technical schools.

4.

achieve ongoing personal, academic, occupational and professional growth.

pursue reflective study and research in technical subjects/learning area(s), in broader professional and educational matters, and in other related fields.

keep up to date in the theory and practice of teaching a technical subjects/learning areas in secondary and technical schools.

5.

practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.

promote democratic values and practices in secondary and technical school and in society.

develop a supportive relation with educators, parents and other key persons and organisations.

are aware of community development issues.

6.

apply assessment as an essential feature of the teaching and learning process.

integrate assessment in secondary and technical schools.

are aware of the purposes, methods and effects of assessment in technical education.

provide helpful feedback to learners.

design and manage both formative and summative assessment in ways that are appropriate to technical education at secondary school level and meet the requirements of accrediting bodies.

keep detailed and diagnostic records of assessment.

interpret and use assessment results to feed into processes for the improvement of technical learning programmes.

7.

integrate knowledge, skills, values, principles, methods, and procedures relevant to a technical learning area and/or phase of study in secondary and technical schools.
.

apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the secondary-school phase.

explain and interpret the content knowledge appropriate to a technical field of specialisation.

Integrated assessment for the purpose of the qualification:

Formative assessment: Learning and assessment are integrated: a variety of courses/modules is included in the programme, therefore different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as essays, paragraph questions, multiple choice questions, portfolios, self-assessment tasks in the study guides or calculations to be submitted to and assessed by the lecturers and assessment in language proficiency and practical teaching ability.

Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

INTERNATIONAL COMPARABILITY

UNISA forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example UNISA's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook.

ARTICULATION OPTIONS

1. The qualification will articulate with those of other universities and other qualifications. For example, recognition will be given to relevant courses/modules completed at other tertiary institutions and the relationship will be reciprocal.

2. This qualification caps a first degree to be equivalent with an initial, 480 credit, professional qualification. Upon completion of the HED (Postgraduate) students have a number of options for further study (which could well be Honours BEd > MEd > DEd or a FDE).

MODERATION OPTIONS

1. Within UNISA, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

2. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. The Norms and Standards document of the Department of Education serves as policy for the qualification of educators and for the evaluation of these qualifications.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Our own staff will be used as assessors in a manner that fits into the quality management system of UNISA and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment is used for some learning programmes leading to the HED (Technical).

2. The quality management system:

Qualifications: The minimum requirement for appointment as a lecturer or external marker at UNISA is an BEd-honours degree and appropriate experience. In the case of workplace assessment, professional senior educators are used as assessors.

Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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 South Africa