SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Technical and Vocational Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
98812  Postgraduate Diploma in Technical and Vocational Education and Training 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate 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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
This Postgraduate Diploma in Technical and Vocational Education and Training (PgDip in TVET) will provide a postgraduate qualification tailored to the vocational and post-school teaching environment. The qualification is targeted at educators currently employed in Technical and Vocational Education and Training (TVET) colleges and the post-school sector. TVET and FET College lecturers have, to date, not had access to contextualised specialist teaching qualifications within a vocational field. This qualification will employ a rigorous methodology of reflective practice in the field of technical/vocational and post-school education thereby building the local knowledge base in this field.

Upon qualifying the learner will be able to:
  • Practice as 'expert' teachers in their fields (particularly in Language and Mathematics).
  • Take up specialist leadership positions in the TVET sector (e.g. in curriculum development).
  • Undertake reflective practice that contributes to the knowledge base on TVET teaching and learning.

    Rationale:
    The Department of Higher Education and Training (DHET) gazetted a suite of teaching qualifications for the professionalisation of TVET educators in June 2013, a move which is in line with developing countries across the world. Countries with strong vocational education systems on the other hand, for example Australia and Germany, have offered specific qualifications for vocational teachers for decades. To date no specific qualifications exist in South Africa for this group of educators, which the new policy intends to address. Only a few South African universities presently offer reconstituted school teaching qualifications to TVET college lecturers. The established literature refers to a 'vocational pedagogy' as appropriate for TVET settings. This Postgraduate Diploma in Education: Technical Vocational Education and Training (PG Dip TVET) for TVET lecturers and other educators in the post-school environment, will assist with developing SA's future TVET teaching/training capacity as outlined in the Minister of DHET's White Paper on Post-School Education and Training (2013). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Access to the qualification can also be provided in terms of the University's RPL policy and its admission criteria stipulated by Senate. In the RPL process learner have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in the area as an adjunct to their existing professional competencies. Credits towards the qualification can also be awarded through RPL.

    Entry Requirements:
    The minimum entry requirement for the qualification is:
  • Bachelor of Education (BEd), Level 7 (480 Credits).
    Or
  • Three-year general Bachelors' Degree, capped by a Teaching qualification at NQF Level 7.
    Or
  • Advanced Diploma in Education in a cognate specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises four compulsory modules and four optional Modules at NQF Levels 8, totalling 120 Credits.

    Compulsory Modules:
    The learner must complete all the modules below.
  • TVET, The Economy and Society, 15 Credits.
  • Theorists and Theories in TVET and Post Schooling, 15 Credits.
  • Teaching and Learning Post-School Context, 15 Credits.
  • Traditions of Reflective Practice in TVET settings, 15 Credits.

    Optional Modules:
    The learner must complete four of the modules below:
  • Assessment and Recognition of Prior Learning in Post - School Settings, 15 Credits.
  • Mathematics Education in TVET, 15 Credits.
  • Language Education in TVET, 15 Credits.
  • Students Support and Counselling in TVET Contexts, 15 Credits.
  • Curriculum Development in TVET Contexts, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the theoretical underpinnings of vocational learning and the constructions of knowledge espoused by theories and theorists in the field.
    2. Analyse and evaluate conceptions of vocational education and training within modern and modernising economies.
    3. Provide leadership for some of the implementation challenges of vocational policy in vocational and continuing education contexts e g. in curriculum and in student support.
    4. Undertake reflective practice in vocational settings and contribute to the growing knowledge base in the field of vocational and post school education and training. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • An understanding of concepts and theoretical perspectives in the field of TVET and broader post- schooling is demonstrated.
  • Theories within academic texts are identified.
  • TVET theoretical approaches are compared and contrasted with other approaches to disciplinary knowledge acquisition.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learner-centred pedagogies and andragogies in post -school setting are critically engaged with.
  • Reflective learning principles in own learning and teaching are applied.
  • Classroom activities using problem based learning and experiential learning methodologies are planned.
  • Mentoring and support strategies in simulated and workplace based settings are initiated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Theoretically informed discussions on or analyses of contemporary issues in TVET, economy and society are provided.
  • Theoretical positions underpinning arguments in relation to TVET, working and learning are critiqued.
  • Scholarship on issues relevant to TVET and the economy is engaged with critically.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The foundation of reflective practice is understood.
  • Comparative studies of TVET literature are undertaken.
  • Reflective practice in TVET settings is showcased.
  • A range of methodologies for the teacher as research is discussed and understood.

    Integrated Assessment:
    The University adopted a Continuous Assessment System. Assessment consists of a number of assessment events throughout the year and a variety of assessment instruments are used (for example, tests, essays, practical reports, project reports and oral presentations).
    Assessment takes place according to strict assessment criteria as outlined in the prescribed module descriptor. Lecturers set assignments, class tests and the final assessment papers in terms of module outcomes. Adequate level of relevant text comprehension to be demonstrated, adequate range of relevant sources to have been accessed and relevant problems to have been grasped, and appropriate theoretical and practical and clinical assignments and case studies as well as solutions to problems to have been presented.

    All assessment papers undergraduate up to Masters Level (coursework) are moderated both internally and externally to ensure that quality is maintained and that learning outcomes are appropriately tested. 
    		•

    INTERNATIONAL COMPARABILITY 
    It is difficult to find international qualifications that develop the teaching ability of lecturers in TVET Colleges as this is a particular area of teaching that encompasses older learners of school-going age as well as adults who are looking for qualifications that develop their knowledge and skills in particular vocational areas. These two groups of learners need different approaches to their teaching and learning by the teachers involved. A well qualified competent secondary school teacher who is knowledgeable about adult teaching and learning is suited to the task as are experienced tradesmen who are fully competent in teaching both of adults and older school going youth.

    Edge Hill University, Lancashire United Kingdom offers the Post Graduate Certificate in Education (PGCE).

    The PGCE offered by Edge Hill University is a postgraduate qualification with the purpose to provide learners with a range of academic and professional knowledge, understanding, skills and values to become a high quality and skilled teacher in the secondary phase of schooling. The qualification aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies and hands-on classroom experience. The qualification is offered as a one year full time course with a combination of academic study, group discussion and reflection, practical and work-based learning in the classroom which will give the learner the knowledge and skills to become an excellent teacher. The qualification includes the development of the use of ICT, knowledge of educational theory, awareness of appropriate and innovative teaching and assessment methods, enhanced subject knowledge and a wider awareness of the role of the teaching profession through the study of professional values. Learners spend 26 weeks on placement in schools, putting their training into practice through assisting in and taking responsibility for classes and working alongside mentors and peers. Learners also work alongside learners from various areas and backgrounds and abilities which imply that they can teach in diverse settings and classrooms.

    University of Southern Queensland, Australia:
    The Postgraduate Certificate in Education (PGCE) is offered by the University of Queensland is a postgraduate qualification which aims to develop learner's capability and dispositions to work as engaged professional educators in knowledge-building communities. Thus successful learners who complete the PGCE with the University of Southern Queensland will be able to locate and access knowledge of relevant theory and practice, critically evaluate and build knowledge, interpret and apply knowledge to the solution of significant problems, effective communicate knowledge and identify and participate in relevant communities of practice. The qualification provides learners the opportunity to address issues of particular interest which include approved workplace development activities. The qualification also includes the offering of Information and Communications Technology (ICT) for professional engagement and to support professional interaction and learning.

    This qualification is comparable to the Master in Higher Education offered at Walden University. Although the above-mentioned qualification is a Master's Degree it compares favourably with the Postgraduate Diploma based on the following similar modules and Exit Level Outcomes:
  • Understanding Higher Education.
  • Understanding Students: Learning, Development, and Diversity.
  • Understanding Institutions: Organisational Behaviour and Culture.
  • Qualification Planning and Assessment.
  • Capstone.
  • Using Research and Data to Drive Decision-Making.

    Exit Level Outcomes:
  • Apply an understanding of higher education systems, business principles, and student learning in solving institutional problems to drive institutional and student success.
  • Make effective decisions based on critical evaluation of research and data.
  • Articulate the perspectives and interests of multiple stakeholders.
  • Demonstrate an ability to deploy resources to achieve intended results.
  • Evaluate the potential impact of policies and processes on student outcomes.

    Conclusion:
    This qualification compares favourably with the above-mentioned international qualifications in terms of the purpose and the competencies that learners will develop upon completion of the qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers horizontal and vertical articulation opportunities with qualifications offered by the University of the Western Cape. They are;

    Horizontal Articulation:
  • Postgraduate Diploma in Adult Education, Level 8 (ID: 96670).
  • Postgraduate Diploma in Educational Studies, Level 8.
  • Postgraduate Diploma in Higher Education Teaching and Learning, Level 8 (ID: 96671).
  • Bachelor of Education Honours, Level 8 (ID: 19399).

    Vertical Articulation (provided appropriate research methodology and research projects have been completed prior to enrolment):
  • Master of Education, Level 9 (ID: 20475).

    This qualification offers systemic horizontal and vertical articulation opportunities with qualifications offered at other institutions provided the student meets the minimum entry requirements. They are:

    Horizontal Articulation :
  • Postgraduate Diploma in Higher Education, at NQF Level 8.
  • Postgraduate Diploma in Higher Education in Teaching and Learning, at NQF Level 8.
  • Postgraduate Diploma: Higher Education Studies, at NQF Level 8.
  • Postgraduate Diploma: Teaching and Learning in Higher Education, at NQF Level 8.

    Vertical Articulation:
  • Master of Education: Higher Education, at NQF Level 9.
  • Master of Philosophy in Higher Education, at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.