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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Technology Education 
SAQA QUAL ID QUALIFICATION TITLE
98983  Advanced Diploma in Technology Education 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
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-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:
The purpose of the Advanced Diploma in Technology Education is to strengthen, supplement, upgrade and enrich the teachers' knowledge of, understanding and skills in their existing specialisation of either Senior Phase Technology or Further Education and Training (FET) Engineering Graphics or Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology. This qualification will also enable teachers to have an in-depth and systemic understanding of current thinking, practice, theory and methodology in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology. The qualification will guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach Senior Phase Technology or FET Engineering Graphics and Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology. The curriculum covers theoretical and pedagogical components required in the teaching of Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology. This qualification comprises a knowledge mix consisting of four knowledge strands, accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Upon qualifying teachers will be able to:
  • Analyse and use relevant Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology support materials and demonstrate a sound grasp of the fundamental conceptual technological knowledge required for teaching in the area of specialisation.
  • Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.
  • Adhere to and maintain high ethical standards in the area of specialisation.

    Rationale:
    Currently a majority of the teachers who are teaching technology were former Home Economics, Woodwork, Metalwork and Industrial Arts teachers. These teachers are finding it difficult to make a paradigm shift from their old subjects to technology education, and therefore need to be equipped with the underlying philosophy and the relevant knowledge and skills pertaining to technology education. Therefore, there is a need among teachers for Continuing Professional Development (CPD) in terms of specialised knowledge of and skills in technology teaching. Furthermore teachers need to understand the subject matter deeply and flexibly, so that they can help learners create useful cognitive maps, relate ideas to one another, and address misconceptions. Teachers need to see how ideas connect across the fields to everyday life. This kind of understanding provides the foundation for Pedagogical Content Knowledge to enables teachers to make ideas accessible to others. Thus the rationale for CPD learning programmes such as the Advanced Diploma in Technology Education is to assist teachers to become such keystone teachers.

    The Advanced Diploma in Technology Education has been developed to provide teachers with opportunities to strengthen or supplement their existing specialisation in either Senior Phase Technology or FET Engineering Graphics and Design or FET Civil Technology or FET Electrical Technology or FET Mechanical Technology, in ways that will be meaningful to the lives of learners. This qualification is designed with five endorsements, namely Senior Phase Technology, FET Engineering Graphics and Design, FET Civil Technology, FET Electrical Technology and FET Mechanical Technology, thus catering for the professional development needs of individual teachers. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In accordance with the University's Recognition of Prior Learning Policy, candidates may gain access to the qualification without the prerequisite formal qualification by being granted advanced standing on the basis of the assessment of prior learning. In addition registered learners in the qualification may have prior learning assessed to be granted exemption from certain modules according to the University's policy and procedures.

    Entry Requirements:
    To gain admission into the Advanced Diploma in Education in Technology Education the teacher is required to have either:
  • A Bachelor of Education Degree.
    Or
  • A Bachelors Degree or Diploma, and a Postgraduate Certificate in Education (or equivalent).
    Or
  • A Higher Diploma in Education.
    Or
  • A Further Diploma in Education.
    Or
  • An Advanced Certificate in Education.
    Or
  • A three-year College of Education Diploma.
    Or
  • A National Professional Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises an optional module at NQF Level 5, compulsory and elective modules at NQF Level 7, totalling 120 Credits.

    Optional Module, Level 5, 12 Credits (Teachers who enter the programme without ICT competence are required to choose this module).
  • Information and Communication Technology in Education (ICT).

    Compulsory Modules, NQF Level 7, 40 Credits.
  • Inquiry Methodology, 20 Credits.
  • Conceptual Change, 20 Credits.

    Elective Modules, NQF Level 7, 80 Credits:
  • Advanced Senior Phase Technology for Education A, 10 Credits.
  • Advanced Senior Phase Technology for Education B, 10 Credits.
  • Advanced Senior Phase Technology for Education C, 10 Credits.
  • Advanced Senior Phase Technology for Education D, 10 Credits.
  • Pedagogical Content Knowledge A in Senior Phase Technology, 10 Credits.
  • Pedagogical Content Knowledge B in Senior Phase Technology, 10 Credits.
  • Pedagogical Content Knowledge C in Senior Phase Technology, 10 Credits.
  • Pedagogical Content Knowledge D in Senior Phase Technology, 10 Credits.

    Or
  • Advanced FET Engineering Graphics and Design for Education A, 10 Credits.
  • Advanced FET Engineering Graphics and Design for Education B, 10 Credits.
  • Advanced FET Engineering Graphics and Design for Education C, 10 Credits.
  • Advanced FET Engineering Graphics and Design for Education D, 10 Credits.
  • Pedagogical Content Knowledge A in FET Engineering Graphics and Design, 10 Credits.
  • Pedagogical Content Knowledge B in FET Engineering Graphics and Design, 10 Credits.
  • Pedagogical Content Knowledge C in FET Engineering Graphics and Design, 10 Credits.
  • Pedagogical Content Knowledge D in FET Engineering Graphics and Design, 10 Credits.

    Or
  • Advanced FET Civil Technology for Education A, 10 Credits.
  • Advanced FET Civil Technology for Education B, 10 Credits.
  • Advanced FET Civil Technology for Education C, 10 Credits.
  • Advanced FET Civil Technology for Education D, 10 Credits.
  • Pedagogical Content Knowledge A in FET Civil Technology, 10 Credits.
  • Pedagogical Content Knowledge B in FET Civil Technology, 10 Credits.
  • Pedagogical Content Knowledge C in FET Civil Technology, 10 Credits.
  • Pedagogical Content Knowledge D in FET Civil Technology, 10 Credits.

    Or
  • Advanced FET Electrical Technology for Education A, 10 Credits.
  • Advanced FET Electrical Technology for Education B, 10 Credits.
  • Advanced FET Electrical Technology for Education C, 10 Credits.
  • Advanced FET Electrical Technology for Education D, 10 Credits.
  • Pedagogical Content Knowledge A in FET Electrical Technology, 10 Credits.
  • Pedagogical Content Knowledge B in FET Electrical Technology, 10 Credits.
  • Pedagogical Content Knowledge C in FET Electrical Technology, 10 Credits.
  • Pedagogical Content Knowledge D in FET Electrical Technology, 10 Credits.

    Or
  • Advanced FET Mechanical Technology for Education A, 10 Credits.
  • Advanced FET Mechanical Technology for Education B, 10 Credits.
  • Advanced FET Mechanical Technology for Education C, 10 Credits.
  • Advanced FET Mechanical Technology for Education D, 10 Credits.
  • Pedagogical Content Knowledge A in Mechanical Technology, 10 Credits.
  • Pedagogical Content Knowledge B in Mechanical Technology, 10 Credits.
  • Pedagogical Content Knowledge C in Mechanical Technology, 10 Credits.
  • Pedagogical Content Knowledge D in Mechanical Technology, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse and use relevant Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology support materials and demonstrate a sound grasp of the fundamental conceptual technological knowledge required for teaching in the area of specialisation.
    2. Use a variety of teaching and learning approaches, such as inquiry-based learning in the classroom, in order to better address problem solving in Technology/Engineering Graphics and Design/Civil Technology/Electrical Technology/Mechanical Technology.
    3. Adhere to and maintain high ethical standards in the area of specialisation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand how materials are formed, manipulated, and transformed in different ways, depending on their properties, and understand the role of material evaluation in determining suitability for use in product development.
  • Apply the Lessons learnt from findings captured in research publications.
  • Use various theories to enhance and improve technology teaching and learning practice in the area of specialisation.
  • Develop a comprehensive Pedagogical Content Knowledge (PCK) and demonstrate the PCK in the use of appropriate resource materials in the area of specialisation.
  • Access, and prioritise resources that are current and relevant to the learning process and categorise the resources according to the established schema.
  • Create digital resources for classroom learning to challenge and extend their learners' conceptual knowledge by sourcing material using search engines to explore science and technology artefacts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Assist learners in their conceptual change and to address learner misconceptions effectively in the area of specialisation.
  • Select and apply appropriate teaching and learning approaches to achieve specific learning objectives.
  • Display an understanding of problem-solving, creativity and teaching strategies relying on a well-developed PCK in the area of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically reflect on own practice and identify areas of growth in the subject and pedagogical knowledge, and map own professional development. Demonstrate care, accountability and critical reflection when facilitating learning in diverse contexts.
  • Acknowledge the uniqueness, individuality, and specific needs of each learner, guiding and encouraging each to realise his or her potentialities in the area of specialisation.
  • Align professional stance to reflect the principles as captured in the Faculty's conceptual framework.

    Integrated Assessment:
    A range of summative assessment opportunities is required and may include tests, assignments, portfolios, practical demonstrations, presentations, written and oral examinations, open-book written examinations, "take-home" examinations, etc. There is a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. The weighting of the summative assessment will be at least 50% but not more than 60% of the final mark.

    The primary purpose of formative assessment is to support the learning process through constructive feedback to learners. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted to make a judgment about the level of competence of learners in relation to the exit level outcomes of the qualification. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions. 
    		•

    INTERNATIONAL COMPARABILITY 
    According to the Higher Education Qualification Sub-Framework (HEQSF), the title Postgraduate Certificate in Education (PGCE) may be used to denote a qualification in education which conforms to all the specifications and requirements of an Advanced Diploma, including admission requirements, purpose, characteristics and progression routes. Thus for the comparability exercise PGCE qualifications from international institutions were chosen for comparison.

    At Cambridge University in England, the Design and Technology Postgraduate Certificate of Education (PGCE) is offered. The Postgraduate Certificate of Education (PGCE) is a one-year full-time qualification taught in partnership with local schools. The qualification caters for individuals in their final year at university or those with higher degrees or mature applicants who have decided to become teachers after a period in another occupation or a career break. Students are expected to have a degree qualification or equivalent in either the learners teaching the subject or a closely related subject that will enable them to cover the full range of secondary work up to university entrance standard. The PGCE is a highly academic course which is assessed at masters' level and is equivalent to 50% of the Cambridge masters course. The primary purpose of the qualification is the professional development of teachers to help turn those with an interest in technology education into inquiring, supportive and inspirational teachers and to equip them for leadership roles in the future.

    Content:
    There are three integrated aspects of the qualification, namely subject teaching, professional studies and professional placements in school. Design & Technology as a subject provides young people with an ideal opportunity to develop their learning and understanding of the world around them through problem identification; problem solving; abstract thinking; and the application of diverse knowledge domains and intellectual abilities. The qualification offers teachers an excellent opportunity to explore the creative abilities of young people and challenge established practices in Design and Technology education. Teachers are trained in two of the following fields of knowledge:
  • Resistant materials.
  • Systems and control.
  • Textiles.

    The qualification covers a wide range of knowledge and skills including training in Health & Safety, electronics and practical workshop skills. How creativity, innovation and design can be taught, and how young people can develop and use these essential everyday life-skills is a key feature of this qualification. Applications of this knowledge and skills can be found in a wide range of disciplines including design, architecture and engineering. The General Professional Role of the Teacher (professional studies) qualification is concerned with those aspects of teaching and the general professional role of the teacher which are generic and relevant to the whole school and is designed to support the professional development of all secondary trainees. The professional placements allow learners to work together with experienced mentors to develop their own practical teaching skills and competence.

    The Master of Teaching (Secondary) is a Postgraduate, initial, teacher education qualification offered at the Swinburne University of Technology in Australia. Applicants are required to have a three-year Degree from a recognised tertiary institution and two learning areas in their Undergraduate Degree from the following learning areas: Arts (Dance, Drama, Music, Media Arts or Visual Arts), English, Mathematics, Health and Physical Education, Humanities and Social Sciences (History, Geography, Civics and Citizenship or Economics and Business), Languages, Design and Technology and Science. The specialisation in the Master of Teaching will prepare graduates to teach in two learning areas for Years Eight to Twelve. All teachers will undertake at least 60 days of placement in sites and schools which must be completed on a full-time basis. The Specialisation Technology Studies - Product Design and Technology aim to prepare graduates to:
  • Plan and teach in their discipline context.
  • Gain knowledge of the principles and practices of teaching and learning in their subject area. Explore all key concepts from the subject area as articulated in relevant curriculum documents; along with theoretical and practical pedagogical approaches.
  • The principles of effective planning and assessment in their subject area, as elements of an integrated planning and teaching cycle.
  • Examine a range of assessment practices and strategies and how they relate to teaching and learning in a variety of contexts.
  • Explore feedback principles and reporting in the subject area.
  • Understand the evaluation cycle and the role of assessment in planning for learning and teaching.

    Conclusion:
    This Advanced Diploma in Technology Education focuses primarily on strengthening, supplementing, upgrading and/or enriching teachers' knowledge, understanding and skills in Technology, which correlates with the scope of the Design and Technology Postgraduate Certificate of Education (PGCE) of Cambridge University and the Master of Teaching (Secondary) of the Swinburne University of Technology, namely to give teachers the opportunities to develop innovative and progressive teaching and learning strategies. Both qualifications are one year in duration. However, unlike the two international qualifications, this qualification does not include professional studies and placements in schools. Similarities that were found between the Advanced Diploma in Technology Education and the Design and Technology Postgraduate Certificate of Education and current teaching approaches (pedagogical content knowledge), as well as the Master of Teaching (Secondary), are: current thinking, practice, theory and methodology, as well as designing, implementing and reporting on lesson plans, the nature of Technology, content knowledge as prescribed by the curriculum and opportunities for critical reflection in mediating conceptual change. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Education, NQF Level 7.
  • Advanced Diploma in Computer Applications Technology (CAT) Education, NQF Level 7.

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

    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 Johannesburg 


    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.