Advanced Diploma in Technical Vocational Teaching
Education, Training and Development - Adult Learning
Purpose and Rationale
Purpose:
The purpose of the qualification is the building of vocations and the linking of education and work. A Technical and Vocational Education and Training (TVET) educator qualification needs pedagogical practices that will prepare learners for the world of work. Professional TVET educators are therefore seen to be competent in 'teaching for work'. The qualification is a professional teaching qualification for lecturing at institutions that offer technical and/or vocational education and training programmes. It is a 'capping' qualification for learners already in possession of a general undergraduate Bachelor qualification or Diploma, to become professionally qualified as a TVET educator.
The qualification offers entry-level professional teaching preparation to learners to develop expertise in teaching in a particular TVET field or subject. Professionally qualified technical and vocational education and training educators will be able to teach their subject and select, sequence and pace subject content in accordance with subject and learner needs and the requirements of the curriculum. Qualified teachers develop and administer assessment in varied and reliable ways and use the results of assessment to improve their own practice and learners' understanding. They should also be able to reflect critically on and with the professional community of practitioners, on their own practice, in order to improve and adapt to changing environments. The qualification will equip them with theoretical knowledge and practical skills through exposure to institution base learning, i.e. Work Integrated Learning (WIL) and industry-based WIL.
The learners will be able to display positive work ethics and values in a manner that honours and advances the vocational teaching and training profession. They will be able to engage with the TVET context, including the policy environment and contextual realities of the sector, in order to adjust their practice appropriately.
Rationale:
An improved and efficient Technical and Vocational Education and Training (TVET) system is a priority identified by government, industry and learning institutions to enhance responsiveness to the needs of the economy, to the needs of current and prospective learners and social transformation. The qualification responds to the need to develop teaching competence in the technical and vocational education and training sector, particularly in the light of previous ad-hoc development of educators at institutions and training centers and in recognizing that successful output is directly related to successful input (teaching expertise).
It therefore focuses on technical and vocational contexts in recognition that teaching and learning in the TVET sector requires specialized pedagogies cognizant of the diversity of the learner body and in response to the needs of the world of work. Further, it aims to develop the capacity of current and prospective technical and vocational educators to build relationships with local, national and international business and industry in order to enhance their knowledge and insights into the most recent trends and technological advances and to incorporate these insights into their teaching practice. The qualification can be offered as an initial professional teaching qualification to prospective TVET educators, or as an in-service professional teaching qualification to in-service educators who are in possession of at least an approved Level 6 National Diploma or relevant Bachelor's Degree at Level 7.
Outcomes
- Demonstrate integrated and detailed knowledge of the central areas of own Technical Vocational Education and Training (TVET) subject, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories, of the subject involved.
- Select and apply a range of methods for a specific chosen subject.
- Unpack the specialised contents of a chosen subject and identify, evaluate and address learning needs in a learner- and self-directed manner.
- Demonstrating highly developed Information Technology (IT) skills and use appropriate academic, professional, or occupational discourse.
- Manage classrooms/laboratories/workshops effectively across diverse contexts in order to ensure a conducive learning environment aligned with teaching and learning needs in a learner- and self-directed manner in unfamiliar and variable contexts.
- Reflect critically, in theoretically informed ways and develop appropriate processes of information gathering for a given context and independently validate the sources of information and evaluate and manage the information.
- Assess learners in reliable and diverse contexts in order to ensure a conducive learning environment and an ability to take full responsibility and accountability for own work.
- Identify, analyse, evaluate, critically reflect on and address complex learning and/or social problems and work in partnership with professional services addressing them.
- Display a positive work ethic and conduct oneself in a manner which benefits, enhances and develops the teaching profession.
- Take decisions and act ethically, morally and professionally.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Apply the latest developments, trends, and theories in TVET teaching and learning
- Apply pedagogical content knowledge when planning subject content delivery
- Identify and address individual and social barriers to learning
- Correctly describe and explain concepts, principles, processes, and procedures in the area of specialization
- Use appropriate language, terminology, and concepts confidently
- Demonstrate commitment to epistemic values and principles in chosen subject areas
Associated Assessment Criteria for Exit Level Outcome 2:
- Plan subject content lessons across the TVET curriculum
- Apply theoretical and practical knowledge and skills according to desired standards
- Select and use teaching and learning strategies appropriate to the subject and phase
- Integrate and apply knowledge from teaching and learning materials
- Use study methods appropriate to own needs and specialisation
- Use teaching and learning support materials to facilitate learner progress
Associated Assessment Criteria for Exit Level Outcome 3:
- Create relevant expectations for the qualification level/phase
- Identify and assist learners with special needs to overcome barriers
- Accommodate differences in learning styles, pace, and ability
- Evaluate and select learning materials suitable for the area of specialisation
- Understand and plan for barriers to learning in specific subjects
Associated Assessment Criteria for Exit Level Outcome 4:
- Use information and communications technologies for own learning and facilitating others
- Convey subject content in appropriate forms for learners
- Foster interactive communication with learners
- Use technology resources to transfer knowledge effectively
- Solve problems through the application of technology literacy
- Communicate professionally with education stakeholders
- Identify new development possibilities in teaching and learning technologies
Associated Assessment Criteria for Exit Level Outcome 5:
- Manage classrooms, laboratories, and workshops effectively
- Demonstrate an understanding of diversity in teaching
- Display empathy, respect for cultural diversity, and human rights
- Apply relevant educational laws and policies
- Manage learning environments sensitive to cultural and other differences
- Resolve classroom conflicts ethically
- Perform administrative duties for effective management
- Encourage a supportive and empowering environment for learners
Associated Assessment Criteria for Exit Level Outcome 6:
- Apply educational laws, policies, and development plans to teaching
- Evaluate teaching and learning strategies in specific contexts
- Reflect on learner progress and performance
- Evaluate own professional progress through systems like IQMS
- Reflect on teaching and learning situations using research skills
Associated Assessment Criteria for Exit Level Outcome 7:
- Select, adapt, and design assessment tasks appropriate to specialisation and learning contexts
- Explain the link between assessment methods and purpose
- Design and administer assessment tasks clearly
- Collect evidence of learner competence using various methods
- Use a variety of assessment strategies to accommodate differences
- Evaluate assessment strategies for validity, fairness, and sensitivity
Associated Assessment Criteria for Exit Level Outcome 8:
- Apply theoretical and practical knowledge to conduct in a professional manner
- Demonstrate positive work ethics and appropriate values
- Use existing philosophies of education for good teaching practices
- Evaluate ethical aspects in the teaching-learning environment
- Apply relevant knowledge regarding human rights, equity, and ethics
Associated Assessment Criteria for Exit Level Outcome 9:
- Practice and promote respect and responsibility towards others
- Be responsive to basic human rights and principles of equity
- Promote values and principles related to human rights and the environment
Associated Assessment Criteria for Exit Level Outcome 10:
- Display a commitment to act in the best interests of learners, parents, communities, colleagues, and the profession
- Engage critically with education policies, procedures, and systems
- Cooperate professionally with colleagues in an educational setting
- Demonstrate high standards of professional behavior, work ethic, and personal values
- Engage with stakeholders on relevant teaching and learning issues
- Utilize internal and external networking opportunities effectively
Integrated Assessment:
- Use a variety of assessment methods aligned with teaching methods
- Employ assessment opportunities throughout learning process
- Use assessment in continuous or examination termination mode
- Include a final integrated assessment opportunity for each module
- Utilize interactive teaching methods to link theory and practice
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.