Advanced Diploma in Technical and Vocational Teaching
Education, Training and Development - Higher Education and Training
Purpose and Rationale
Purpose:
The purpose of the qualification is to offer a professional teaching qualification for lecturing at institutions that offer Technical and Vocational Education and Training (TVET) qualifications. It serves as a 'capping' qualification allowing learners with a general undergraduate Bachelor Degree or diploma to become professionally qualified as a TVET Lecturer. The qualification provides entry-level professional teaching preparation for learners to develop focused knowledge and skills as lecturers in a specific TVET field or subject. It requires a specific depth and specialization of knowledge obtained in a prior qualification and practical skills and workplace experience. The goal is to equip learners to apply their learning as newly qualified, beginner TVET lecturers. Professionally qualified TVET lecturers will be able to:
- Teach their subject effectively by adapting to subject and learner needs as well as curriculum requirements.
- Manage teaching environments to enhance learning.
- Develop and administer assessments in diverse and reliable ways to improve practice and learners' understanding.
- Prepare learners for the workplace and integrate work into teaching.
- Engage with the TVET context, including policy environments and sector realities.
- Address diverse learner backgrounds and needs for maximum success.
- Communicate effectively in the language of learning and teaching.
- Utilize information and communication technologies for personal and learner progress.
- Demonstrate positive work ethics that honor and advance the teaching profession.
- Reflect critically within the professional community to adapt and improve practice.
Achieving the outcomes:
The qualification integrates disciplinary, pedagogical, practical, and situational learning through:
- Teach Methodology and Practicum: Mainly focusing on pedagogical and practical learning to develop specialized knowledge and teaching competence.
Rationale:
The severe shortage of competent and knowledgeable lecturers in the TVET college sector necessitates structured preparation for college leaders and lecturers. The qualification responds to the need for a balance of industry experience and pedagogical skills in lecturers and enhanced professional preparation for college leaders. Key reasons for the qualification include:
- Addressing the need to improve the TVET system for enhanced responsiveness to economic and learner needs.
- Developing teaching competence within the TVET sector to improve learner graduation rates.
- Focusing on technical and vocational contexts to meet the diverse needs within the sector and align with industry requirements.
- Building capacity for TVET lecturers to engage with business and industry for updated knowledge and teaching practices.
- Providing career advancement opportunities by articulating with other qualifications on the HEQSF and NQF.
Outcomes
- Apply sociological and psychological principles and practice in the TVET context.
- Reflect on own practise supporting professional development.
- Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and education and training and the economy.
- Demonstrate an understanding of the principles, practices and methods of general teaching practice.
- Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for learners.
- Reflect critically on experiences during industry-based exposure depicting lessons learned with regards to own subject specialisation and the subject's teaching.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Discuss, debate, critically assess, and reflect on the principles of the philosophy of TVET
- Engage critically with discourses, concepts, and theories relevant to TVET in a post-school context
- Interact with, and analyse various theoretical positions in respect of the history, politics, and economics as they relate to TVET.
Associated Assessment Criteria for Exit Level Outcome 2:
- Apply appropriate research strategies to enhance teaching, learning, and professional practice.
Associated Assessment Criteria for Exit Level Outcome 3:
- Evaluate relevant policy, political, and organizational context important for the growth of technical and vocational education and training in South Africa
- Discuss the diverse challenges faced by technical and vocational education and training learners.
Associated Assessment Criteria for Exit Level Outcome 4:
- Engage with prevailing practices and methods of teaching
- Select and apply a variety of teaching practices in diverse settings
- Utilize blended learning approaches by integrating technology in teaching and learning as appropriate
- Plan lessons and other learning experiences, including preparing learners for workplace learning, by selecting appropriate teaching and learning strategies
- Design and apply appropriate assessment strategies.
Associated Assessment Criteria for Exit Level Outcome 5:
- Apply concepts, methods, rules, and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialization
- Use the characteristic language, terminology, and concepts of own subjects or learning fields appropriately
- Prepare and teach lessons that link the subject taught to current industry application, practices, and technology through incorporating relevant industry examples and knowledge and skills
- Adjust teaching and learning strategies to accommodate culturally, gender, ethnic, language, and other differences among learners in a range of contexts
- Utilize blended learning approaches by integrating technology in teaching and learning as appropriate.
Associated Assessment Criteria for Exit Level Outcome 6:
- Report on lessons learned and their applicability to teaching the subject
- Apply work-based learning experiences in the preparation and teaching of lessons
- Equip learners for entry into workplace learning and participation in the world of work.
Integrated Assessment:
- Summative assessment opportunities per semester module and year module
- Utilization of assessments such as written examinations, portfolios, or substantial assignments towards the end of a module
- Formative assessment tasks like tests, assignments, reflective essays, micro-lessons, lesson evaluations, development of mind maps, and group assignments to support teaching and learning, provide feedback to learners, diagnose strengths and weaknesses, assist in future learning planning, and determine readiness for summative assessments.
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.