Advanced Diploma in Technical and Vocational Teaching
Education, Training and Development - Adult Learning
Purpose and Rationale
Purpose:
The purpose of the Advanced Diploma in Technical and Vocational Teaching is to build vocations and to link education and work. A Technical and Vocational Teaching (TVET) educator qualification consequently 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'. This qualification prepares learners for postgraduate study, by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines. This is a professional teaching qualification for lecturing at institutions that offer technical and vocational education and training qualifications. The Advanced Diploma in Technical and Vocational Teaching offers entry-level professional preparation for graduates who wish to develop focused knowledge and skills as lecturers in a particular TVET field or subject. For this purpose, the qualification requires a specific depth and specialisation of knowledge, assumed to have been developed in the prior qualification, together with practical skills and workplace experience, to enable successful learners to apply their learning as newly qualified, beginner TVET lecturers.
Rationale:
The South African, post-school, pre-university, TVET and skills development sectors are encouraged to expand rapidly, especially in response to the needs of learners who are not eligible for university education. In addition to current TVET colleges, non-university learners are to be housed in a variety of post-school institutions: community colleges (a reconfiguration of current public adult learning centers); non-Department of Higher Education and Training (DHET) public colleges such as agricultural, defense, police, forestry, and other colleges associated with particular government departments; and provincial and municipal colleges. The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications and the South African Standards for Principalship.
In addition to the 50 public TVET colleges already in existence, the DHET has proposed and started the building of twelve new campuses, and two new universities, to serve the burgeoning post-school population. Furthermore, the Department of Basic Education (DBE) plans to reintroduce technical and vocational streams in basic education, necessitating the development of technology and vocational teachers for that sector. The reconfigured community colleges will also offer technical and vocational programmes and thus educators must be developed to meet these needs. An improved and efficient TVET system is a priority identified by government, industry, and learning institutions in respect of enhanced responsiveness to the needs of the economy, 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 colleges and training centers, and in recognizing that successful output is directly related to successful input. The growth of the pre-university sector is an international trend, as evidenced by UNESCO and the International Institute for Educational Planning (IIEP)'s findings on the fastest-growing forms of post-secondary education.
Outcomes
- Demonstrate an understanding of concepts, methods, rules, and practices of a TVET subject or field to create appropriate learning opportunities for students.
- Communicate effectively when using the language of teaching and learning of a specific learning area and manage his/her teaching environment.
- Develop and administer assessment strategies that would equip students with the demands of the workplace within which they will work.
- Engage with the TVET context, the policy environment, and contextual realities of the sector to reflect critically with the community of practitioners to improve and adapt to the changing environment.
- Integrate information and technologies in an effective manner with the view of providing feedback to the learners to ensure maximum student success.
- Engage with global imperatives, learning and work experiences to express international vocational teaching and training.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Apply the principles, processes, and methods of general pedagogical knowledge and teaching practices.
- Select, sequence, and pace subject content to accommodate diverse learning styles, aspirations, and special education needs.
- Engage with diverse issues and challenges faced by technical and vocational education and training learners.
- Engage with professional peers to enhance professional development.
- Develop an understanding of barriers to learning.
Associated Assessment Criteria for Exit Level Outcome 2:
- Apply teaching practices in various technical and vocational education and training contexts.
- Manage classrooms, workshops, and laboratory-simulated work environments effectively.
- Utilize academic literacies appropriate to the qualification level.
Associated Assessment Criteria for Exit Level Outcome 3:
- Apply understanding of learners' vocational education and training, curriculum, and instructional strategies.
- Implement appropriate assessment methods to monitor learning progress.
- Apply knowledge of specialized subject fields in workplaces.
- Reflect on workplace knowledge to enhance teaching and learning.
Associated Assessment Criteria for Exit Level Outcome 4:
- Apply relevant policies, political, and organizational contexts in technical and vocational education and training in South Africa.
- Understand the challenges faced by technical and vocational education and training learners.
Associated Assessment Criteria for Exit Level Outcome 5:
- Integrate ICT appropriately for personal and student development.
Associated Assessment Criteria for Exit Level Outcome 6:
- Apply professional ethics and address issues related to self and others in technical and vocational education and training.
INTEGRATED ASSESSMENT
Integrated assessment involves continuous assessment with a mix of formative and summative assessments. The assessment aligns theory and practice, preparing learners for the workplace. Assessment methods may include teaching practice, portfolios, written exams, oral presentations, problem-solving tasks, research, and case studies. The link between theory and practice is a key component assessed, often through work-integrated learning and teaching practice. Lecturers determine the most suitable assessment methods.
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.