Advanced Diploma in Technical and Vocational Teaching

Purpose

This Advanced Diploma in Technical and Vocational Teaching requires the candidate to possess specific depth in a specialisation of appropriate, vocationally-orientated knowledge.

The purpose of this qualification is to develop and deepen teaching competencies expected of lecturers and trainers in the Technical Vocational Education and Training (TVET) sector, by:

• Exposing them to current trends in the development of a vocational pedagogy, appropriate to the teaching and learning demands in a multi-disciplinary context.
• Promoting critical and enquiry-based dispositions with regard to the foundations of education as well as the technological industry/workplace spaces in which they operate.
• Placing an emphasis on practical learning by exposing and engaging students to both classroom-specific and industry/workplace-specific environments.
• Strengthening the foundations of a vocational pedagogy grounded in a humanising pedagogy.
• Developing focused knowledge and skills as TVET lecturers.
• Sensitising students to the unique and complex challenges in the sector so they may engage in socially responsive ways to the diverse learner profiles encountered in the sector.
• Practicing a vocational pedagogy which reflects the requisite professional values, ethical conduct, justifiable decision-making and leadership.
• Embracing a personal philosophy of teaching and learning underpinned by a strong theoretical foundation of a vocational pedagogy within a humanising framework.

Rationale

The Technical and Vocational Education and Training sector (TVET) is a national priority in South Africa, identified by government, industry and learning institutions in respect of enhanced responsiveness to the needs of the economy and of current and prospective lecturers and students in the TVET sector. "By 2030 the goal is to have a head-count enrolments of 2.5 million in TVET colleges" (Dr B.E. Nzimande, at the launch of the White Paper: PSET, 2014) Furthermore, one of the key outcomes identified in the government's National Development Plan (NDP) 2030 Vision and Trajectory is: A skilled and capable workforce to support an inclusive growth path. "The priority should first be to stabilise the system and this should be supported by the availability of qualified lecturer's strong partnerships with industry and social partners." (DHET, 2014).

The Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA) Public Further Education and Training (FET) Sector Skills Plan (2012) found that on a national level approximately 40% of the lecturers in the TVET sector are professionally unqualified and that more than 50% had less than 5 years lecturing experience. If one then considers the research finding that the quality of the lecturing corps will strongly influence the education system they serve (Lucas, 2012) and, additionally, that "Skills development in South Africa is critically dependent on FET college lecturers", as reported by the Eastern Cape Socio-economic Consultative Council (ECSECC, 2012, p. 6); it is clear that the sector is in dire need of effective and competent lecturers at the various institutions where TVET programmes are being offered.

On the national landscape all existing TVET qualifications are being phased out and new qualifications are being introduced. Currently this institution has no accredited education qualification serving this sector, and as a comprehensive university, NMU is ideally suited to offer quality lecturer development programmes for this sector, since the expertise exists across all faculties to offer lecturer-specialisations over a wide range of TVET fields (engineering, business, tourism, arts and science, etc.) In view of the above and with the publication of the new Policy on Professional Qualifications for Lecturers in TVET (June 2013) it is now incumbent upon HEI's to support - in the geographic scope of their operations - the TVET sector in the development of competent, professionally qualified lecturers.

In light of the above, this qualification responds to the need to develop teaching competence in the TVET sector, which requires a specialised pedagogy, cognisant of the diversity of the student body as well as the requirements in the world of work.

It furthermore aims to develop the capacity of current and prospective technical and vocational lecturers and trainers 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 into teaching practice.

One of the imperatives for the offering of this qualification is that it may be offered as both a professional teaching qualification to prospective TVET lecturers and trainers, and as an in-service professional teaching qualification to lecturers and trainers who are in possession of at least an approved 360-Credit Level 6 National Diploma or a relevant Bachelor's Degree. Further to this rationale, is the fact that the qualification articulates with a variety of cognate qualifications.

This qualification was developed through a collaborative effort of public and private higher education institutions, initiated by the Department of Higher Education and Training (DHET), and it follows on intense curriculum renewal processes. These two processes added much to the thinking that has gone into the development of this qualification.

Recognition of Prior Learning (RPL)

Provisions for the Recognition of Prior Learning (RPL) are important considerations for this qualification because, "many students who will enter the Technical Vocational Education and Training (TVET) programmes will be already practicing as TVET lecturers and/or have other prior qualifications and/or have gained substantial experience as a result of learning/practicing in the workplace." (DHET, p.18) However, the learning outcomes must not be compromised as a result of RPL practice.

RPL must be guided by internal, South African Qualifications Authority (SAQA), Council on Higher Education (CHE) and Higher Education Qualifications Framework (HEQF) RPL policy guidelines on an individual, student-by-student basis. RPL may have three modes, namely:

• Credits in lieu of prior qualifications, provided there is similarity in the qualification both in terms of learning content and National Qualifications Framework (NQF) level.
• VEOP, which is a 30 Credit short learning programme for which students can be given credits.
• Where substantial learning in the teaching, workplace or the industrial workplace as a result of meaningful workplace (informal and non-formal) experience has been attained. Such students can present themselves for assessment of prior learning (APL).

Entry Requirements

The minimum requirements for admission into the Advanced Diploma are

• An appropriate 360-Credit, Diploma, Level 6, and with appropriate academic fields to enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes.

Or

• Bachelor's Degree, Level 7which includes sufficient disciplinary (subject content) learning in cognate (i.e., similar, related), appropriate academic fields to enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes.

This qualification comprises compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits

• Philosophical perspectives in education, 8 Credits.
• Psychology of education in a vocational context, 8 Credits.
• Vocational education for social change, 8 Credits.
• Historical developments in vocational education, 8 Credits.
• Curriculum studies and assessment practices, 12 Credits.
• Pedagogical perspectives in TVET, 12 Credits.
• A professional identity for a vocational lecturer, 12 Credits.
• Designing a vocational pedagogy, 12 Credits.
• Critical discourses in TVET, 8 Credits.
• Practical learning - Teaching practice, 24 Credits.
• Practical learning - Workplace-based practice, 8 Credits.

1. Exhibit and be able to articulate behaviour and attitudes that demonstrate a humanising pedagogical praxis in their professional practice.
2. Identify, analyse, critically reflect on and respond to complex issues as they manifest in the TVET educational context in South Africa.
3. Make meaningful contributions to disciplinary discourses, based on a critical engagement with contemporary theories in education (e.g. Philosophy, Psychology, Sociology, etc.) which underpin a philosophical foundation for teaching and learning in the context of TVET.
4. Develop the attributes of a sustainable developmental practitioner in education by being cognizant of the seventeen Sustainable Development Goals as defined in Transforming Our World.
5. Explore and examine his/her own identity and the intersect of vocational educator identity with reference to professional values, ethical conduct, justifiable decision-making and leadership.
6. Engage in pedagogic practices to integrate theory and practice, based on an in-depth understanding of his/her subject specialisation, based on the context and the diverse needs of their learners.
7. Employ assessment methods in varied, valid and reliable ways, and provide constructive feedback to promote learning.
8. Engage in an inquiry-based approach with the specific aim of creating new knowledge as well as innovative problem-solving strategies to benefit both classroom and workplace/industry experience.

Associated Assessment Criteria for Exit Level Outside 1

• Display a disposition that is consistent with a humanising praxis in both their pedagogy and in the development of their professional identity.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify, analyse, critically reflect on and respond to complex issues in the TVET educational context in which they serve.

Associated Assessment Criteria for Exit Level Outcome 3

• Critique and analyse from a contextual and student perspective different theoretical positions to develop a personal philosophy to inform their pedagogic practice.

Associated Assessment Criteria for Exit Level Outcome 4

• Engage with and show how humanizing pedagogic practices are based on and reflect an informed understanding of the philosophy and principles of sustainable development at local, national and global levels.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically reflect on his/her own identity in order to shape and re-shape his/her professional identity in relation to professional values, ethical and moral conduct and just decision-making to develop leadership qualities.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply pedagogic practices in their teaching and learning approach based on an informed understanding of theoretical knowledge and of the contexts of their learners.

Associated Assessment Criteria for Exit Level Outcome 7

• Use a variety of assessment tools and methods to enhance learning and to improve his/her pedagogic practices.

Associated Assessment Criteria for Exit Level Outcome 8

• Provide evidence that the inquiry-based approach (action research) can create new knowledge and pedagogical skills to benefit both classroom- and workplace/industry-based experience.

Integrated Assessment

Assessments cover a variety of reflective, developmental and summative activities specifically aimed at adult learners. The range of assessment activities include written assignments, oral presentations, Learning Management Systems (LMS), (MOODLE) interactions, written class tests, case studies, research-focused/inquiry-based activities, peer-assessed reports, self-assessment reports, research - driven reports, micro-teaching, teaching practice in simulated and actual environments, Work Integrated learning (WIL) (teaching practice, industry/workplace practice report), problem solving assignments, etc. All assessments are formative and cumulative (continuous) and may provide multiple opportunities for successful learning.

The various assessment activities set out in each module are carefully crafted to contribute towards the development of a holistic understanding of the theoretical knowledges and the application of these knowledges to enhance their workplace experience.

The integrated approach adopted in the various assessment activities is designed that students may develop an understanding that theories inform and foreground practice in a vocational discipline. The theoretical components of the qualification are consistently linked to the practical components through assessment. As will be seen in the assessment model, there is a clear indication that elements of the theoretical disciplinary- and pedagogical-focused modules are assessed within the practical WIL modules. Rubrics will be designed for the WIL modules to ensure this is the case.