Advanced Diploma in Technical and Vocational Teaching

Purpose

The purpose of the qualification is to qualify staff to teach in Technical and Vocational Education and Training (TVET) colleges as lecturers and in technical schools as teachers. The qualification will strengthen the pedagogy of concerned lecturers in the TVET sector, as well as their attitude and confidence to teaching and teaching of quality. This leads to effective curriculum development and the training of better functioning learners.

Rationale

The Department of Higher Education and Training (DHET) published a qualification sub-framework that contained the specialised Advanced Diploma in Technical and Vocational Teaching (36554, 11 June 2013).

National statistics and projections done by the DHET show that the national need for teachers and lecturers in the Technical and Vocational fields is projected to exceed supply for many years. The White paper (DHET 2013; White Paper for post-school education and training.) expressed the need for this sector to more than double in size from its 2013 levels (800000 learners) to 2.5 million learners by 2030. Further expectations of the Department of Basic education are that the Technical Schools sector will increase to more than 50% of high schools by 2030. It is thus essential for institutions to introduce a specialisation of the Postgraduate Certificate in Education (PGCE) for these high priority sectors of the teaching profession particularly in the face of stagnation of growth (and reduction at the FET level) of the academic school sector.

Addressing the sectors however requires the introduction of this qualification as the current Postgraduate Certificate in Education (PGCE) which qualifies teachers for academic schools as a postgraduate qualification for degree graduates must be adapted to allow entry for technically trained entrants who hold Diplomas.

The rationale for this qualification includes it being not only able to respond to the needs of the economy, but also to respond to the need to develop teaching competence and specialised pedagogies in the TVET sector. In so doing the capacity of educators in this sector will improve and allow for local, national and international relationships in business and industry which can enhance our country's current knowledge into technological advances.

Recognition of Prior Learning (RPL)

The minimum admission requirements specify credit transfer arrangements. No further Recognition of Prior Learning (RPL) is available.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor's Degree from a recognised higher education institution.

Or

• An appropriate Level 6 National Diploma from a recognised institution.

Or

• National N Diplomas from Technical Vocational Education and Training (TVET) Colleges as deemed appropriate by the Dean.

This qualification consists of the following compulsory and elective modules at Level 7 totalling 141 Credits.

Compulsory Modules, 121 Credits

• Global and social perspectives in education, 8 Credits.
• Foundations of education, 8 Credits.
• Facilitating learning, 12 Credits.
• Learning support,12 Credits.
• Learning theories and assessment in teaching, 18 Credits.
• Professional ethics and law in teaching, 6 Credits.
• Professional Development PPF 402, 8 Credits.
• Professional Development PPF 401, 8 Credits.
• Professional Practice, 3 Credits.
• Industry experience, 8 Credits.
• Teaching practice PRO 410,12 Credits.
• Teaching practice PRO 420, 12 Credits.
• Information and communication technology, 6 Credits.

Elective Modules, 20 Credits (choose one module)

• Finance, economics and accounting teaching, 20 Credits.
• African languages teaching, 20 Credits.
• Business studies and management teaching, 20 Credits.
• Information technology and computer science teaching, 20 Credits.
• English teaching, 20 Credits.
• Life orientation teaching, 20 Credits.
• Mathematics and Mathematical literacy teaching, 20 Credits.
• Physical sciences teaching, 20 Credits.
• Engineering graphics and design teaching, 20 Credits.

1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of Technical Vocational Education and Training (TVET).
2. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of a technical and vocational education and training educator.
3. Reflect on own practice to support professional development.
4. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
5. Demonstrate an understanding of students, vocational education and training, learning, curriculum and general instructional and assessment strategies.
6. Demonstrate an understanding of students, vocational education and training, learning, curriculum and general instructional and assessment strategies.
7. Demonstrate the ability to work in teams, organisations and groups.
8. Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for students
9. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
10. Develop an understanding of possible barriers to learning experienced by students.
11. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
12. Prepare students for learning and work in real-life workplace environments.
13. Demonstrate an understanding of teaching practices across a variety of technical and vocational education and training contexts, including classroom and workshop/laboratory practice; and in authentic workplaces and simulated environments.
14. Manage classrooms/workshops/laboratories/simulated work environments.
15. Demonstrate knowledge of the current application and relevance of specialised subject fields in associated workplaces.
16. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
17. Reflect critically on experiences during industry-based exposure depicting lessons learnt with regard to own subject specialisation and the subject's teaching.
18. Demonstrate an understanding of relevant policy, political and organisational context important for the growth of technical and vocational education and training in South Africa.
19. Demonstrate an understanding of the diverse challenges faced by technical and vocational education and training students.
20. Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.
21. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies).
22. Demonstrate the ability to hold a basic conversation in at least one official African language.
23. Demonstrate the ability to Integrate Information and communications technology (ICT) appropriately for own and student development.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss, debate, critically assess and reflect on the principles of the philosophy of Technical Vocational Education and Training (TVET).
• Engage critically with discourses, concepts and theories relevant to TVET in a post-school context.
• Apply sociological and psychological principles and practice in the TVET context.
• Critically interact with, and analyse various theoretical positions in respect of the history, politics and economics as it relates to TVET.

Associated Assessment Criteria for Exit Level Outcome 2

• Reflect a critical, committed and ethical attitude.
• Foster a sense of respect and responsibility towards others.
• Act in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Consider issues related to sustainable development, the environment and the green economy.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply appropriate research strategies to enhance teaching, learning and professional practice.

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.
• Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

Associated Assessment Criteria for Exit Level Outcome 5

• Engage with prevailing practices and methods of teaching.
• Select and apply a variety of teaching practices in diverse settings.
• Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

Associated Assessment Criteria for Exit Level Outcome 6

• Adjust teaching and learning practices to the context of technical and vocational education and training students.
• Interpret and enact curricular knowledge and practice in terms a broader understanding of relevant fields of knowledge.
• Plan lessons and other learning experiences, including preparing students for workplace learning, by selecting appropriate teaching and learning strategies.
• Design and apply appropriate assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 7

• Model working in teams to the benefit of all participants.
• Prepare students to engage with members of teams, organisations or groups.

Associated Assessment Criteria for Exit Level Outcome 8

• Apply concepts, methods, rules and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialisation.
• Use the characteristic language, terminology and concepts of own subject/s or learning fields appropriately.
• Plan lessons and other learning experiences, including preparing students for workplace learning, by selecting appropriate teaching and learning strategies.
• Adjust teaching and learning strategies to accommodate cultural, gender, ethnic, language and other differences among students in a range of contexts.
• Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

Associated Assessment Criteria for Exit Level Outcome 9

• Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
• Use a range of assessment strategies to accommodate differences in learning style, pace and context.
• Use assessment feedback to enhance teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 10

• Use inclusive education strategies and student support to overcome barriers to learning.
• Apply teaching strategies to match the profile of the students.
• Create and maintain learning environments which are safe and conducive to learning.

Associated Assessment Criteria for Exit Level Outcome 11

• Engage with the world of work as related to a field of learning in relation to how students learn in, for and through work.
• Incorporate relevant workplace knowledge and skills into teaching and learning.
• Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

Associated Assessment Criteria for Exit Level Outcome 12

• Equip students for entry into workplace learning and participation in the world of work.

Associated Assessment Criteria for Exit Level Outcome 13

• Apply teaching principles across a variety of contexts, including classrooms, workshops, laboratories and simulated environments.
• Develop appropriate lesson plans, methods and media to enhance learning.
• Design and conduct assessment.
• 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.

Associated Assessment Criteria for Exit Level Outcome 14

• Apply appropriate management and administration procedures in respect of classrooms, workshops, laboratories and simulated work environments.
• Use appropriate discipline and control of learning spaces.

Associated Assessment Criteria for Exit Level Outcome 15

• Show knowledge of current application of the subject fields' in workplaces.
• Identify organisational and cultural aspects as they relate to particular workplaces, including employer expectations of employees in the field.

Associated Assessment Criteria for Exit Level Outcome 16

• Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning.
• Incorporate such practices in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 17

• Report on lessons learnt and their applicability to teaching the subject.
• Apply work-based learning experiences in the preparation and teaching of lessons.

Associated Assessment Criteria for Exit Level Outcome 18

• Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and on education and training and the economy.

Associated Assessment Criteria for Exit Level Outcome 19

• Apply health and safety measures appropriate to classrooms, workshops, laboratories and simulated workplaces.
• Promote healthy life choices and lifestyles in respect of HIV/AIDS.
• Promote active citizenship and responsible participation in the broader society.

Associated Assessment Criteria for Exit Level Outcome 20

• Demonstrate the ability to work in teams, groups and organisations to the benefit of the TVET professions and professionals.

Associated Assessment Criteria for Exit Level Outcome 21

• Use the main language of instruction to explain, describe, discuss and relate key concepts in area of specialisation.
• Convey the content of own fields of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the students.
• Interpret written and graphic materials relating to own fields of specialisation.
• Apply numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and own learning.

Associated Assessment Criteria for Exit Level Outcome 22

• Use basic social conversation to engage with students in at least one African language.

Associated Assessment Criteria for Exit Level Outcome 23

• Use information and communications technology to further own learning and facilitate the learning of others.

Integrated Assessment

Assessment opportunities are considered an integral part of facilitating learning. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Integration is encouraged at three levels: within a constituent module, between modules, and across the qualification as a whole and portfolios and other final examination assignments, demonstrating proof of professional development by offering evidence and reflective insights of their learning. Reflections on learning assist in self-assessment of own learning - promoting deep learning and constructivism.