Advanced Diploma in Technical and Vocational Teaching

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 that enables a learner who already possesses a general undergraduate Bachelor Degree or diploma to become professionally qualified as a TVET Lecturer. The qualification offers entry-level professional teaching preparation for learners to develop focused knowledge and skills as lecturers in a particular TVET field or subject. The qualification requires a specific depth and specialisation of knowledge developed in the prior qualification. Also, require practical skills and workplace experience to enable successful learners to apply their learning as newly qualified, beginner TVET lecturers.

Professionally qualified TVET lecturers will be able to

• Teach their subject, and select, sequence and pace subject content by subject and learner needs and the requirements of the curriculum.
• Manage their teaching environments effectively in order to enhance learning.
• Develop and administer the assessment in varied and reliable ways, and use the results of the assessment to improve their practice and learners' understanding.
• Equip themselves for incorporating work into teaching and for preparing their learners for the demands of the workplaces.
• Engage with the TVET context, including the policy environment and contextual realities of the sector, in order to adjust their practice appropriately.
• Deal with diverse socio-economic contexts, ages, cultural backgrounds, life and work experience, learning styles and aspirations, and special education needs of their learners, to ensure maximum learner success.
• Communicate effectively through advanced speaking, reading and writing skills in the language of learning and teaching.
• Integrate information and communication technologies for their own and learners' progress.
• Embody positive work ethic and values in a manner that Honours and advances the vocational teaching and training profession.
• Reflect critically in, and with, the professional community of practitioners, on their practice, in order to improve and adapt to changing environments.
• Achieve the outcomes; the qualification integrates the knowledge mix of disciplinary, pedagogical, practical, and situational learning through the offering of the following in the qualification.
• Teach Methodology and Practicum (mainly pedagogical and practical learning);
• Integrate teaching methodology and practicum so that learners will engage in learning from practice, learning in practice and learning from service, aiming at developing specialised PCK and teaching competence in the chosen subject.

Rationale

There is a severe shortage in the Technical and Vocational Education and Training (TVET) college sector of competent and knowledgeable lecturers as well as structured preparation of college leaders. Intervention measures need to ensure the right balance of both industry experience and pedagogical skills in lecturers and include strengthened professional preparation for college leaders.

The White Paper for Post-School Education and Training (DHET, 2013) makes the point that the universities have an essential role to play in training college lecturers. Also, to expand their numbers and to improve the quality of their teaching skills. The Technology-Education Unit in the Faculty of Education at the institution is well established within the training of technology teachers for the school sector, both Senior Phase and Further Education and Training (FET), and is keen to implement an Advance Diploma (Technical and Vocational Teaching).

In light of the above discussion, the rationale for the qualification

• Improves 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, to the needs of current and prospective learners and social transformation.
• Responds to the need to develop teaching competence in the TVET sector, particularly in the light of previous ad hoc development of lecturers at colleges and training centres, and in recognising that successful output (learner graduation) is directly related to successful input (teaching expertise).
• Focuses on technical and vocational contexts in recognition that teaching and learning in the TVET sector requires specialised pedagogies cognisant of the diversity of the learner body, and in response to the needs of the world of work.
• Aims to develop the capacity of current and prospective technical and vocational lecturers 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.
• Provides for career advancement in the sector as it articulates with a variety of cognate qualifications on the Higher Education Qualifications Sub-Framework (HEQSF) and the National Qualifications Framework (NQF).

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is an integral part of education and academic practice. The RPL acknowledges that all learning has value and the institution accepts the challenge to assess prior learning and award credit that is aligned to the qualifications to promote lifelong learning. The purpose of the RPL Policy is to recognise prior learning in order to provide for admission to qualifications and grant advanced placement.

A panel of selected institution staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and in situ teaching-learning situations and contexts; and;
• Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• Diploma in Teaching (where disciplinary subject knowledge is insufficient, additional learning courses may be required).

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

Compulsory Modules,120 Credits

• Education and Teaching Studies, 40 Credits.
• Teaching Methodology and Practicum, 80 Credits.

1. Apply sociological and psychological principles and practice in the TVET context.
2. Reflect on own practise supporting professional development.
3. Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and education and training and the economy.
4. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
5. Demonstrate an understanding of concepts, methods, rules and practices of a TVET subject or field in order to create appropriate learning opportunities for learners.
6. Reflect critically on experiences during industry-based exposure depicting lessons learned with regards to own subject specialisation and the subject's teaching.

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 organisational 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;
• Utilise 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 specialisation;
• Use the characteristic language, terminology and concepts of own subject/s 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;
• Utilise 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

There are summative assessment opportunities per semester module and year module. One of these summative assessment opportunities, preferably towards the end of a module. In order to ensure achievement of integrated assessment outcomes, utilisation of assessment such as a written examination, a portfolio or substantial assignment is necessary. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning, and helps to make decisions on the readiness of the learner to do a summative assessment. Types of assessment tasks would be tests, assignments, reflective essays, micro-lessons, lesson evaluations, development of mind maps, group assignments.