Advanced Diploma in Technical and Vocational Teaching

Purpose

The purpose of the Advanced Diploma in Technical and Vocational Teaching is a capping qualification that enables a graduate or diplomate who already possesses a general undergraduate bachelor's degree or diploma to become professionally qualified as a Technical and Vocational Education and Training college lecturer.

Rationale

In the Technical and Vocation Education and Training college sector, there is a shortage of professional lecturing staff in technical fields which are considered debilitating. This sector, therefore, has had, in its recruitment practices, more often than not, been forced to appoint lecturers from the ranks of their graduates because no other trained personnel are available. This state of affairs does not bode well for a sector that has to carry the burden of expectations, both in terms of the economic and social needs of the country.

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 lecturers at colleges and training centres, and in recognising that successful output (learner graduation) is directly related to successful input (teaching expertise). It, therefore, focuses on technical and vocational contexts in recognition that teaching and learning in the Technical and Vocational sector require specialised pedagogies cognisant of the diversity of the learner body, and in response to the needs of the world of work.

Further, it 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 to enhance their knowledge and insights into the most recent trends and technological advances and to incorporate these insights into their teaching practice. The qualification is a professional teaching qualification to prospective Technical and Vocational Education and Training college lecturers and trainers or as an in-service professional teaching qualification to lecturers and trainers who have at least an approved 360-Credit NQF Level 6 Diploma, a National Diploma or relevant Bachelor qualification.

Recognition of Prior Learning (RPL)

To access this qualification through RPL, learners need to demonstrate that they are competent in terms of prior relevant learning through experience and work skills. Learners that may be practising teachers or education and training development practitioners and have gained knowledge as a result of learning in the workplace and other settings may apply for this qualification using the RPL route. Learners are required to reflect on the prior learning and then do a self-assessment exercise before applying for the RPL.

Learners can use the outcomes for this qualification to establish the extent to which the prior learning meets the requirement/s. The prior learning must be appropriate to the academic context of the qualification, and must still be current, valid and applicable. Learners are then required to compile a portfolio comprising the self-assessment activity and details of relevant learning through experience. Upon submission of this portfolio for internal and external assessment, the learner will need to conduct an oral defence of the portfolio.

Also, and subject to institutional policies, other education and training-related qualifications may be considered for credits where those credits reflect cognate fields of learning. Therefore, a learner who, based on RPL, is granted exemption from doing some modules in this qualification, will complete the qualification with a total number of credits that is less than the normally required number of credits for this qualification. RPL creates such an exception, and the learner concerned will not be compelled to do more modules to make up for the difference in the total number of credits.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma, NQF Level 6.

Or

• Bachelor's Degree, NQF Level 7.

Or

• Previously recognised teaching qualification at NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualification Framework Levels 5 and Level 7 totalling, 136 Credits.

Compulsory Modules, NQF Level 5, 16 Credits

• IsiZulu as Language for Conversational Competence, 8 Credits.
• Information and Communication Technologies for ICT Competence, 8 Credits.

Compulsory Modules, NQF Level 7, 80 Credits

• Foundations of Education in Technical and Vocational Teaching, 32 Credits.
• Professional Development, 8 Credits.
• Learning to Teach, 8 Credits.
• Work Integrated Learning [WIL], 24 Credits.
• Workplace Learning, 8 Credits.

Elective Modules, NQF Level 7, 40 Credits. (Choose one module)

• Civil Engineering and Building Construction, 40 Credits.
• Education and Development, 40 Credits.
• Electrical Infrastructure Construction, 40 Credits.
• Engineering and Related Design, Credits.
• Finance, Economics and Accounting, 40 Credits.

1. Apply and evaluate integrated knowledge of the philosophy, psychology, politics, economics, sociology and history of Technical and Vocational Teaching.
2. Engage in critical dialogue on relevant policy, political and organisational context important for the growth of technical and vocational education and training in South Africa.
3. Identify and critically reflect on learners' vocational education and training learning, curriculum and general instructional and assessment strategies.
4. Analyse and critically evaluate concepts, methods, rules and practices of a TVET subject or field to create appropriate learning opportunities for learners.
5. Identify and address the diverse challenges faced by technical and vocational education and training learners.

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;
• Interact with and analyse various theoretical positions in respect to the history, politics and economics as it relates to TVET.

Associated Assessment Criteria for Exit Level Outcome 2

• Engage in critical dialogue on relevant political and organisational contexts of TVET policy;
• Engage critically with education and training and economic policies, procedures and systems impacting on institutions and classrooms, and education and training and the economy;
• Engage in scholarly dialogue to grow technical and vocational education and training in South Africa.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify learners' vocational education and training learning, curriculum and general instructional and assessment strategies;
• Evaluate vocational education and training learning, curriculum and general instructional and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 4

• 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 learners for workplace learning, by selecting appropriate teaching and learning strategies;
• 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 5

• Identify the diverse challenges faced by TVET learners;
• Address the difficulties and challenges faced by TVET learners;
• Interrogate solutions to diverse challenges and difficulties faced by TVET learners.

Integrated Assessment

Teaching staff will collaborate and analyse areas where they can integrate ideas, concepts and actions as it relates to assessment. Firstly, the team will critically reflect on the purpose statement for each module. Common aspects of the purpose statements are identifiable. After that, the analysis of all the learning outcomes and assessment criteria for each of the modules. Then the assessment criteria for each of these learning outcomes will be grouped together and instead of each lecturer setting an individual assessment for their learners, a common assessment is for all learners across the modules. The team must take into account that the assessment developed must be adequate to achieve the purpose of the different modules. Teaching staff will also develop one assessment tool that all the lecturers can use to assess this integrated assessment. Marking of the assessment can be shared and this integrated assessment is a tool to analyse learner performance as all learners will be doing the same assessment. Integrated assessment will make use of a variety of assessment instruments such as tests, assignments, and presentations.