Advanced Diploma in Technical and Vocational Teaching

Purpose

The Advanced Diploma in Technical and Vocational Teaching is a professional teaching qualification for lecturing at institutions that offer technical and/or vocational education and training qualifications as well as to teachers teaching at vocational schools. It is a 'capping' qualification for graduates and/or diplomates already in possession of a general undergraduate Bachelor's Degree or Diploma, to become professionally qualified as a technical and vocational education and training lecturer or trainer. Typical learners will include those lecturers already teaching in technical and vocational education and training settings, but who do not have teaching expertise. The qualification requires specific theoretical knowledge, together with practical skills and workplace experience, to enable successful learners to enter the teaching profession and apply their learning as beginner teachers in TVET Colleges/vocational schools in varying contexts. Learners will be required to demonstrate informed classroom leadership, organisational skills, initiative, and responsibility in an academic and professional teaching environment.

The qualification will ensure that graduates meet the minimum set of competencies that are required of current and newly qualified lecturers (as gazetted in DHET, 2013) and for current and aspirant Special, Commercial and Technical High School teachers (as per DHET (2013) and the Joint Communiqu� by DHET and DBE, May 2020). The purpose of the is to contribute to both the professionalising and expansion of the current lecturer corps of the Technical Vocational Education and Training (TVET) sector and the vocational school sector in South Africa.

On completion of the qualification, graduates will be able to

• Integrate with the practice a broad understanding of the foundations of education (philosophy, psychology, politics, economics, sociology, and history), in relation to the TVET sector / vocational schools and the world of work in the 21st century (post-coronavirus) society.
• Design teaching-learning situations according to the principles, theories, practices, and methods of effective teaching practice, and create a seamless transfer between classroom, laboratory, workshop and simulation venue and the workplace.
• Apply the principles of vocational teaching practice, within a methodological framework and set of principles to create authentic and appropriate learning opportunities for learners within the scope of their subject discipline.
• Demonstrate a clear understanding of who their learners are and respond to learners' diversity in terms of socio-economic background, age, gender, sexual orientation, culture, life and work experience, learning styles and aspirations.
• Collaborate with professional (in-house and external) service providers to address challenges relating to special education needs/barriers to learning challenges learners may present in an inclusive teaching environment.
• Plan and conduct assessments that are fair and transparent and allow for a wide range of assessment methods, which include diagnostic, formative, and summative assessment strategies, which produce evidence that is demonstrably valid, reliable, flexible, and authentic and are conducted within a safe and accessible learning environment.
• Design assessment practices to provide feedback to learners, and other stakeholders on learner learning and use the outcomes of the learner's voice through qualification evaluation to inform future qualification delivery planning.

The establishment of memoranda of agreement (MOAs) with a wide range of stakeholders, i.e., TVET Colleges, vocational schools, chambers of business, commerce, and industry, as well as local, provincial, and national government departments (DHET and DBE) will ensure that this qualification with the needs of these sectors.

Rationale

Historically, the TVET sector in South Africa has been and still is beset by many challenges. To understand the genesis of these challenges, Buthelezi (2018) argues that in the period between 1998 and 2007, when it became clear that the existing segregated system of education had no place in post-Apartheid South Africa, policy reforms were set in place to start meaningful reforms. These reforms, however, also brought about unintended (negative) outcomes. Add to these challenges, the negative feedback generally being experienced around throughput rates, the high percentage of professionally un- and under-qualified TVET College lecturers delayed certification processes and the (generally) negative public view of the sector, outdated equipment, criticism regarding the relevance of curricula from the private sector, the unemployment (and unemployability) levels of graduates and the serious socio-economic challenges of many learners who attend TVET Colleges and it becomes clear that the sector faces real challenges.

This qualification aims to respond to the national need for tertiary institutions to provide qualified lecturers to the vocational sector. Offering this qualification via a Distance Learning (DL) mode provides an option for learners who may not be able to attend contact learning institutions for a range of reasons including finances and geographical location. Distance Learning is often the only choice for those who are already employed and who do not currently have a suitable formal qualification. The qualification addresses a critical need in South Africa to prepare lecturers and teachers to be equipped to deal with the challenges facing vocational education, who are knowledgeable, competent to teach in a diverse range of vocational contexts and who will empower and enrich the lives of the learners/learners they teach. The quality of teaching and learning drives an effective education system and real change in the sector needs to be driven through the classrooms.

The qualification will contribute to the TVET College and vocational school sectors in South Africa. The sectors need more lecturers/teachers who are knowledgeable, accountable, and motivated to teach their subject disciplines, who are empowered to apply theory to practice, who understand the workplace towards which they teach and who are equipped to critically reflect on the suitability and appropriateness of specific approaches, strategies, and techniques within diverse learning contexts. This qualification was conceptualised in response to the Department of Higher Education and Training (DHET), (2013). Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training, Government Gazette, Vol. 576. The qualification responds to the Joint Communiqu� by DHET and DBE (May 2020) which makes it possible for current and candidate teachers engaged in Special, Commercial and Technical High Schools to become professionally qualified if they hold the requisite undergraduate qualification. Professional approval for this qualification was granted by the Department of Higher Education and Training.

The challenges that currently exist in the TVET sector / vocational schooling, regarding the high numbers of professionally un- or under-qualified lecturers, as well as the dictates of the National Development Plan 2030 (2013) may suggest that graduates will be employed in the sector, either at public or private vocational institutions. On completion of this qualification, the qualifying learners would be able to be employed as lecturers and teachers in TVET Colleges and/or vocational schools. The qualification will expose learners to developing the skills of a vocational pedagogue, operating in the challenging environment of teaching towards the world of work. They will be exposed to the principles of vocational teaching practice, driving a sound methodological framework to create authentic and appropriate learning opportunities for learners within their subject discipline.

Learners will be exposed to and need to embrace the critical role of technology in support of their practice, as they prepare their learners for the digital world and artificial intelligence (AI) context in which they live and work. Learners will further be exposed to an appropriate set of professional ethics and values that befits the vocational profession and explore the extended professional community of TVET lecturers/vocational teachers, in a collaborative world with other professional networks to enhance the development of their discipline, the profession and their own professional identity.

The qualification offered through distance education will significantly contribute to widening access to higher education in South Africa. Prospective learners with geographic restrictions will be able to read towards the qualification online in a carefully constructed and supported environment. This qualification will empower the nation, as the TVET sector and vocational schools are critical components of the government's National Development Plan 2030 (2013:320), which indicates that 'colleges are the backbone of technical vocational education and training'. Contributing to the development of the country's skills base will be essential, especially in a post-Coronavirus world. the qualification will prepare lecturers for the 21st-century lecturing environment. The qualification offers a flexible-hybrid, technology-driven delivery model that will generate TVET lecturers/vocational teachers equipped to prepare their learners for the world of work they (and their learners) will encounter at the conclusion of their studies.

The qualification will benefit teachers currently employed in the TVET sector/vocational schools who are professionally un- or under-qualified, may now become professionally qualified upon completion of this diploma, part-time, over two years of study and those currently not employed but have a requisite disciplinary knowledge base in the two sectors who wish to become TVET College lecturers/vocational teachers. This qualification will provide access to both the 'traditional' and the 'non-traditional' learner because of the flexibility inherent in the mode of offering.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• an appropriate 360 credit Diploma, NQF Level 6 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context.

or

• an appropriate Bachelor's degree, NQF Level 7 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context.

or

• Recognised teaching qualification, NQF Level 6 with teaching specialisation relevant to the Technical and Vocational Education and Training (TVET) context.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 120 Credits.

Computer Practice for Teachers is an elective module compulsory for learners who do not have proven computer literacy based on prior study or diagnostic testing.

A Language Conversational module is compulsory for learners who do not have the relevant competence in an African / Sign Language at the conversational level.

The module credits for Computer Practice for Teachers and the Language Conversational module do not contribute to the total module credits of the qualification.

Compulsory Modules, Level 7,120 Credits

• Delivering a vocational curriculum and navigating assessment protocols, 14 Credits.
• Designing a signature pedagogy in a vocational context, 8 Credits.
• History of vocational education in South Africa, 8 Credits.
• Philosophical conversations in a vocational context, 8 Credits.
• Psychology of education in a vocational context, 8 Credits.
• Reflections on the vocational context, 8 Credits.
• Sociology of the South African vocational context, 12 Credits.
• Teaching in a vocational field - defining a vocational pedagogy, 8 Credits.
• Understanding general pedagogic principles and theories, 14 Credits.
• Work Integrated Learning (WIL) - Teaching practice - Part 1, 12 Credits.
• WIL -Teaching practice - Part II, 12 Credits.
• WIL -Workplace-based learning, 8 Credits.

Elective Modules, Level 7,12 Credits.

• Computer Practice for Teachers,12 Credits.
• Language Conversational isiXhosa,12 Credits.

OR

• Language Conversational isiZulu, 12 Credits.

OR

• Language Conversational Sepedi, 12 Credits.

OR

• Language Conversational Setswana, 12 Credits.

OR

• Language Conversational Sign Language, 12 Credits.

1. Enact or integrate with their practice a broad understanding of the foundations of education (philosophy, psychology, politics, economics, sociology, and history), as these foundations relate to the TVET sector/vocational schools and the world of work in the 21st century (post-coronavirus) society.
2. Design teaching-learning situations according to the principles, theories, practices, and methods of effective teaching practice, and be able to create a seamless transfer if, and when needed, between classroom, laboratory, workshop and simulation venue and the workplace.
3. Apply the principles of vocational teaching practice, within a methodological framework and set of principles to create authentic and appropriate learning opportunities for learners within the scope of their subject discipline.
4. Demonstrate a clear understanding of learners and respond to learners' diversity in terms of socio-economic background, age, gender, sexual orientation, culture, life, work experience, learning styles and aspirations.
5. Reach out and work in partnership with professional (in-house and external) service providers to address challenges relating to special education needs/barriers to learning challenges learners may present in an inclusive teaching environment.
6. Plan and conduct assessments that are fair and transparent and allow for a wide range of assessment methods, which include diagnostic, formative, and summative assessment strategies, which produce evidence that is demonstrably valid, reliable, flexible, and authentic and are conducted within a safe and accessible learning environment.
7. Design assessment practices to provide feedback to learners, and other stakeholders on learner learning and use the outcomes of the learner's voice through qualification evaluation to inform future qualification delivery planning.
8. Link the full range of applicable workplace(s) to their subject discipline teaching to prepare their learners for a vocation, and to contribute to a workforce with a wide range of relevant personal and social competencies.
9. Communicate clearly, both orally and in writing, in the language of learning and teaching (LoLT), in the context of their subject discipline and in the broad context of the professions they serve.
10. Demonstrate conversational competence in a second additional African language (LoCC).
11. Integrate computer technology (ICT) into teaching and learning and in assessments, so that their learners are prepared for the technology-driven work environment.
12. Adapt their practice to suit the context and realities in which they work, especially with regards to the policy environment and the political, socio-economic, and organisational realities in South Africa.
13. Display an appropriate set of professional ethics and values by conducting themselves in a manner that befits the profession, take part in the extended professional community of TVET lecturers/vocational teachers, and contribute to learning communities and other professional networks and associations to enhance the development of the profession and their own professional identity.
14. Integrate, where appropriate, the United Nation's (UN) Sustainable Development Goals (SDG's) into their teaching and learning.
15. Reflect critically, in theoretically informed ways, on professional practice, constantly renewing and setting up professional learning goals, and by planning and undertaking learning and development activities as a life-long learner, to ensure they remain relevant in constantly evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 1

• Select, adapt and integrate material from the foundational modules to enhance the content design of subject discipline learning events and the learning experiences of their learners/learners.
• Plan lessons that embrace the capabilities required to flourish in the world of vocations in the 21st Century.
• Plan and implement an Inclusive Education (IE) approach in their lecturing/teaching spaces, creating a safe learning environment for the rich diversity of learners/learners in their classes.
• Manage a learning environment that reflects a progressive philosophy of education that allows learner/learner voice, collaborative teaching practices, values education, and technology enrichment to flourish.

Associated Assessment Criteria for Exit Level Outcome 2

• Select, adapt, and design coherent learning experiences and lessons appropriate for the learners/learners, context, and Specialisation, considering the national, regional and TVET College/vocational school curriculum policies, learner contexts, and learner differences.
• Plan lessons and other learning experiences within teaching qualifications, selecting appropriate teaching and learning strategies.
• Justify selection and design of learning qualifications in ways that show knowledge and understanding of a range of theories about teaching, learning, education development and curriculum.
• Evaluate and improve learning qualifications, lessons, and materials based on experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.
• Build and maintain vocational learning environments, which are safe as well as conducive to learning.
• Manage learning environments democratically and in ways that foster creative and critical thinking.
• Perform administrative duties required for the effective management of the learning environment; and
• Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration.

Associated Assessment Criteria for Exit Level Outcome 3

• Design coherent learning qualifications that reflect the principles inherent in vocational pedagogy.
• Engage in collaborative practice and carry out research to identify current developments in the field of their subject discipline.
• Select and implement methodologies that are varied, appropriate and fit for purpose for the different content spaces of their subject discipline.
• Design learning events based on technology and the latest software to support their subject discipline.

Associated Assessment Criteria for Exit Level Outcome 4

• Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
• Design coherent learning qualifications appropriate to the learners' needs and contexts.
• Prepare learning activities by selecting suitable teaching and learning strategies most appropriate to learner needs, abilities, and interests.
• Resolve conflict situations within classrooms ethically and sensitively.
• Assist learners to manage themselves, their time, physical space, and resources.
• Discipline learners in ways that are firm, growth-promoting, and fair.
• Evaluate and select learning resource material for the use which accommodates diversity in the planning, adjustment and use of teaching and learning strategies.
• Evaluate and improve learning qualifications, learning activities and materials for own future teaching, based on experience.

Associated Assessment Criteria for Exit Level Outcome 5

• Plan and implement an Inclusive Education (IE) approach in their lecturing/teaching spaces, creating a safe learning environment for the rich diversity of learners/learners in their classes.
• Engage in partnerships with professional service providers to guide teaching and learning for learners with barriers and social challenges.
• Take appropriate action to assist or refer learners in the solution of personal or social problems.
• Assume the role of a pastoral carer.
• Foster interactive communication with parents through non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.

Associated Assessment Criteria for Exit Level Outcome 6

• Select, adapt and/or design assessment tasks and strategies suitable to their subject discipline and a range of learning contexts.
• Design and administer assessment tasks using clear language and instructions.
• Gather from a variety of sources and report on adequate confirming evidence of learner competence.
• Select and apply a range of assessment strategies to accommodate variances in learning style, pace, and context.
• Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language; and barriers to learning and development.

Associated Assessment Criteria for Exit Level Outcome 7

• Assess and record in the institutional systems, systematically, the progress of individual learners.
• Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
• Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 8

• Research and explore the latest developments in the vocations to which their subject discipline lead and incorporate these data into their subject discipline vocational teaching.
• Design learning experiences that unpack for their learners the formal and informal requirements of the vocations to which their subject discipline leads.
• Include and promote the personal and social competencies that will lead to success in a Fourth Industrial Revolution (4IR) world.
• Research and develop the values that drive the vocational context of their subject discipline.
• Create collaborative spaces to engage with colleagues who function in the vocations to which their subject discipline may lead and develop the social compact between vocational classroom and workplace.

Associated Assessment Criteria for Exit Level Outcome 9

• Use the characteristic language, terminology, and concepts of the chosen field of specialisation appropriately and with confidence.
• Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in TVET College/vocational school affairs using verbal and written communication across different platforms.

Associated Assessment Criteria for Exit Level Outcome 10

• Use appropriate vocabulary to communicate in basic spoken language in a range of situations for different purposes of everyday life and the lecture room/classroom.
• Use effective, basic grammar and vocabulary to write basic texts for a range of topics.

Associated Assessment Criteria for Exit Level Outcome 11

• Use a selection of technological resources appropriate to the purpose of the learning context.
• Integrate different technological resources to achieve optimal learning.
• Present assessments that promote the use of technology by their learners.

Associated Assessment Criteria for Exit Level Outcome 12

• Promote in their practice the values and principles of the Constitution.
• Critically evaluate education policies, procedures and systems which impact the institutions and classrooms, as well as the national education and training landscape.
• Evaluate relationships between the school, local employer community and national contexts.
• Analyse national and local work contexts and incorporate these learnings in their practice as vocational lecturer/teacher.
• Reflect upon the political and socio-economic challenges of South Africa and their local region and ensure that their practice is relevant to these contexts.

Associated Assessment Criteria for Exit Level Outcome 13

• Perform in ways that enhance the status of professional vocational educators and ensure an accountable culture of teaching and learning.
• Promote the practice of democratic values, attitudes and dispositions in the TVET College/vocational school, as well as in society at large.
• Evaluate their own professional development and progress critically and effectively.
• Actively promote and act in the best interests of learners, parents, communities, colleagues, and the profession.

Associated Assessment Criteria for Exit Level Outcome 14

• Design and implement learning engagements that reflect concern for the world and all that live in it.
• Foreground the work of the United Nations in promoting sustainable practices.
• Integrate into the subject discipline applicable elements of the SDG's.

Associated Assessment Criteria for Exit Level Outcome 15

• Reflect on various modes of practice in the classroom and implement improvements based on their reflection.
• Critically reflect on pre-educational issues, like who their learners/learners are, what the world of work looks like and what the future looks like.
• Continuously update knowledge and keep abreast with changes and developments in the Senior and Further Education and Training Teaching Phase.