Advanced Diploma in Technical and Vocational Teaching

The Advanced Diploma in Technical and Vocational Teaching is offered as a professional teaching qualification for lecturing at institutions that offer Technical and Vocational Education Training (TVET) qualifications, and it serves as 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 TVET lecturer. The qualification also offers entry-level professional preparation for graduates who wish to develop focused knowledge and skills as lecturers in a particular TVET field or subject. For this purpose, the qualification requires a specific depth and specialisation of knowledge, assumed to have been developed in the prior qualification, together with practical skills and workplace experience, to enable successful learners to apply their learning as newly qualified beginner TVET lecturers.

The qualification provides an opportunity for learners to integrate theory and practice.

Furthermore, learners will be exposed to real work or workplaces through structured learning in workplace or industry settings (e.g. factories, worksites, offices, etc.) to achieve currency of knowledge and skills in their fields of specialisation; to develop their skills and knowledge of industry practice in their subject field to be better lecturers; to improve the relevance of what they are teaching and its links to actual industry practice, technology and systems; and to prepare their learners for the demands of the workplaces within which they find themselves.

Moreover, prospective lecturers will be able to research and reflect on their own teaching.

All the courses and modules will provide a broad base on which the learners base their teaching practices.

The qualification will focus 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.

Furthermore, the qualification will assist current and prospective TVET lecturers in building relationships with local, national, and international businesses and industries to enhance their knowledge and insights into the most recent trends and technological advances and to incorporate these insights into their teaching practice.

Upon completion of the qualification, qualifying learners will be able to

• Demonstrate the ability to lead appropriate, career-focused and professional qualification that addresses rural development and urban renewal tapping on Technical and Vocational Education.
• Demonstrate the ability to teach and apply their learning in rural and urban settings in response to local, regional, and national development priorities, and taking cognisance of continental and international imperatives.
• Apply specialised knowledge, practical skills, and workplace experience.
• Apply educational theory and methodology that will demonstrate competencies and responsibilities as academically and professionally qualified TVET lecturers in diverse environments.

Rationale

The South African government plans to massively expand the technical and vocational education and training college sector to cater for larger numbers of youth that are seeking quality post-school education and training opportunities has led to the conceptualisation of this qualification, the gazetting of the Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (PPQLTVET) (DHET, 2013) which puts in place a set of suitable higher education qualifications that can be used for the professional and post-professional development of TVET lecturers.

This is also informed by the fact that few universities offer qualification qualifications for TVET college lecturers, and where these exist, they are usually teacher education qualifications that have been modified somewhat for TVET college lecturers.

This qualification is a direct response that addresses the vision expressed in three national policy statements, namely, The White Paper for Post-School Education and Training, the National Development Plan and the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training.

The qualification has been designed and developed as per the requirement of the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training (PPQLTVET) Guidelines.

The qualification was developed to address the demand and supply of appropriately professionally qualified lecturing staff in the TVET sector, who will be competent to produce the kind of graduates needed by the industry and the economy.

The qualification will develop learners' theoretical vocational pedagogies together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as lecturers in varying TVET contexts.

Education and training for productive employment are crucial for economic and social development. Technical and Vocational Education and Training is viewed as a pathway for productivity enhancement and poverty reduction in the world. It is often argued that there is a close correlation between economic growth on the one hand and the technical and vocational education and training system on the other, owing to its key function of providing the necessary workforce for the labour market.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 128 Credits.

Compulsory Modules, NQF Level 7, totalling Credits

• Teaching, Learning and Assessment in Post-School contexts, 8 Credits.
• Curriculum Development in TVET contexts, 8 Credits.
• Management and innovation in TVET education, 8 Credits.
• Psychology of education in a TVET context, 8 Credits.
• Curriculum Studies and Assessment practices in TVET specialisation, 8 Credits.
• TVET in the Economy and Society, 8 Credits.
• Theorists and Theories in TVET and Post-Schooling, 8 Credits.
• Curriculum Studies: Teaching, Learning and Researching in TVET, 20 Credits.
• Practical learning - College Based Experience, 24 Credits.
• Practical learning - Industry Based Experience, 20 Credits.

Elective Module, NQF Level 7, totalling 20 Credits (select one)

Curriculum Studies and Assessment practices in TVET specialisation

• Curriculum and Instruction: Civil Engineering and Building Construction, 20 Credits.
• Curriculum and Instruction: Drawing office practice, 20 Credits.
• Curriculum and Instruction: Electrical infrastructure construction, 20 Credits.
• Curriculum and Instruction: Engineering and related design, 20 Credits.
• Curriculum and Instruction: Finance, Economics and Accounting, 20 Credits.
• Curriculum and Instruction: Hospitality, 20 Credits.
• Curriculum and Instruction: Information Technology and Computer Science, 20 Credits.
• Curriculum and Instruction: Management, 20 Credits.
• Curriculum and Instruction: Marketing, 20 Credits.
• Curriculum and Instruction: Mechatronics, 20 Credits.
• Curriculum and Instruction: Office Administration
• Curriculum and Instruction: Primary Agriculture, 20 Credits.
• Curriculum and Instruction: Tourism, 20 Credits.
• Curriculum and Instruction: Life Orientation, 20 Credits.
• Curriculum and Instruction: Mathematics and Mathematical Literacy, 20 Credits.
• Curriculum and Instruction: Physical Sciences, 20 Credits.

Exit Level Outcomes

1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of 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. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
4. Apply appropriate assessment methods for the TVET subject or field to ensure progress in learning.
5. Apply the technical and workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
6. Reflect critically on experiences during industry-based exposure depicting lessons learnt with regards to own subject specialisation and the subject's teaching.

Associated Assessment Criteria

Associated Assessment Criteria for Exit Level Outcomes 1.

• Discuss, debate, critically assess and reflect on the principles of the philosophy of TVET.
• Critically engage 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 with respect to history, politics, and economics as they relate to TVET.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Reflect a critical, committed, and ethical attitude between self and others in the life of a technical and vocational education and training educator.
• Foster a sense of respect and responsibility towards others.
• Engage and illustrate the ability to enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Illustrate an ability to consider issues related to sustainable development, the environment, and the green economy.

Associated Assessment Criteria for Exit Level Outcomes 3.

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

Associated Assessment Criteria for Exit Level Outcomes 4.

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

Associated Assessment Criteria for Exit Level Outcomes 5.

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

Associated Assessment Criteria for Exit Level Outcomes 6.

• Reflect and report on lessons learnt and their applicability to teaching the subject.
• Apply work-based learning experiences in the preparation and teaching of lessons.
• Analyse and compare the curriculum with prevailing practices in the workplace to understand the implications for teaching and learning.

Teaching, learning, and assessment are integrated, and assessment is done on a continuous basis. 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.

Assessment tasks consist of individual work or cooperative work where research in the form of tasks and assignments as well as reporting is done individually or is divided between learners, or group work where groups complete a task, assignments or presentations. All assessment tasks include the application of theory and basic skills learnt in all modules or courses.

Some of the assessment tasks are an integration of two or more NQF Level 7 modules. Integrated assessment is used extensively across the qualification, including in Work Integrated Learning (WIL).

Formative Assessment

Self and formative assessment takes place in various ways in the face-to-face context, including through classroom activities:

• Written work
• Research-based, practical-based or observation-based assignment tasks
• Group projects
• Portfolios
• Essays
• Oral presentations
• Practical demonstrations
• Tests

Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include Assignments and or examinations, providing evidence of the ability to apply knowledge to practice. Observations in context to observe the ability to communicate with comprehension. A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during WIL. Demonstration of the ability of the learners to apply theory into practice.

Summative Assessment

Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules or courses of the qualification.

Quality assessment is central to credible certification and recognition of learner achievement. Walter Sisulu University (WSU) ensures credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability, and practicability and are aligned to the outcomes of the modules and the exit level outcomes of the qualification.

Moderation

Quality assurance procedures within the Faculties of Education include internal and external course moderation or examination. All summative assessments for courses or modules will be internally moderated to review the assessment process and recommend changes as and when required.

All summative assessments for exit level will also be externally examined to provide feedback regarding the quality of the assessment and improvements will be made where necessary. This will ensure that assessment methods are fit for the purpose and allow for reliable and valid outcomes. The internal moderators and external examiners have the responsibility to quality assure the summative assessment instruments and marking rubrics/memoranda and processes.

Work Integrated Learning (WIL) is an integral part of the Advanced Diploma in Technical and Vocational Teaching (Adv Dip TVT) qualification as an initial professional teachers' qualification.

To ensure that the prospective college lecturer gradually develops actual teaching skills, WIL in the Adv Dip TVT qualification will take place in an authentic context in which practical competence will be modelled by the lecturer; subject or mentor and demonstrated by the candidate; for example, a classroom in a college or a simulated classroom such as a micro-teaching laboratory at a university. Some kinds of practical competence will be modelled and demonstrated in situ. Others, such as questioning skills the ability to organize group discussions, and so on, will be better practised in a simulated situation during micro-teaching sessions. Reflection on practice is also essential, and this will happen through feedback during oral discussions with lecturers, mentors, or peers.