Postgraduate Diploma in Technical and Vocational Education and Training

Purpose

This Postgraduate Diploma in Technical and Vocational Education and Training (PgDip in TVET) will provide a postgraduate qualification tailored to the vocational and post-school teaching environment. The qualification is targeted at educators currently employed in Technical and Vocational Education and Training (TVET) colleges and the post-school sector. TVET and FET College lecturers have, to date, not had access to contextualised specialist teaching qualifications within a vocational field. This qualification will employ a rigorous methodology of reflective practice in the field of technical/vocational and post-school education thereby building the local knowledge base in this field.

Upon qualifying the learner will be able to

• Practice as 'expert' teachers in their fields (particularly in Language and Mathematics).
• Take up specialist leadership positions in the TVET sector (e.g. in curriculum development).
• Undertake reflective practice that contributes to the knowledge base on TVET teaching and learning.

Rationale

The Department of Higher Education and Training (DHET) gazetted a suite of teaching qualifications for the professionalisation of TVET educators in June 2013, a move which is in line with developing countries across the world. Countries with strong vocational education systems on the other hand, for example Australia and Germany, have offered specific qualifications for vocational teachers for decades. To date no specific qualifications exist in South Africa for this group of educators, which the new policy intends to address. Only a few South African universities presently offer reconstituted school teaching qualifications to TVET college lecturers. The established literature refers to a 'vocational pedagogy' as appropriate for TVET settings. This Postgraduate Diploma in Education: Technical Vocational Education and Training (PG Dip TVET) for TVET lecturers and other educators in the post-school environment, will assist with developing SA's future TVET teaching/training capacity as outlined in the Minister of DHET's White Paper on Post-School Education and Training (2013).

Recognition of Prior Learning (RPL)

Access to the qualification can also be provided in terms of the University's RPL policy and its admission criteria stipulated by Senate. In the RPL process learner have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in the area as an adjunct to their existing professional competencies. Credits towards the qualification can also be awarded through RPL.

Entry Requirements

The minimum entry requirement for the qualification is

• Bachelor of Education (BEd), Level 7 (480 Credits).

Or

• Three-year general Bachelors' Degree, capped by a Teaching qualification at NQF Level 7.

Or

• Advanced Diploma in Education in a cognate specialisation.

This qualification comprises four compulsory modules and four optional Modules at NQF Levels 8, totalling 120 Credits.

Compulsory Modules

The learner must complete all the modules below.

• TVET, The Economy and Society, 15 Credits.
• Theorists and Theories in TVET and Post Schooling, 15 Credits.
• Teaching and Learning Post-School Context, 15 Credits.
• Traditions of Reflective Practice in TVET settings, 15 Credits.

Optional Modules

The learner must complete four of the modules below

• Assessment and Recognition of Prior Learning in Post - School Settings, 15 Credits.
• Mathematics Education in TVET, 15 Credits.
• Language Education in TVET, 15 Credits.
• Students Support and Counselling in TVET Contexts, 15 Credits.
• Curriculum Development in TVET Contexts, 15 Credits.

1. Demonstrate an understanding of the theoretical underpinnings of vocational learning and the constructions of knowledge espoused by theories and theorists in the field.
2. Analyse and evaluate conceptions of vocational education and training within modern and modernising economies.
3. Provide leadership for some of the implementation challenges of vocational policy in vocational and continuing education contexts e g. in curriculum and in student support.
4. Undertake reflective practice in vocational settings and contribute to the growing knowledge base in the field of vocational and post school education and training.

Associated Assessment Criteria for Exit Level Outcome 1

• An understanding of concepts and theoretical perspectives in the field of TVET and broader post- schooling is demonstrated.
• Theories within academic texts are identified.
• TVET theoretical approaches are compared and contrasted with other approaches to disciplinary knowledge acquisition.

Associated Assessment Criteria for Exit Level Outcome 2

• Learner-centred pedagogies and andragogies in post -school setting are critically engaged with.
• Reflective learning principles in own learning and teaching are applied.
• Classroom activities using problem based learning and experiential learning methodologies are planned.
• Mentoring and support strategies in simulated and workplace based settings are initiated.

Associated Assessment Criteria for Exit Level Outcome 3

• Theoretically informed discussions on or analyses of contemporary issues in TVET, economy and society are provided.
• Theoretical positions underpinning arguments in relation to TVET, working and learning are critiqued.
• Scholarship on issues relevant to TVET and the economy is engaged with critically.

Associated Assessment Criteria for Exit Level Outcome 4

• The foundation of reflective practice is understood.
• Comparative studies of TVET literature are undertaken.
• Reflective practice in TVET settings is showcased.
• A range of methodologies for the teacher as research is discussed and understood.

Integrated Assessment

The University adopted a Continuous Assessment System. Assessment consists of a number of assessment events throughout the year and a variety of assessment instruments are used (for example, tests, essays, practical reports, project reports and oral presentations).

Assessment takes place according to strict assessment criteria as outlined in the prescribed module descriptor. Lecturers set assignments, class tests and the final assessment papers in terms of module outcomes. Adequate level of relevant text comprehension to be demonstrated, adequate range of relevant sources to have been accessed and relevant problems to have been grasped, and appropriate theoretical and practical and clinical assignments and case studies as well as solutions to problems to have been presented.

All assessment papers undergraduate up to Masters Level (coursework) are moderated both internally and externally to ensure that quality is maintained and that learning outcomes are appropriately tested.