Advanced Diploma in Technical and Vocational Teaching

The Advanced Diploma in Technical and Vocational Teaching is a professional teaching/lecturing programme that ‘caps’ an undergraduate degree or an approved diploma. Therefore, graduates who complete this programme will be deemed ‘professionally qualified’ by the Department of Higher Education and Training (Technical & Vocational Education & Training – TVET – Colleges) and the Department of Basic Education (Further Education and Training – FET – Schools). 

Students who are employed as lecturers or teachers in the vocational sector and who are currently deemed ‘academically qualified and professionally unqualified’ can complete the programme within an extended timeframe (18 Month | 2 Year). This also includes those who are employed in business, commerce or industry and wish to become qualified TVET lecturers/vocational teachers. Students will be equipped with educational theory and methodology to supplement their experience and prior knowledge in the education context, so they may, upon graduation, be deemed ‘academically and professionally qualified’. 

Those students who have completed their subject disciplinary studies (e.g., Tourism, Engineering, Commerce, etc.) and wish to join the college or vocational school sector, can complete the programme within the minimum timeframe (1 Year). The programme offers entry-level initial professional preparation for undergraduate degree or diploma holders who wish to be ‘professionally qualified’ as college lecturers and vocational classroom teachers in one chosen subject discipline in the vocational sector. 

The AdvDip (TVT) offers a progressive theoretical foundation in vocational education and extensive Work Integrated Learning (WIL) experience that encompasses both the college and school contexts where teaching takes place in Teaching Practice (TP) engagements. It also offers a Workplace-based Learning (WBL) engagement, where students explore and are assessed in the world of work towards which they are/will be teaching. 

The programme also offers opportunities for students to apply for recognition of prior learning, generally in the WIL components of the programme (TP & WBL). Successful candidates in the vocational school sector may be registered with the South African Council for Educators (SACE).

FURTHER STUDY OPPORTUNITIES 

A completed Advanced Diploma in Technical and Vocational Teaching may be presented:

1. As vertical articulation, for entry into a Post-Graduate Diploma or a Bachelor of Education Honours degree in a cognate field;

2. As horizontal articulation, for entry into an Advanced Diploma in Technical and Vocational Education and Training; and

3. As downward articulation, for entry into an Advanced Certificate in Technical and Vocational Education and Training.

The Adv Dip (TVT) is not a stand-alone qualification. The preceding degree or diploma and the Adv Dip (TVT) together constitute professionally qualified status as a TVET lecturer.

What is Distance Learning?

THE ADMISSION CRITERIA FOR THE ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL TEACHING ARE:

• an appropriate Bachelor’s degree (NQF 6/7); OR

• an appropriate 360 credit National Diploma (NQF 6).

An appropriate diploma or degree is one that includes disciplinary learning in cognate, (i.e., similar, or related) and appropriate academic fields to enable lecturing a technical or vocational subject or field as taught in institutions offering TVET programmes. (NOTE: this definition includes TVET Colleges as well as Special, Commercial and Technical High Schools). 

The underpinning disciplinary knowledge, or a substantial part thereof, in the prior qualification must have been studied at the exit level of the entry qualification (NQF Level 6 / NQF Level 7). Where disciplinary subject knowledge is insufficient, additional learning units/modules/courses may be required before the student may register for this qualification. 

In addition, a prospective student’s conversational competence in an African Language as well as competence in computer proficiency will be assessed upfront on application, and if necessary, students will be required to complete additional modules to reach the required levels of competence. The credits related to these modules will not be included in the 120 credits for the programme. 

You may download the Additional Application Requirements document HERE for full details.

ADDITIONAL REQUIREMENTS

WORK-INTEGRATED LEARNING: TEACHING PRACTICE

Students are required to complete four weeks (20 days) of consecutive teaching practice in which they conduct observations. Observations are dictated by the subject discipline for which they are registered. These observation sessions must be conducted during the STADIO semester one academic period. 

Furthermore, students are required to complete four weeks (20 days) of consecutive teaching practice in which they conduct teaching practice lessons. Teaching practice lessons are dictated by the subject discipline for which they are registered. These teaching practice sessions must be conducted during the STADIO semester two academic period. 

Students will register for the WIL modules based on the intake month and duration of the programme for which they are registered.

WORK-INTEGRATED LEARNING: WORKPLACE-BASED LEARNING

Students are required to complete two weeks (10 days) of consecutive workplace engagements. These engagements are dictated by the subject discipline for which they are registered. These engagements must be conducted during the STADIO semester two academic period. 

Students will register for the WIL modules based on the intake month and duration of the programme for which they are registered.

RULES OF PROGRESSION

To complete the qualification the student must successfully complete all modules:

• Pedagogy and Curriculum in Vocational Education

• The Individual in Society – a vocational perspective

• Vocational Education – perspectives from History and Philosophy

• Vocational Pedagogy becomes a Signature Pedagogy

• Work-integrated learning (WIL): Teaching Practice (A)

• Work-integrated learning (WIL): Teaching Practice (B)

• Work-integrated learning (WIL): The Workplace and Context of Vocational Education

Students must register for Work-integrated learning - Teaching Practice: Part A before Work-integrated learning - Teaching Practice: Part B

• Computer Literacy Endorsement: Students graduating with an AdvDip (TVT) must be computer literate. If a student has successfully completed a module in End-User Computing at an accredited Higher Education provider, they may apply for a transfer of credits under the Credit Accumulation and Transfer (CAT) policy. Alternatively, if a student has acquired the required End User Computer skills through informal/non-formal learning, they may apply for the EUC exemption assessment under the Recognition of Prior Learning (RPL) policy.

• Language endorsement: Students graduating with a AdvDip (TVT) must have conversational language competence in an African language. If a student has successfully completed a module in an African Language at an accredited Higher Education provider, they may apply for a transfer of credits under the Credit Accumulation and Transfer (CAT) policy. Alternatively, if a student has acquired the required competency in an African Language through informal/non-formal learning, they may apply for an exemption assessment under the Recognition of Prior Learning (RPL) policy. The Language Conversational competency assessment is an oral diagnostic assessment designed to evaluate proficiency in an African Language.

1. Enact (i.e., integrate with their practice) a broad understanding of the foundations of education (philosophy, psychology, politics, economics, sociology, and history), as these foundations pertain to the TVET sector/vocational schools and the world of work in a 21st century (post-coronavirus) society,

2. Design teaching-learning situations according to the principles, theories, practices, and methods of an effective teaching practice, and be able to create a seamless transfer if, and when, required between classroom, laboratory, workshop and simulation venue and the workplace,

3. Apply the principles of a vocational teaching practice, within a methodological framework and set of principles to create authentic and appropriate learning opportunities for students within the scope of their subject discipline,

4. Demonstrate a clear understanding of who their students are. This includes understanding and responding to students’ diversity in terms of socio-economic background, age, gender, sexual orientation, culture, life, and work experience, learning styles and aspirations,

5. Know when and how to 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 students 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 students, and other stakeholders on student learning and use the outcomes of the student voice through programme evaluation to inform future programme delivery planning,

8. Link the full range of applicable workplace(s) to their subject discipline teaching to prepare their students for a vocation; and to contribute to a workforce with a wide range of relevant personal and social competences,

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 students 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, participate 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 UN’s Sustainable Development Goals (UN, 2020) into their teaching and learning,

15. Reflect critically, in theoretically informed ways, on professional practice, constantly renewing and establishing professional learning goals, and by planning and undertaking learning and development activities as a life-long learner, to ensure they stay abreast in constantly evolving circumstances.