School of Education
Advanced Diploma in Technical and Vocational Teaching
Qualification / Course Information
1 Year (full-time) | 2 Years (part-time)
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).
The AdvDip (TVT) is offered both part-time and full-time. The part-time programme is designed for those students who are employed as lecturers or teachers in the vocational sector and who are currently deemed ‘academically qualified and professionally unqualified’. It 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’.
The full-time programme is designed for 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. 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 Adv Dip (TVT) offers not only a progressive theoretical foundation in vocational education, but also an 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 appraised 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).
It is important to note that students will be required to enter the two workspaces indicated below for a total of 10 weeks over the duration of their studies. Upon application, students must ensure that there is a TVET College, or vocational school, as well as an employer workplace linked to their subject discipline within their geographic area where they are required to conduct teaching practice and workplace-based engagements as required by the relevant modules. Transport costs related to and from these venues are to the account of the student. Students are required to attend the school/college from Monday to Friday for the full duration of the day and attend assigned extra curricular activities for the duration of the teaching practice and workplace-based engagements.
Part-time students who are employed must also ensure prior to application that their employers will allow them to be absent from work to attend these engagements. It is the responsibility of the student to arrange for leave from an employer for the required number of weeks for teaching practice in a TVET College, or vocational school and workplace-based learning engagements. Students that are employed in a school or college must submit a letter of employment to the teaching practice department.
COLLEGE- AND SCHOOL-BASED TEACHING PRACTICE
Teaching practice is compulsory in the Adv Dip (TVT).
Teaching practice is an integral part of teacher education that provides students with the opportunity to experience the excitement of a classroom environment and contributes to their professional development as a teacher/lecturer. All students will be required to present lessons/lectures in the full spectrum of venues required by their subject discipline: classrooms, workshops, laboratories, studios, simulation venues, etc.
Various teaching practice assessment methods are used during this time to evaluate the student, including reports from the TVET College/vocational school, the School of Education (SOE) teaching practice assessor, the school/college mentors, and the student’s eventual Portfolio of Evidence. The SOE monitors and verifies the placement of all students at TVET Colleges or vocational schools.
A student can only commence with teaching practice once the placement has been verified by the Teaching Practice Department of the SOE.
WORK-INTEGRATED LEARNING: TEACHING PRACTICE
During the first year, part-time students must complete four weeks (non-consecutive) observations at one or more TVET Colleges/vocational schools. During the second year, students must complete the required four-week consecutive teaching practice engagement in a school/college. In total, eight weeks teaching practice is required.
During the first semester, full-time students must complete four weeks (non-consecutive) observations at one or more TVET Colleges/vocational schools. During the second semester, students must complete the required four-week consecutive teaching practice engagement in a school/college. In total, eight weeks teaching practice is required.
WORK-INTEGRATED LEARNING: WORKPLACE-BASED LEARNING
All students will be required to engage with workplaces that generally employ students who graduate from the subject discipline they teach or lecture. It is the responsibility of the student to arrange for leave from an employer for the required number of weeks for these workplace-based engagements. Assessments will be conducted by STADIO staff in collaboration with TVET College or vocational school expertise and experts from relevant business, commerce, or industry, if required (mentors).
Part-time students will enter the industry/business/commercial employer-space linked to their subject during the second year of study, for a period of two weeks. In total, two weeks workplace-based learning is required.
Full-time students will enter the industry/business/commercial venture linked to their subject during the second semester, for a period of two weeks. In total, two weeks workplace-based learning is required.
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.
STUDENT SUPPORT SERVICES FOR DISTANCE LEARNING
Out of sight does not equal out of mind at STADIO!
C4SS - CENTRE FOR STUDENT SUCCESS
The Centre for Student Success supports students with academic, psychological and financial wellness.
SAS - STUDENT ADMINISTRATION & SUPPORT
Student Administration & Support is the first port of call for all student queries and requests, they can channel your requests to the right individuals.
THE BUDDY PROGRAMME
The Buddy programme exists to help students to adjust to the demands of the programme and studying at STADIO.
THE ADMISSION CRITERIA FOR THE ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL TEACHING ARE:
an appropriate 360-credit, NQF Level 6, Diploma (including a college or NATED diploma); OR
an appropriate 360-credit NQF Level 7, Bachelor’s degree.
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.
Students will be assessed on Language Conversational Competence (LoCC) in an African language and basic Information and Communications Technology (ICT) competence.
The STADIO verification process is administered by the Registrar’s Office and is supported by the different academic departments. The assessment is based on scrutinizing prior study (Senior Certificate subject or appropriate language or ICT module studied as part of a post-schooling qualification or short course).
Alternately, diagnostic testing is undertaken online or at one of STADIO’s campuses.
A student who does not have proven language conversational competency in an African language, must register for one of the Language Conversational modules on offer by the institution.
A student will also be required to register for the module End-User Computing EUC152 if she/he does not have proven computer competency.
The credits related to these modules will not be included in the 120 credits for the programme.
Delivering a vocational curriculum and navigating assessment protocols
Designing a signature pedagogy in a vocational context
History of vocational education in South Africa
Philosophical conversations in a vocational context
Psychology of education in a vocational context
Reflections on the vocational context
Sociology of the South African vocational context
Teaching in a vocational field – defining a vocational pedagogy
Understanding general pedagogic principles and theories
WIL - Teaching practice – Part 1
WIL - Teaching practice – Part 2
WIL - Workplace-based learning
End-User Computing is an elective module compulsory for students who do not have proven computer literacy based on prior study or diagnostic testing. Students who have the relevant computer literacy competence will be exempt from this module. Proof of the required competence (through prior learning) in the form of relevant supporting documents will have to be submitted with application transcripts by the student. Please note that students who do have the relevant competence and who would like to update their skills are also welcomed to register for this module.
- Language Conversational isiXhosa OR Language Conversational isiZulu OR Language Conversational Sepedi OR Language Conversational Setswana
A Language Conversational module is compulsory for students who do not have the relevant competence in an African Language at conversational level. Students who have the relevant competence in an African Language at conversational level will be exempt from taking any one of the above modules at conversational level. Proof of the required competence (through prior learning) in the form of relevant supporting documents will have to be submitted by the student with application transcripts.
NB: Please note the module credits for End-User Computing and the Language Conversational module do not contribute to the total module credits of the programme.
Below are some key career opportunities that you may consider once you have completed this qualification:
• Specialist Subject Lecturer in Technical and Vocational Education and Training Colleges
• Specialist Subject Teacher in Special, Commercial and Technical High Schools