Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training

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1 Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training UFS/VVOB TVET CONFERENCE 25 th September 2013 Working from quality as a starting point... Quality delivery means avoiding the slippage between qualifications and competence. Quality delivery means enabling the system to offer the full range of qualifications. Quality delivery means drawing in appropriate expertise which may reside outside of education faculties. Quality delivery needs to ensure effective WIL. Quality delivery requires a responsible and common approach to RPL. Quality delivery will need strong university/ college/ industry partnerships to be in place. Quality delivery means avoiding taking the easy way out just repackaging/reworking what has been offered for school teacher education. 1

2 What does the policy do? Selects a set of qualifications from the HEQSF for use in TVET lecturer education, and to be offered by higher education institutions. Establishes minimum standards for these qualifications. Maps existing (and historical) qualifications onto the new qualification framework, and so provides access and articulation routes in and through the new framework. HEQSF Principles underlying the policy for TVET lecturer qualifications Nested approach to standards setting Minimum and maximum credits Recognition of Prior Learning through Credit accumulation and transfer (CAT) and Assessment of Prior Learning (APL) Purposeful qualifications [min and max credits, knowledge mix, phase/subject/ite/cpd/pg] Vertical, horizontal and diagonal progression pathways [Cognate qualifications] No early exit qualifications Work integrated learning (WIL) NQF [levels, level descriptors) HEQSF [qualification types and qualification descriptors] PPQTVET [designators, qualifiers, knowledge mix, competences Programmes] Subjects and disciplines Knowledge and practice standards? 2

3 SOME RPL MECHANISMS RPL on individual, student-by student basis according to the following guidelines: For students holding relevant prior qualifications, it is possible to provide recognition for credits earned in the prior qualification, provided that there is equivalence between the learning for which credits have been achieved in the prior qualification and the learning that will be credited in the new qualification, both in terms of the learning content and the NQF level at which it is pitched. It must also be noted that not more than 50% of the credits in a prior qualification can be recognised, provided that what is recognised does not exceed 50% of the credits in the new qualification (within the limitations described in the policy). This is known as credit accumulation and transfer (CAT). Prospective students who have completed the Vocational Education Orientation Programme (VEOP) can be given recognition for the credits making up the VEOP for similar learning in the new qualification. Prospective students who have undergone substantial learning in the teaching workplace or the industrial workplace as a result of meaningful workplace experience, can present themselves for assessment of prior learning (APL), against learning outcomes stipulated in the qualification for which they wish to register. Assessment of prior learning must take place in a manner aligned to how assessment for the module/learning for which recognition is being sought takes place, for example through submission of assignments, submission of a portfolio which could include evidence of recent practice or work-related learning, sitting an exam, demonstration of practice and so on. On the basis of assessed competence, students may be granted credit recognition for learning already in place. A student cannot be granted recognition for more than 50% of the credits in this way for the qualification for which they wish to register. (within the limitations described in the policy) Practical/ Work Integrated Learning (WIL) VITAL AND COMPULSORY COMPONENT OF LECTURER QUALIFICATION PROGRAMMES Learning the technical skills associated with the specialisation through structured experience and learning in the field (industry). Learning in and from practice involving the study of practice and learning to practice across different practices across contexts (classroom, simulators, workplace) (note: this is not conventional workplace practice is about teaching) Learning about the broad requirements of the workplace Lecturers of different specializations will require different combinations and quantities of these. 3

4 Purposeful qualifications which foreground knowledge and practice... Minimum standards defined in terms of a specified knowledge mix, specifically related to the purpose of the qualification. Integrated and applied knowledge is the umbrella organising concept Knowledge positioned actively as learning Disciplinary learning (teaching specialisation, foundations of education) Pedagogical learning (general and specific) Practical learning (learning in-and-from practice) Fundamental learning (language competence, ICTs, academic literacies) Situational learning (self, situations, contexts and environments) Basic competences for newly qualified TVET lecturers Knowledge Mix = Relative weightings afforded to the various types of learning in order to achieve the purpose of the qualification 4

5 What are the proposed qualifications for initial and post professional lecturer education and development in the Policy on Professional Qualifications for Lecturers in TVET The policy describes suitable qualifications to serve the needs of the range of lecturer cohorts already in colleges and for people who want to embark on a career as a TVET lecturer Initial academic Qualification(s) Professional (teaching) Qualifications Examples of existing qualifications Yes Yes Dip/Degree +PGCE/PGDE Possible new qualifications CPD and PG programmes Yes No Dip*/ Degree ITE capping programme No No N4 N6 certificate or school leaving certificate Full ITE Programme *Diploma must be recognized to be at Level 6 : N6 College Diploma is recognized. 5

6 Initial Professional Qualifications for TVET lecturers Qualification Designator Qualifier Diploma in Technical and Vocational Teaching (360c) Bachelor of Education in Technical and Vocational Teaching (480c) Advanced Diploma in Technical and Vocational Teaching (120c) Post-Professional CPD Qualifications for TVET lecturers Qualification Designator Qualifier Advanced Certificate in Technical and Vocational Education and Training (120c) Advanced Diploma in Technical and Vocational Education and Training (120c) Post Graduate Diploma in Technical and Vocational Education and Training (120c) Initial professional (red) and post professional (black) qualifications and PG qualification pathways (green) for TVET lecturers QUALIFICATION TYPES DEGREES DIPLOMAS CERTIFICATES 10 Doctoral Degree 9 Masters Degree 8 Honours Degree PG Dip (TVET) B Ed (TVT ) Adv Dip (TVET) Adv Dip (TVT) Dip. (TVT) Adv Cert (TVET) 6

7 Other post-graduate qualifications available for TVET lecturers Honours [Research/ academic focus] Masters or Professional Masters Doctorate or Professional Doctorate Purpose: Diploma in Technical and Vocational Teaching (Dip. TVT) as an example of one qualification NQF Exit Level : 6 Minimum total credits: 360 Minimum total credits at level 6: 120 Designator: Qualifier: is an initial (first recognised) academic and professional qualification for new or practicing lecturers. Must develop subject knowledge, educational knowledge, teaching ability and industrial workplace related skills. Not applicable Maximum one (Technical and Vocational Teaching) Certificate to be endorsed with: LOLT; LOCC, teaching subject specialization(s) Admission Requirements (1) NSC or NCV that meets min. req. for entry into diploma studies, with appropriate subject combinations OR appropriate L4 vocational certificate. WIL: weeks structured, supervised and assessed WIL Min. 9 weeks WIL in teaching contexts ( all lecturing specializations) Min. 9 weeks WIL in industry workplace settings (technical/vocational specializations) Min 2 weeks WIL in industry workplace settings (general specializations) 7

8 Knowledge Mix for the Diploma in Technical and Vocational Teaching L L6 Education Foundations (min General Pedagogical Learning Fundamental Learning L5 to a max of 75c) Situational Learning 50% Education Focus 180 credits 50% Teaching Specialisation Focus 180 credits L L6 Subject content Pedagogical Content Knowledge Practical Learning At least L6 RPL: a maximum of 90c (50% of the credits allocated to the education-focused credits) may be recognized for RPL. RPL: a maximum of 90c (50% of the credits allocated to the teaching specialization) may be recognized for RPL. Who should be involved in offering the qualifications? Different HEIs will offer in relation to their subject expertise. Universities of technology and comprehensives perhaps best placed to focus on specific technical specializations. Within universities Faculty/School of Education (education expertise) and other schools/faculties (subject expertise) will be required. FET Colleges and their staff also have an important role to play in the delivery of the qualification e.g. as teaching mentors, but perhaps also in actual delivery of some of the modules if they have the competence? So university / college partnerships also a strong possibility? Partnerships required with industry to enable workplace learning. The possibility of university partnerships? 8

9 A plan to support implementation of this policy Advocacy and Communication Clarify which universities will be involved, and in what ways. Audit of existing lecturer qualifications to determine qualification needs. Support universities to develop capacity and expertise in this area of teacher education. Support the development of university/college/workplace partnerships to enable WIL Identify funding sources to support lecturers to register for the qualifications Thank You 9

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