Yearbooks

Programme: PGDip Technical and Vocational Education and Training

Code Faculty Department
09227052 Faculty of Education Department: Humanities Education
Credits Duration NQF level
Minimum duration of study: 1 year Total credits: 130 NQF level:  08

Admission requirements

  1. Relevant bachelor’s degree or relevant advanced diploma (in TVET, NQF level 7) or relevant advanced diploma in teaching/Postgraduate Certificate in Education or relevant four-year bachelor’s degree in teaching (eg BEd, BAEd, BSecEd; BSc Ed) or relevant three-year professional teaching qualification with appropriate prior learning or National Diploma with appropriate prior learning
  2. Computer literacy proficiency as determined by a proficiency test may be required.

Additional requirements

  • Applicants must be employed as academic staff in the TVET sector.
  • Applicants must be able to demonstrate sufficient computer literacy that will be assessed, or must have a recognised Information Technology qualification which meets this need.
  • Applicants must have access to Internet Communications infrastructure.

Other programme-specific information

  • The programme takes the form of integrated work-based professional learning (addressing the multidimensional practice of education in a TVET context). The focus is on authentic workplace assessment.
  • In contact mode the programme extends over one year and is presented in block sessions of which two will be presented in the first semester and two in the second semester, followed by evening classes every fortnight.
  • In distance and hybrid off-campus modes the programme extends over one or two years and is presented with two optional contact sessions year, followed by ICT driven guided study.

Pass with distinction

The certificate is awarded with distinction to a student who has obtained an average of at least 75%, with a minimum of 65 % in each module.

Minimum credits: 130

Core modules

  • Module content:

    Theories, principles and foundations of curriculum design and development processes. Overview of international and national models and trends in curriculum/programme development. Project-based approach to managing curriculum design, development and evaluation processes in a real-world context. 

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  • Module content:

    The aim of this module is to provide theoretical and practical approaches to financial and human resources management within the TVET sector. Aspects of budgets, strategic management and governance, asset management, recruitment and selection of staff, performance management and continuous professional development are core themes explored in this module. 

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  • Module content:

    This module will enhance higher education managers’ understanding and capacity to promote mental wellbeing of staff and students. A focus on systemic support strategies encompassing the context of high need to empower managers to advance preventative psychological health and to acquire specialised knowledge regarding how to strengthen staff and students’ emotional-social wellbeing and resilience is key. The module will provide managers in higher education with an integrated wellbeing and emotional-social intelligence framework to promote their insight into an advancing learning and development as lifelong processes.
     

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  • Module content:

    Monitoring and evaluation of instruction in higher education. Managers in higher education will develop strategies to enhance the quality of teaching and learning by exploring best practices in learning facilitation, and the provision of professional development initiatives and interventions to improve instructional practices.

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  • Module content:

    Introduction to education management theories, processes and models related to education management as functions to ensure effective task execution in the TVET sector. Students will acquire competence in the deployment of effective leadership and management strategies to enhance the quality of teaching and learning and to create a productive internal educational environment in their institutions.

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  • Module content:

    This module explores e-learning and e-assessment in the context of the fourth industrial revolution, as well developing and supporting digital competencies in the TVET context. Educators will explore how higher education institutional policy can be transformed to accommodate technology in education and to make effective use of digital media and blended learning environments. 

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  • Module content:

    Professional development of TVET managers and professional leadership in the TVET context from a holistic viewpoint. It integrates theoretical and practical aspects and considers both national and international perspectives. It encompasses project-based learning that requires implementation of the programme components and their integration within a context of school and workplace as well as a professional and substantiated reflection. Thus, participants will develop a professional portfolio as a valid and reliable scientific proof of learning, which should integrate all modules.

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  • Module content:

    The module provides knowledge on quality assurance, assessment and accreditation requirements within the context of the national education and training system. The focus is the legislative base, policies and structures of national and international accreditation and quality assurance bodies. Models and perspectives on quality assurance of institutions are explored. Processes relevant to quality management and the monitoring and evaluation of programmes within the TVET sector and broader Higher Education arena are central to the course. The design and development of quality assessment instruments will be covered. TVET managers will be equipped with principles and strategies for the assessment of C21st skills relevant to training students entering the current, globalised economy.

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The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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