Quality Assurance in Efl for TVET in Colleges of Excellence in Saudi Arabia: a strategic overview
ENGLISH IN TVET – A
Paul Woods, Consultant
WHAT IS THIS SESSION ALL ABOUT?
1. Vision, mission, values, goals and objectives of the
strategy for EFL.
2. A model of continuous improvement.
3. Capabilities and Positioning (SWOT).
4. The role and process of QA in the colleges.
5. Action planning and recommendations:
Student outcomes, TLA, Leadership &
Management, Facilities and resources.
6. Evaluation of the strategy.
CoE: “Connecting learners to world class
training, opening the door to a successful
The vision for EFL is that all students will reach
their maximum potential through a differentiated
learning programme which provides them with
both the interpersonal communications skills
needed to communicate effectively in the
workplace, and the cognitive academic language
abilities required for their chosen
vocational/technical areas of specialisation.
CoE : “We foster relationships between top
quality training providers, learners and
The mission for EFL is
to provide students with the English language
skills needed to access vocational education
through the medium of English, in order to
obtain high quality globally recognised
vocational qualifications and to communicate
effectively in English in the workplace.
GOAL FOR EFL
To provide high quality EFL provision which
enables vocational students to enter and succeed
on internationally recognised SSS vocational
programmes and to communicate effectively in
English in the workplace and wider society.
OBJECTIVES FOR EFL
1.Provide a framework for colleges to drive quality in
EFL delivery which will lead to a cycle of continuous
2.Achieve a level of English language competence
which enables students to access vocational
3.Promote excellence in student learning and
achievement by motivating students through
relevant and appropriate learning experiences
4.Support the development of a core curriculum
based on CEFR levels
5. Support the development of e-learning strategies
6. Monitor and support the development of a cadre of
committed and professionally qualified teachers
7. Monitor and support the development of an
assessment programme which fully meets
8. Monitor and support the development of a cadre of
9. Ensure that colleges provide optimal facilities and
resources needed to achieve all of the above
RECOMMENDATIONS – THE QA PROCESS
Establish a Quality Assurance Steering Group.
Agree an annual Self Assessment Review (SAR).
Revise and update the Internal Quality
Improvement Plan (QIP).
Focus on English.
Appoint an internal QA Lead for English.
Ensure staff are familiar with the EFL Quality
RECOMMENDATIONS – DOMAIN 1
Ensure students achieve good progress.
Use placement tests which discriminate adequately.
Document learning goals in an Individual Learning
Take account of students’ preferred learning styles
Give awards recognising achievement as well as
Schedule formal and informal formative
Use formative assessments to assess what students
Provide mock examination exposure in the trimester
prior to any summative assessment.
Make student induction programmes
Motivate students by using technology.
Make study skills/skills for employability a key
element of the FY programme.
Incorporate short periods of work experience.
Consider offering certificated short courses.
DOMAIN 2 – TEACHING, LEARNING AND
Agree a modular core curriculum for the Foundation
Year for students with low level literacy skills on
Develop schemes of work at college level.
Ensure that schemes of work cover both cognitive
academic language and the general English needed
for basic interpersonal communication and to pass
the exit exams.
Consider adopting e-learning components of
TEACHER PROFESSIONAL DEVELOPMENT
College-based TPD using the TVET website.
Support for certificated external training.
Short face-to-face training courses.
Coaching for managers.
Support for attendance at conferences.
Using the Cambridge Teachers’ website.
…. TEACHING LEARNING
Make access to the internet widely available.
Make adequate provision for students who are not
yet literate in English.
Develop an intensive pre-course module on literacy
Develop a system-wide tailor-made placement test
and diagnostic assessment.
Stream students by level.
Assess student progress regularly.
Provide further staff training in various aspects of
DOMAIN 3– LEADERSHIP AND
Use the Teacher Profile.
Appoint Heads of English with EFL as well as
College involvement in the teacher recruitment
Establish a clear progression and training for
The performance management process.
DOMAIN 4 FACILITIES AND RESOURCES
Invest adequately in the equipment and resources
needed for vocational subjects.
Use visual displays throughout the college.
…. EQUIPMENT AND MATERIALS
Develop an e-learning strategy.
Acquire a learning management system/platform.
Consider installing an interactive display system.
Develop a strategy for using portable handheld
Use a variety of teaching materials and resources.
Establish a Learning Resource Centre.
Promote the use of book boxes and class sets of
Promote and develop the TVET English website.
The overall vision needs to be adapted to the college. You can draw on this when developing your own vision and objectives
AR – annual review SAR - self-assessment review IAAR – internal audit assessment report SKPIR – Strategic key performance indicator review OYPB one year plan and budget
Strengths - 4.1.3 There is a lot of committed knoweldge amongst college leadership and management that needs to be activated. The capacity to make improvements exists – there is a strng desire to make a success of the project. 126.96.36.199 – There is understanding within the colleges of the need to integrate numeracy, IT and employability skills into FY programmes Opportunities: Colleges have the opportunity to contribute to majot attitudinal changes and mindsets in the way Saudi society as a whole views technical and vocational work opportunities Threats: 4.4.1 Failure to achieve significant improvements in pass rates on gateway exams such as KET and PET represents a significant threat to the economic model, which relies on throughput from FY to vocational training – hence the need to strengthen EFL
SSS is currently responsible for the independent external reviews in each college At present the external audit is carried out annually. – necessary in the set-up phase , although one could envisage less frequent reviews might be the norm in the future.
Steering Group to oversee all aspects of internal QA. Agree an annual Self Assessment Review (SAR) in preparation for external review by SSS. Revise and update the Internal Quality Improvement Plan (QIP) regularly. Focus on English whether this is included within the college’s overall QIP or there is a separate QIP for English, feeding into the overall QIP. QA Lead Ensure staff are familiar with the EFL Quality Framework including EFL Quality Standards and that these are used to inform the QIP for English.
Ensure students achieve good progress through effective placement testing, streaming, the use of ILPs , appropriate methodology and recognition of achievement. Use placement tests which discriminate adequately from A1 to B2 level, but especially at A1 level and below Document learning goals in an Individual Learning Plan (short and longer-term), regularly updated, and monitor progress via frequent student support sessions. Take account of students’ preferred learning styles and strengths. Give awards for achievement as well as for attendance.
Schedule formal and informal formative assessments regularly. Use formative assessments to assess what students have learned, (not what students need to know in order to pass the exit test). Provide mock examination exposure in the trimester prior to any summative assessment, so that students are familiar with the exam format, timings, conditions, etc., - in effect teaching ‘exam taking skills’. Make student induction programmes comprehensive, including giving students a good idea of course content and methods which will be used throughout the course.
Motivate students by using technology to enhance learning – including the use of e-learning. Make study skills/skills for employability a key element of the foundation year programme. Incorporate short periods of work experience within the foundation year programme. Consider offering certificated short courses as well as the gateway test in English for entry to vocational training and the exit test required in order to graduate.
Agree a modular core curriculum for the Foundation Year for students with low level literacy skills on entry Develop schemes of work at college level which incorporate a variety of resources and approaches, including an e-learning component. Ensure that schemes of work cover both the cognitive academic language (CALP) needed for vocational courses and the general English needed for basic interpersonal communication and to pass the exit exams (BICS). Consider adopting the e-learning components which supplement the printed course books and provide a wide range of supplementary materials for teachers’ use
Make access to the internet widely available (e.g. through flexible use of computer labs, encouraging the use of mobile apps for learning, class sets of tablets). Make adequate provision for students who are not yet literate in English. An intensive course in reading and writing in English prior to the start of the A1 level programme is preferable to a remedial course run in parallel with the main programme for absolute beginners. Develop an intensive pre-course module on literacy in English before students proceed to the ‘Beginners’ course module towards A1.
Develop a system-wide tailor-made placement test and diagnostic assessment Stream students by level, using placement test results. Assess student progress regularly through informal and formal tests covering the content of what has been taught. Repeating: where students are not performing at the expected level, they should be allowed to repeat all or part of the trimester. Provide further staff training in aspects of testing, including item writing, validation of internal tests, and standardisation of marking.
Use the Teacher Profile for recruitment (St Overview page 60 ff) Appoint Heads of English with EFL as well as TVET/FE experience. The teacher recruitment process should include an oral interview with a panel including a college representative. Establish a clear progression and training for national staff (TKT/ICELT, plus a qualification at IELTS 7.5 level) Teacher induction on supplier’s policies and standards, the Induction Manual, and an in-country F2F induction The performance management process should include defined goals and accountability and documented feedback which leads to continuous improvement.
Invest adequately in the equipment and resources needed for vocational subjects and incorporate these resources into English language practice. Use visual displays throughout the college to reinforce the links between education, English and employability. Invest adequately in the equipment and resources needed for vocational subjects and incorporate these resources into English language practice. Use visual displays throughout the college to reinforce the links between education, English and employability.
Develop an e-learning strategy and implementation plan. Acquire a learning management system/platform and set up a VLE to enhance learning. (See SO pp 50-59) Consider installing an interactive display system for use in classrooms used for EFL learning. Promote and develop the TVET English website by adding college-produced materials and materials for teaching ESP for vocational/technical subjects. Develop a strategy for the use of portable handheld devices and encourage use of such devices for learning. Use a variety of teaching materials and resources, not limiting teaching to following a single prescribed course book. Establish a Learning Resource Centre with age- and culturally-appropriate resources easily accessible to students. Promote the use of book boxes and class sets of simplified readers, as well as online digi-books.
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