Quality Assurance in Efl for TVET in Colleges of Excellence in Saudi Arabia: a strategic overview

ENGLISH IN TVET – A STRATEGIC OVERVIEW

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.

VISION

CoE: “Connecting learners to world class training, opening the door to a successful future”

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.

MISSION

CoE : “We foster relationships between top quality training providers, learners and local employers”

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 improvement

2.Achieve a level of English language competence which enables students to access vocational education effectively

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

……..OBJECTIVES

5. Support the development of e-learning strategies 6. Monitor and support the development of a cadre of committed and professionally qualified teachers7. Monitor and support the development of an assessment programme which fully meets requirements8. Monitor and support the development of a cadre of managers9. Ensure that colleges provide optimal facilities and resources needed to achieve all of the above

A MODEL FOR CONTINUOUS IMPROVEMENT

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

Framework.

RECOMMENDATIONS – DOMAIN 1 STUDENT OUTCOMES

Ensure students achieve good progress. Use placement tests which discriminate adequately.Document learning goals in an Individual Learning

Plan. Take account of students’ preferred learning styles

and strengths.Give awards recognising achievement as well as

attendance.

….STUDENT OUTCOMES

Schedule formal and informal formative assessments regularly.

Use formative assessments to assess what students have learned.

Provide mock examination exposure in the trimester prior to any summative assessment.

Make student induction programmes comprehensive.

….STUDENT OUTCOMES

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 ASSESSMENT

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. 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 published courses.

TEACHER PROFESSIONAL DEVELOPMENT

College-based TPD using the TVET website. Individual self-study. 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 & ASSESSMENT

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

in English.

ASSESSMENT

Develop a system-wide tailor-made placement test and diagnostic assessment.

Stream students by level. Assess student progress regularly. Repeating. Provide further staff training in various aspects of

testing.

DOMAIN 3– LEADERSHIP AND MANAGEMENT

Use the Teacher Profile. Appoint Heads of English with EFL as well as

TVET/FE experience.College involvement in the teacher recruitment

process. Establish a clear progression and training for

national staff. Teacher induction. 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

devices. Use a variety of teaching materials and resources.Establish a Learning Resource Centre. Promote the use of book boxes and class sets of

simplified readers. Promote and develop the TVET English website.

THE RESULT – CONTINUOUS IMPROVEMENT