Capacity in relation to Quality Assurance
CfBT can reasonably claim to be the world’s leading authority in the area of school inspection, evaluation and accountability. We have worked all over the world on projects relating to school improvement through external inspection and bring a well-established methodology based on a deep understanding of the evidence base in this field. We have been the delivery partner carrying out inspection work on behalf of the UK school quality agency, Ofsted, including inspections of Further Education colleges. More importantly, we are deeply proud of our role in improving the school accountability systems of many countries across the Middle East. Through a number of long running contracts, we have established, implemented and supported the ongoing development of school inspection services on behalf of:
The Ministry of Education – UAE
Knowledge and Human Development Authority – Dubai
Abu Dhabi Education Council
National Authority of Qualification and Quality Assurance for Education and Training – Bahrain
The Ministry of Education – Kuwait
The Supreme Education Council – Qatar
Strengthening English language ability within Technical & Vocational Education Training (TVET) is a key factor in preparing Saudi’s youth for their future careers as our increasingly globalised world uses the English language in research, business, trade and communication. Current levels of English Language achievement are preventing many students from progressing in their vocational studies and careers. To improve English language achievement throughout TVET institutions, the CoE is seeking to improve EFL provision by identifying current institutional and pedagogical needs and developing leadership and pedagogical skills.
Our approach was to deliver a robust and sustainable legacy to the project that supported the continuous improvement of EFL standards and built the EFL capacity of the Colleges of Excellence.
All the final QA resources were developed in collaboration with a sample of representative college staff. Feedback gained throughout the professional development programme, final surveys and the resources developed were informed by a sustainable impact on student achievement. Effective policy and practice design led to measurable and sustainable progress and included the following features:
- Policy and practice designed with successful outcomes in mind;
- Outcomes/targets that were ambitious but also achievable;
- Established monitoring and review processes;
- Involvement of stakeholders as partners in the process, and recognition of the benefits of, and responsibilities in, achieving the outcomes;
- A collaborative process towards achieving the desired outcomes
The key to the success of this project was the development of a whole organisation approach, where the needs analysis, training, teacher materials and QA instruments were able to positively influence:
- English language delivery in the context of vocational learning programmes;
- The aspirations, perceptions and experiences of the learners and how well the programmes meet their needs;
- The roles, capacity to deliver and qualifications of the English teachers; and their co-operation with vocational tutors;
- The management of the programmes and support to tutor teams to promote success;
Our team provided a comprehensive package of training support materials designed to raise standards in each of the CoE departments as well as stimulating the delivery of better English language teaching.
Dubai (September 2007 – January 2009)
CfBT were engaged by the Knowledge and Human Development Authority (KHDA) in Dubai to design an inspections service that will be responsible for defining and measuring education quality in all of Dubai’s public and private schools.
CfBT produced an Inspection Strategy setting out short and long term plans, and created a complete inspection methodology for schools that centres on a comprehensive set of quality indicators covering all the key aspects of school performance.
We undertook human resource development associated with designing job descriptions and recruitment and training of the new inspectorate, and produced a comprehensive process manual that drew a step-by-step plan on what inspectors must do.
The CfBT team in Dubai, with advice from CfBT Inspection Service in the UK, finalised the processes and procedures necessary for an inspection service of international quality that supports school improvement.
The new service, known as the Dubai Schools Inspection Bureau (DSIB), carried out its first inspections in September 2008.
CfBT advised on the technology solution and designed the stakeholder analysis and communications strategy, and published all core materials in both Arabic and English. We organised successful pilot inspections and helped launch the ‘live’ programme of inspections.