ASER Questions/Statements:

IV.D.1. Attach a copy of the written policies and procedures for curricular review. Describe the curriculum review and revision process including: (a) the schedule for reviewing specific programs; (b) positions with primary responsibility for the review and revision process, and (c) positions providing management oversight of the process.

Answer:

All training packages design and amendment are subject to the system organizing schools training packages committees which was formed by the council of ministers in the decree No. (13) dated 10/2/1407H.

According to the system, all training packages should be scientifically revised. The revision should be made by specialist in the same field of the training package through a contract between the reviser and Directorate General for Curricula Design & Development see Exhibit IV D 1.2 and see Exhibit IV D 1.3. After scientifically revising the training package, it should be returned to the designer to amend it.

According to the fourth paragraph of the contract the designer must not be fully reimbursed until he delivers final version of training package after amendments see Exhibit IV D 1.4, see Exhibit IV D 1.5 and Exhibit IV D 1.6. Designed material should be technically and linguistically revised see Exhibit IV D 1.7, Exhibit IV D 1.8, and Exhibit IV D 1.9. Designed materials are annually revised by concerned departments, and they will submit their remarks directly to Directorate General for Curricula Design & Development. Consequently, all training packages and plans are subject to revision every 2 years see Exhibit IV D 1.10. A general plan for preparing and printing training package s is made by Directorate General for Curricula Design & Development. see Exhibit IV D 1.11.

Exhibit IV D 1.1: Training packages Authors and Inspection Committees Rewards Procedure.

Exhibit IV D 1.2: Training Package Scientific Revision Contract.

Exhibit IV D 1.3: Sample of Training Package Scientific Revision.

Exhibit IV D 1.4: Training package Design Contract.

Exhibit IV D 1.5: Training Package Amendment Contract.

Exhibit IV D 1.6: Sample of Training Package Scientific Revision.

Exhibit IV D 1.7: Training packages Authors and Inspection Committees Rewards Procedure – Copy.

Exhibit IV D 1.8: Technical and linguistic Revision Request Letter.

Exhibit IV D 1.9: The stage of receiving & evaluation of the training package.

Exhibit IV D 1.10: Training packages Authors and Inspection Committees Rewards Procedure.

Exhibit IV D 1.11: Time Line for Designing and Amending Training Packages for the year 1431h.

IV.D.2. As part of curriculum review and revision, describe the process by which performance objectives are regularly evaluated and updated in response to changing industry standards and/or certification/licensing requirements.

Answer:

Training plans are updated by adding required skills to the related courses, skills are distributed through training packages or if need arises new ones will be designed.

Also, NOSS is revised every 2 years, in case there is a change in the skills included in the NOSS. Please see the Exhibits called “Training Programs Evaluation Mechanism” and “How to build NOSS) and NOSS Design Guide”.

Detailed objectives are updated according to the new skills, then subjects that serve these detailed objectives are chosen. On the other hand, Directorate General for Curricula Design & Development, as we mentioned in response to question "B – 1 at STANDARD IV – CURRICULA" receive suggestions regarding the development of current technical majors through suggestion portal on our website or through sent questionnaires by the end of the training year or suggestions from training units and trainers. Later on, the suggestions are presented in front of a specialty committee. If the suggestions are valid, they are approved and then forwarded to a committee to add the suggestion to the current training plan. In some cases, the whole training system is redeveloped. An example is the development of the old training system to the trimester system two years ago.

Exhibit IV D 2.1: Training Programs Evaluation Mechanism.

Exhibit IV D 2.2: How to build NOSS.

Exhibit IV D 2.3: NOSS Design Guide.

Exhibit IV D 2.4: Decree of Semester System Conversion.

Exhibit IV D 2.5: How to build plans.

Exhibit IV D 2.6: Guide for developing and Building training programs.

IV.D.3. Describe how any external regulations, guidelines, and/or licensing requirements govern changes in the content of the institution's programs and/or courses. Attach a copy of these regulations, guidelines, and/or licensing requirements.

Answer:

HCT works under the umbrella of TVTC which has a long being responsible for Technical and Vocational in KSA. Technical and Vocational Training within the Kingdom started long ago.

At that time, three agencies carried out training without any systematic connection. The Ministry of Education operated technical secondary schools focused on industrial, agricultural, and administrative training. The Ministry of Labor and Social Affairs performed vocational training. The Ministry of Municipal and Rural Affairs ran assistant institutes for

construction. With the increased attention and demand throughout the Kingdom for greater human resources and participation in technical and vocational areas, it seemed beneficial to consolidate all technical and vocational training areas under one umbrella. Therefore, the Royal decree No. (30/M) on 23/6/1980 stated the establishment of the General Organization for Technical Education and Vocational Training (hereinafter referred to as the “Organization”)where it includes all technical institutes and vocational training centers under this single Organization.

The Organization began to operate while continuously developing and revising the training programs offered according to the country's needs for human resources development for the private sector. An urgent demand for qualified human resources that are capable of carrying out our ambitious national developmental plans had arisen. Therefore, executive order No. (7/H/5267) on 23/12/1982 supporting the order of the Supreme Committee for Education Policies No. (209/K/M) on 19/8/1982 indicated that there should be significant attention for technical education within the colleges of technology to open other paths of higher education in fields increasingly needed by the country. The order also included an assurance of expanded responsibility for the Organization. This accomplished the following:

Preventing divergence within the technical and vocational training system; which includes three layers of training levels: Industrial Vocational Training (second and third levels) and technical training (fourth level). These levels reflect the Organization's varied. The levels of the training system are related through ties that connect specializations across levels. Such ties greatly assist the utilization and streamlining of available resources.

Expanding the relationship between colleges of technology and the labor market which will lead to closing the gap between training programs and the continually evolving demands of the private sector.

Unifying the curriculum, the qualification, the training requirements, and standardizing a base of occupational skill standards as prepared by subject-matter experts in the labor market.

With the establishment of colleges of technology, the Organization joined technical and vocational training into one gradual system better suited to prepare human resources occupationally and technically at different levels. The results met the private sectors' demands of qualified technical and vocational manpower at different levels. Later, the respected Ministerial Cabinet order No. (3108/M/B) on 13/4/2005 provided for the annexation of all girls' vocational training to TVTC.

The extension of the Patronage and great diligence of the wise leadership for technical and vocational training sectors was translated with approval of the Ministerial Cabinet Order No (268) on 27/8/2007 to restructure the Organization. The order included the renaming of GOTEVOT to Technical Education and Vocational Training Corporation (hereinafter referred to as the “TVTC”). According to Article III, one of TVTC's purposes is to develop national human resources by addressing labor market demands for competent individuals through training. It can, but is not limited to, accomplish the following:

· Preparing, reviewing, and developing general training strategies and policies according to the national developmental plans.

· Qualifying and developing technical and vocational trainers. Developing and administering training programs.

· Licensing and supervising private training sector operations with quality technical standards.

· Creating strategic partnerships with private and public training institutions to run and operate different training units.

· Providing technical and administrative consultations in the training area for private and public sectors.

· Establishing technical and vocational training incubators.

· Conducting studies and leading research in training fields.

· Preparing and developing training aids and technologies.

· Conducting and attending conferences and seminars, whether domestically or internationally, after completing appropriate procedures.

· Joining domestic and international associations, organizations, bodies, and institutions after completing needed systematic procedures.

· Providing qualified feedback on decisions, rules, and regulations related to training and recommending whatever is necessary to appropriately develop or deliver it to specialized organizations according to followed due-process.

(Kindly see this website https://admin.tvtc.gov.sa/Arabic/AboutUs/Pages/default.aspx ) &(see the Exhibit shows the TVTC Establishment and development and see the Exhibit shows the TVTC Annual Achievements Report.

TVTC is subject to training Saudi Arabian education policy(see the attachment name’s Saudi Arabia Education Policy.

Exhibit IV D 3.1: TVTC Establishment and development.

Exhibit IV D 3.2: Annual Achievements Report. (Arabic version)

Exhibit IV D 3.3: Missing Saudi E Policy. (Arabic version)

IV.D.5. Provide evidence that the institution has examined current methodologies, theories, and materials as part of its curricular review process. Describe any changes made to the institution’s curricula as a result of this review.

Answer

At the level of training plans and training packages, at the end of each training year questionnaires are sent to training providers and urged to fill them up and return them back to Directorate General for Curricula Design & Development.

Also, Questionnaires are distributed after the construction of NOSS to practitioners in the labor market to have confidence that the standard contains all the skills in the occupation.

Observations and proposals from training units are received through the website or proposals directly from training unit and trainers. These notes and remarks are displayed in front of the Specialty Committee.

If the suggestions are valid, they are approved and then forwarded to a committee to adopt the suggestion to the current training plan.

Exhibit IV D 5.1: How to build plans.

IV.D.6. Describe how the curriculum review process considers feedback solicited from faculty, students, graduates, employers, and advisory boards, as applicable. Describe how and by whom this feedback is utilized, with specific reference to curriculum revision, curriculum design, content level, and curricular objectives. Attach documentation to evidence that solicitation and review of feedback occur on a regular basis, in accordance with the institution's written policy.

Answer

Concerning HCT, trainers in each department provide a proposal to their supervisor to modify the curriculum that they teach. Then the Head of department sends the results of this study to the Vice Dean for Training. After that, the recommendations and proposals for modifying and developing the curricula are sent to the GDTD.

TVTC is entirely and solely responsible for this process but not its branches; in terms of vocational criterion, TVTC distributes questionnaires are after the construction of NOSS to practitioners in the labor market to make sure that the standard contains all the skills in the occupation. At the level of training plans and training packages, TVTC sends questionnaires to providers such as Technical colleges and urges them to fill them up and return them to GDTD.

Exhibit IV D 6.1: Copy of administrative decision to improve the college.

IV.D.7. Attach a representative sample of the analyses produced during the most recent scheduled review of the curricula, and, if applicable, list examples of revisions made in any areas where the possibility for improvement was identified.

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