Senior Evaluation and Quality Specialist- Science Specialization

Company Overview

Since the establishment of the union of the United Arab Emirates in 1971, education has received the utmost attention of the founding leader, Sheikh Zayed bin Sultan Al Nahyan, may Allah have mercy on him, and his founding brothers. They believed that education was the cornerstone of building an enabled community that could keep pace with the advancements. Over the past decades, the wise leadership of the country was keen on building an educational system that matched its counterparts in the advanced nations. It harnessed for this purpose all the required capabilities, to achieve the country's agenda and national vision in this regard. Sincere efforts have also been made to develop education and adopt the best systems that achieve high-quality education outputs, to achieve the future visions and aspirations of wise leadership.

Since investing in human capital is the main objective, the UAE has been keen on establishing the Ministry of Education and creating the appropriate environment to build pioneering Emirati schools, in terms of standards, form, and content they provide. It also made sure that such schools provided a high-quality educational environment and owned the most technically advanced tools to be able to graduate generations that could pursue their university education confidently in higher education institutions to fulfil the requirements of labor market.

The MOE has also provided a smart learning system and high-quality digital platforms, side by side with the continuous development of school curriculums, according to national learning standards, assessment policy that is based on assessing for learning, and highest quality standards that match the best international practices. Various learning tracks, moreover, have been provided to support the capabilities and skills of students and achieve the country's strategy of encouraging the culture of creativity and innovation through providing the students with the skills of the 21st century and motivating them to have new ideas that relate to the reality they live in and foresee the future. This will eventually help in finding radical, sustainable solutions to the major issues, improving competitiveness, and supporting smart government in its attempts to keep pace with global advancements, advance education, and push it to broad horizons of excellence, leadership, and competitiveness.

Section Definition:

The General Education Performance Quality Evaluation Section is responsible for implementing annual evaluation plans, forming specialized evaluation teams, and analyzing results to identify strengths and improvement areas. It prepares and publishes performance reports in coordination with relevant stakeholders and supports institutions in developing evidence-based improvement plans and measuring their impact. The Section also enhances evaluation methodologies and processes based on feedback and self-evaluation, while ensuring full compliance with institutional policies, quality standards, and data governance.

Main Job Duties & Responsibilities: 

• Contribute to the development of national evaluation frameworks in collaboration and coordination with relevant authorities. 

• Develop methodologies and tools for evaluation and quality processes according to accredited frameworks and standards. 

• Prepare manuals for evaluation and quality processes. 

• Conduct school evaluation visits according to the assigned role, whether as a team member or team leader. 

• Plan evaluation activities, conduct analyses of school and educational institution documents and data concerning inputs, processes, and performance through multiple sources, such as self-evaluation, the school's development plan, and test results. 

• Implement the evaluation schedule for planned or unannounced visits to educational institutions and schools according to approved methodologies and frameworks, as well as monitor, analyze, and collect evidence based on performance indicators and elements within the inspection framework. 

• Prepare interim and final reports on the results of school and educational institution visits based on the outcomes of these visits, data analysis, and evidence identifying strengths, areas for improvement, non-compliance with policies, standards, regulations, and recommendations for improvement. 

• Identify gaps and areas for improvement in schools or educational institutions and suggest corrective actions and improvement practices. 

• Monitor the overall progress of schools and educational institutions, and improve their performance, inputs, and operational processes. 

• Respond to complaints, comments, and inquiries related to school evaluation processes and reports within the specified timeframe. 

• Conduct reviews of evaluation topics related to specific focus area and/or specialized curricula. 

• Perform any other tasks related to the department's work or as assigned by the department director. 

Skills - Qualification & Experience: 

• Bachelor’s degree in science or a related field such as Physics, Chemistry, or similar disciplines; master’s degree, preferably a PhD, in educational fields, or in leadership and quality.  

• Proficiency in analytical skills and the use of analysis software; experience in analyzing international and standardized test results in foreign schools. 

• At least 8 years of experience in teaching and 3 years in educational institution management or a similar field, preferably with experience in teaching international curricula. 

• At least 3 years of experience in supervising, evaluating, inspecting, or accrediting educational institutions through an accredited organization. 

• Recent relevant experience and knowledge in accredited educational research, including delivering training courses, participating in educational conferences, writing research papers, giving lectures, etc. 

Skills 

• Ability to plan evaluation activities and analyze school and educational institution documents and data. 

• Ability to review and analyze the results of evaluation and follow-up reports - the ability to develop operational plans for evaluating schools and determining the requirements for their implementation. 

• Ability to write reports on the results of school and educational institution visits based on the outcomes of these visits, data analysis, and evidence. 

• Ability to submit reports to relevant bodies within the specified timeframe and approved report writing standards. 

• Ability to identify gaps and areas for improvement in schools or educational institutions and suggest corrective actions and improvement practices. 

• Ability to prepare final reports, identifying strengths, areas for improvement, non-compliance with policies, standards, and regulations, and recommendations for improvement