Job Description

The

Examinations and Assessment Lead has overall responsibility for the management

and operation of the Examinations and Assessment team. The role is accountable

for the effective planning, delivery, monitoring and review of all examinations

and assessment activities within the Technical Institute.




The role

provides assurance to the Technical Institute Contract & Assurance Manager

and the Head of the Technical Institute that examinations and assessment are

being delivered in accordance with a defined, compliant and consistently

applied assessment strategy covering all training programmes.




The

Examinations and Assessment Lead is responsible for management of student data,

the ongoing review of examinations and assessment operations, the systematic

collection and analysis of performance data, and the identification of risks,

trends and improvement actions that impact learner outcomes.




The role

ensures that all required assessment policies, procedures and controls are

implemented and adhered to in accordance with the contractual requirements and

those of external awarding and regulatory bodies, (e.g. City & Guilds and

the Ministry of Education and Higher Education).




Internal

audits, assessment analysis, moderation outcomes and course performance reports

will inform decision-making and recommendations. The role works closely with

the Chief Instructors (Academic and Engineering) to ensure clarity of roles,

compliance with assessment requirements, and effective communication across

stakeholders.





The Examinations and

Assessment Lead supports continuous improvement activities, contributing to

corrective actions, preventative measures and the development of customer

satisfaction and quality performance metrics.

Core Duties:

Lead and manage the
Examinations and Assessment team in accordance with the organisation's policies

and procedures applicable to people and talent management, and personal health,

safety and wellbeing.
Own and maintain the Technical
Institute Assessment Strategy across all elements of Technical Institute

training.
Provide Chief Instructors with
a forward assessment calendar, including scheduled assessments, re-sit

opportunities, and complaints and appeals procedures, in advance of each phase

of training.
Forecast and plan resource
requirements to support the delivery of the assessment calendar and assessment

strategy.
Identify assessment-related
training needs and implement appropriate training and standardisation

activities for staff involved in invigilation, marking, checking, or assessment

delivery.
Capture and maintain sufficient
assessment data to enable analysis of factors affecting student performance,

including environment, materials, instructors, and assessments.
Ensure all examinations and
assessment policies, processes, and procedures are regularly reviewed,

controlled, and available for centre approval and accreditation activities.
Ensure examinations and
assessments are applied consistently and uniformly across the Technical

Institute against a clearly defined and commonly understood assessment

framework.
Plan and oversee the delivery
of examinations, including reasonable adjustments and arrangements for students

where deemed appropriate/necessary.
Produce and provide pass lists
and student class lists to the Contract & Assurance Manager following

placement testing and aptitude testing conducted as part of student selection

and enrolment activities.
Support the Qatar Armed Forces
and the Technical Institute Management Team in responding to student enquiries,

providing accurate information and advice, and following up on

assessment-related issues or concerns.
Be responsible for the
preparation of examinations and assessments, including room set up, attendance

register, provision of seating plans and stationery as well as ensuring there

is sufficient invigilation support arranged.

Requirements

Competencies:

Knowledge considered

essential

includes:

+ Degree-level qualification in
Education (or closely related field).
Demonstrable knowledge of
examination and assessment principles, including formative and summative

assessment at secondary or tertiary level.
Understanding of the functions
of assessment (diagnostic, formative, summative, certification) and working

knowledge of qualitative and quantitative research methods as they relate to

assessment and evaluation.
Working knowledge of curriculum
delivery and evaluation in an educational setting.

Skills considered

essential

includes:

Strong organisational, planning
and problem-solving skills, with a proven ability to work to tight deadlines

and manage multiple priorities.
Ability to initiate, develop
and maintain effective procedures, policies and documentation for exams and

assessments.
Ability to contribute to the
planning and delivery of educational programmes and to present confidently at

senior-level meetings.
Highly developed English verbal
and written communication skills, including clear report writing, drafting

formal correspondence, and handling confidential or sensitive issues

appropriately.
Demonstrated interpersonal and
stakeholder management skills, with the ability to liaise and communicate

effectively with academic staff, military staff, students and external

partners.
High level of computer
literacy, including experience with Training Management Systems, Microsoft

Office, databases and statistical/analytical applications.

Experience considered

essential

includes:

Experience working in a
management or leadership position within an educational context (e.g. exams

office, programme management, academic coordination).
Demonstrable experience in
managing examinations and assessments, including scheduling, invigilation,

integrity/security, marking, moderation and results processing.
Experience of training,
assessment or programme delivery with international students, preferably within

the Middle East or similar intercultural environment.

Knowledge considered

desirable

includes:

Understanding of Military Trade
Training contexts and the specific demands of technical/vocational training for

military personnel.
Knowledge of BAE Systems'
Approach to Training (BSAT) and/or Defence Systems Approach to Training (DSAT)

models.
Knowledge of standardised
English assessments (e.g. IELTS, TOEFL, or military language proficiency

standards) and their alignment to CEFR or similar frameworks.
Understanding of
vocational/technical qualification frameworks (e.g. BTEC, City & Guilds,

national TVET frameworks, apprenticeship standards).
Awareness of relevant
accreditation and quality assurance frameworks (e.g. national qualification

authorities, international QA bodies).
Intercultural competence,
particularly in Middle Eastern contexts; basic Arabic language ability could be

advantageous.

Skills considered

desirable

includes:

Training Assessment Quality
Assurance (TAQA) qualification or equivalent assessor/internal verifier

qualification.
Ability to contribute to or
lead internal quality assurance processes such as standardisation, moderation

and internal audit of assessment practice.
Ability to design and deliver
assessment-related training (e.g. for markers, invigilators, assessors and

internal verifiers).
Skills in using e-assessment or
LMS platforms (e.g. Moodle, Blackboard, online testing tools).
Strong data analysis and
reporting skills for monitoring student performance and informing

decision-making at programme and institutional level.
Ability to work effectively
within a hierarchical, disciplined environment and adapt communication style

accordingly.
Change management skills,
including experience leading or supporting assessment or curriculum reform

projects.

Experience considered

desirable

includes:

Experience in training design
using BSAT/DSAT or equivalent defence/competency-based training models.
Evidence of continuous
professional development (CPD) in assessment, quality assurance, educational

leadership or related areas.
Experience in exam security and
malpractice investigation in high-stakes environments.
Experience liaising with
external awarding bodies, accreditation agencies or industry partners.
Prior work experience in a
Middle Eastern or similar cultural/military training environment.

Behaviours:

Within the QTI

both

what

you do and

how

you do it are of equal significance.

Below are the core behavours applicable to BSL Employees. For more information

on these, or the BAE Systems 8 Behaviours please contact your BSL HR Advisor or

BAE Systems Senior Management Team member.

Agility:

Collaboration: Building relationships, conflict resolution, and creating an
inclusive and respectful work environment.


Balanced
Decision-Making: Making informed decisions efficiently, often in rapidly

changing situations, by leveraging available information.


Flexibility: Being willing to adjust plans, strategies, or approaches as needed
to meet evolving circumstances or new opportunities.
Innovation:
Encouraging creative thinking and embracing new ideas to drive progress and

stay ahead in dynamic environments.


Proactive Approach:
Anticipating changes and taking proactive steps to prepare for and address

potential challenges or shifts in the market.

Decency:

Respect:
Treating everyone with dignity, regardless of differences in opinions,

backgrounds, or roles.


Empathy:
Showing understanding and compassion towards others' feelings, perspectives,

and challenges.


Integrity:
Upholding honesty and ethical principles in all actions, maintaining

consistency between words and deeds.


Inclusivity: Creating an environment that embraces diversity and values the
contributions of all individuals.


Fairness: Ensuring
equitable treatment and opportunities for everyone, devoid of bias or

discrimination.

Trust:

Reliability: Consistently delivering on promises and commitments, fostering
confidence in one's dependability.


Transparency: Communicating openly and honestly, sharing information openly and
ethically within the organisation.


Accountability: Taking responsibility for actions, decisions, and their
outcomes, whether positive or negative.


Consistency: Aligning actions and words over time, building a track record that
establishes credibility and reliability.


Building Relationships:
Investing time and effort into developing strong, respectful connections with

colleagues, clients, and stakeholders, nurturing long-term partnerships based

on trust

Knowledge:

Curiosity:
Encouraging a thirst for learning and exploration, asking questions, and

seeking deeper understanding.


Sharing
Insights: Actively sharing information, expertise, and experiences with

colleagues to foster collective learning.


Continuous
Learning: Embracing ongoing education, whether through formal training,

self-study, or experiential learning opportunities.


Critical
Thinking: Evaluating information objectively, analysing data, and making

informed decisions based on evidence and expertise.


Adaptability: Being open
to new ideas, methods, and technologies, and adapting to changing circumstances

by applying newfound knowledge.

Promoting and Achieving Safety and Security

Standards:

Responsibility: Take responsibility to ensure
that Safety and Security are seen as imperatives.


Commitment: Demonstrate both in words and
actions a personal commitment to safety and inspire the same level of

commitment in others.


Support: Support and be involved in Safety
and Security thinking and action plan implementation.

Developing Others:

Enable people to develop their skills and
abilities to achieve high performance.


Empower, delegate, and encourage a learning
culture.


Provide support and constructive feedback for
performance improvement.


Provide others with opportunities for
exposure, future growth, and career development.