AlGhad Training Institute Quality Management System
GTI Quality Assurance Manual
Policy Reference:
T/QA/000
Version:
2
Person Responsible:
General Manager
Introduction
This Quality Assurance Manual describes GTI’s Quality Philosophy and how, through the Quality Assurance Model adopted, employees can contribute to GTI achieving its vision to be a center of excellence by providing market-driven training that is relevant and support and service functions that are appropriate to identified trainee needs. The information in this Quality Assurance Manual will also give our stakeholders confidence that GTI has in place a robust system of Quality Assurance.
In alignment with GTI’s market-driven and learner-centered approach to training, “Quality” is defined at GTI as “fit for purpose”. Quality is monitored through a Quality Monitoring policy (T/QA/001) and a Quality Assurance Team (QAT).
GTI’s Quality Assurance Model has two parts, firstly, an internal Quality Management System (QMS) comprising policies and procedures and, secondly, an Evaluation and Audit Cycle that maintains standards as well as leading to continuous improvement in keeping with GTI’s vision to become a center of excellence in training for Bahrain.
The QMS seeks to realize continuous improvement in all facets of GTI’s work through a culture of challenge and reflection. The company’s success does not simply rest on whether processes are followed: it is the result of each individual staff member’s effort and commitment. Quality is the responsibility of every staff member.
A centre of excellence in providing market-driven and learner-centred training in Bahrain
About Al Ghad Training Institute (GTI)
Al Ghad Training Institute (GTI) is a private training centre incorporated in Bahrain. GTI aims to create real opportunities for Bahrainis to enter and grow in the workforce by improving their knowledge, skills and understanding. By extending their capabilities, GTI helps Bahraini trainees to realize their full potential, preparing them to progress in their careers by advancing their leadership competencies.
- GTI was established in 2012 under the Ministry of labour and social development (MLSD).
- The institute provides a range of training programs in the areas of Business Administration, Human Resources, and Information Technology and Communication Skills. All our programmes include both the technical and employability skills that the various industry sectors require.
- GTI programs are tailored to meet the needs of employees, job seekers, undergraduates, and high school graduates.
- The institute boasts well-qualified and experienced trainers with local and international knowledge of their areas of specialization, and they are approved by the relevant awarding body.
Why is Quality Important?
A quality vocational training and education system is vital to Bahrain as it enables the Kingdom to compete successfully in the global knowledge economy.
To ensure that GTI is recognized by its stakeholders as a center of excellence in providing market-driven and learner-centered training in Bahrain, it must be referenced to world-class best-practice.
- GTI provides internationally recognized professional certificates from prestigious awarding institutes in the United States of America and the United Kingdom.
- All of GTI’s program offerings are certified by the Directorate of Training Institutes Affairs at the Ministry of Labor. GTI was granted a license to conduct business as a private training institution from the Ministry of Labor in 2012.
- The Bahrain Quality Assurance Authority for Training and Education (QAA) Directorate of Vocational Review (DVR) Review Framework and Guidance and the Directorate of National Framework Operations (DFO) Institutional Listing Standards provide best practice indicators that have given effect to GTI’s Quality Philosophy and Quality Assurance Model.
Quality philosophy
GTI prides itself on the quality of the training it provides.
Quality is about training that is ‘fit for purpose.’
GTI achieves this through market-driven and learner-centered training that takes into account the needs of both the relevant sector and the diversity of trainees. This approach ensures the relevance of programs that are offered by GTI.
A market-driven, learner centered approach underpins GTI’s vision to be a center of training excellence in Bahrain through:
- Keeping up to date with industry trends, with labor market analysis that is well considered and effectively integrated into training and operational practices
- A commitment to quality, defined as ‘fit-for-purpose’
- A strategic vision that is well-aligned with Bahrain’s national priorities for international competitiveness
- The effective and efficient use of all resources and capabilities, and
- Ensuring the outcomes add value for all stakeholders, but especially the trainees.
Together GTI’s vision, mission and values provide direction and focus for staff in the delivery of quality training, support and services for trainees and stakeholders. It is clearly important that everyone must take ownership of quality, enabling trainees to enjoy a successful training experience.
Values
The core values that underpin GTI’s operations and activities are:
- Respect, care, and support-staff will add value to trainees’ experience and academic progress by always doing their best to support their learning, respecting differences, and striving for inclusivity.
- Teamwork –staff and students are expected to work together with the community to serve the common good.
- Flexibility and innovation-An attitude of seeking continuous improvement and new ways of doing things will enable GTI to adapt to the changing operating environment.
- Responsibility and accountability- Trainees and staff need to take responsibility for their own learning and development. Staff are expected to be fully accountable for their own work and to contribute to the strategic goals and quality standards set by GTI.
GTI’s Quality Assurance Model
Based on our quality philosophy and aspirations to become a Centre of Excellence, providing market-driven and learner-centred training in Bahrain, GTI has generated a Quality Assurance Model to provide stakeholders with the confidence that we comply with international best practice.
In alignment with GTI’s market driven approach to training, “Quality” is defined at GTI as “fit for purpose”.
Quality Assurance is about giving GTI’s stakeholders confidence that we do what we say we will do.
The objectives of GTI’s Quality Assurance System are to:
- Maintain quality Training delivery,
- Meet required standards, and
- Fulfil accountabilities.
Quality Assurance at GTI is based on a quality culture of critical self-reflection, accountability, feedback from stakeholders, continuous reviews, and audits, both internal and external, which in turn, form the basis for further improvement as we strive to be a Centre of Excellence for training in Bahrain, as shown in Figure 1.
The Quality Assurance Model is the set of detailed methods, processes and routines put in place by GTI to assure quality across the full range of company activities. It ensures that all activities required for the design, development, delivery, and review of services are effective and efficient with respect to the system and its performance and meet compliance requirements as well as stakeholder expectations.
Trainees, companies, and government agencies alike, need to feel confident that we will meet, if not exceed, the expectations that GTI has established for itself as part of the vision of being a center of excellence.
Therefore, it is every staff member’s responsibility to ensure that quality is maintained. Guidance for staff in meeting these quality requirements will be provided at induction and supported by training as and when required.
Quality Assurance is both an individual and a collective responsibility. It requires a commitment from every staff member to achieve excellence through teamwork, flexibility, and an attitude of seeking continuous improvement.
GTI’s Quality Assurance Model is based on a Framework that has two parts:
- The internal Quality Management System (QMS) comprising policies and procedures
- An Evaluation and Audit Cycle that maintains standards as well as leading to continuous improvement as we strive to achieve Excellence in every aspect of GTI activities (Figure 2).
The components that make up the Framework of the QMS and Self Evaluation and Audit within GTI’s Quality Assurance Model are shown in Figure 2. It shows the main components of the QMS, including, policies, regulations, and procedures as well as associated flowcharts, forms, guidelines, and definitions, which are necessary to ensure all staff using these have a common understanding of what is meant and how to go about their assigned quality tasks.
External quality requirements
The diagram in Figure 2 shows the relationship of the QMS, including, policies, regulations, and procedures, to the external drivers and how they all contribute to the relevance of programs offered, the quality training delivery, and the academic and personal development of trainees. The main external quality drivers shown include both compliance requirements and/or the meeting of stakeholder expectations. Among relevant compliance requirements are conditions attached to external funding from agencies such as Tamkeen and the Ministry of Labor and Social Development.
GTI’s Quality Management System: Policies and Procedures
Policies and procedures are a key part of GTI’s Quality Management System (QMS). The QMS is the guidance part of the Quality Assurance System implemented to ensure that programmes and services are delivered effectively, to required standards.
The company has developed policies, which are available online for transparency and ease of access. These identify the associated procedures and forms, which together form an integral part of GTI’s Quality Management System. Policies are intended to save time and effort on the part of individuals by providing guidance based on what has worked in the past and international best practice. These guidelines require approval by the QAT to ensure consistency and fairness of approach to problems that staff and the trainees encounter.
Figure 3: Policies
Policies guide decision-making and achieve consistent outcomes. Policies are guidelines for action designed to assure quality everywhere in GTI. As the QMS is outcome focused, each policy has clearly stated requirements. To ensure that the required outcomes are achieved, policies include statements of expectations for their implementation. GTI has a template for policy consistency.
Figure 4: Procedures
Definition of procedures: Procedures are steps used to apply policies in a consistent manner to specific situations.
Forms
Definition: A form is a structured document (hard or soft copy) with spaces or fields in which to write or select information in a logical sequence for communication or passing on to another entity. Forms are controlled QMS documents required to fulfil the QMS processes, either to produce evidence in a required format, to comply with procedural requirements, or to ensure that necessary information is collected. If forms are required by a policy, they will be hyperlinked to it.
Document control
Approved policies will be put on the company’s website, but the staff and trainees also will receive an overview of the key points associated with relevant policies at their induction.
When a policy is revised, it is immediately updated on the website, which will include a summary of revisions and reasons for the changes. Any associated forms and procedures will also be revised at the same time. The procedures and forms are typically located in a shared drive, such as Google documents, but those needed by students will be accessed via the website and submitted electronically.
Coding system
To keep track of approved policies and other quality documents, a coding system is applied.
There are two main policy groupings, Training and Operational, reflecting the two major subdivisions within the company.
GTI has a Quality Policy, which is the first in the Training Policy section. This is used as an example to describe the coding system for all policies.
The first part indicates whether the policy is in the Training or Operational Support part of the QMS:
- O Operational Support: Refers to all policies and procedures covering any company activity other than vocational training.
- T Training: refers to all matters to do with Vocational Training activities.
The second part refers to the company division which has responsibility for that policy area.
1. The Divisional codes for Training are:
- P Programmes -all matters to do with training and curriculum
- QA Quality Assurance
2. The Divisional codes for Operational Support are:
- A Administration
- HR Human Resources
- HS Health and Safety
- IT Information Technology
- MK Marketing
3. The third part of the code is the number. The numerals (001-999) are applied under each alphabetical category to enable policies to be added within sections or subsections.
- For example, the coding for the Quality Monitoring Policy is T/QA/001, and an associated procedure will be PR1/ T/QA/001 and the associated form will be F1/ T/QA/001.
Website access
A policy manual was first developed in 2017, then updated in 2021, with the addition of new policies, and inclusion of some procedures. However, the internal audit of 2022 found that there were issues with ensuring currency in using a hard-copy policy summary. Therefore, from September 2022, policies and procedures were moved onto the GTI website to ensure transparency and ease of access. This method also enables users to be assured that they are using the most up-to-date version. The policies and procedures template includes a warning for users to check that they have the most up to date version. As part of this audit, a schedule of policy reviews was also established (Appendix A).
The policy and procedure template
Policies have a title, which indicates broadly the areas covered, and a header that includes the code, person responsible, and version.
- Policy Statement
What is it about? What’s the reason for having it? The outcome, a brief summary statement to guide or direct the course of action to be taken.
- Application and Delegations
Who this policy applies to (all staff, trainers, learners, contractors and visitors?)
Who has the responsibility at GTI to make sure that guidelines and associated procedures stated in the policy are followed?
- External Requirements
This outlines how the policy and associated procedures help GTI meet the requirements of various external agencies, such as the Education and Training Quality Authority (BQA), and the Bahrain Directorate of Institutes Affairs, Bahrain Ministry of Labour, as well as providing assurance to industry partners and other stakeholders that GTI is a quality training provider, committed to continuous improvement of all its activities and operations.
All policies allow for international acts, regulations and guidelines to be used for guidance purposes for aspects of policy not covered by existing Bahrain legislation.
- What is Expected
The principles underpinning GTI’s expectations regarding the policy, and any Minimum Threshold Requirements are stated.
- Procedures
Step-by-step instructions for routine tasks and operations, or checklists, or criteria to guide a task
- Related Documents
This may include rules, guidelines, flowcharts, forms.
- Key Dates
Date when first approved, reviews and any changes.
Review Date, with provision for changes, if any changes to legislation or the external environment require it.
- Definitions
Note, there is no section on definitions within the policies themselves, as definitions are included as part of this manual (Appendix B).
Figure 5: Evaluation and Audit Cycle
To deliver effectively on this purpose, it is critical for the QMS to be outcome-focused, as well as process-based. That is, the QMS provides a framework and mechanisms to provide evidence that processes have been followed and that outcomes are achieved. This evidence provides essential input to the internal review and external audit processes which, in turn, provide the basis for further improvements.
- In the planning stage of the Evaluation and Audit Cycle, GTI determines the objectives to be achieved (input from reviews, surveys), and the expected outputs identified. The result is a quality improvement plan (QIP).
- Implementation involves responsibilities and resources being assigned.
- Monitoring involves gathering feedback, with review comparing results with the objectives of plans, to see if requirements have been met.
- The improvement is continuous, with plans adjusted after assessing the results of the review.
- The quality assurance team and General Manger have specific roles to play in this cycle.
Figure 6: QAT
To deliver effectively on this purpose, it is critical for the QMS to be outcome-focused, as well as process-based. That is, the QMS provides a framework and mechanisms to provide evidence that processes have been followed and that outcomes are achieved. This evidence provides essential input to the internal review and external audit processes which, in turn, provide the basis for further improvements.
- In the planning stage of the Evaluation and Audit Cycle, GTI determines the objectives to be achieved (input from reviews, surveys), and the expected outputs identified. The result is a quality improvement plan (QIP).
- Implementation involves responsibilities and resources being assigned.
- Monitoring involves gathering feedback, with review comparing results with the objectives of plans, to see if requirements have been met.
- The improvement is continuous, with plans adjusted after assessing the results of the review.
- The quality assurance team and General Manger have specific roles to play in this cycle.
QAT Purpose
The main purpose of QAT is to monitor and plan to ensure that quality is maintained to the standards specified by the Bahrain Qualifications and Quality Assurance Authority for Training and Education (BQA) Directorate of Vocational Review (DVR) Review Framework and Guidance and the Directorate of National Framework Operations (DFO) Institutional Listing Standards, and the standards required of the awarding bodies for the qualifications that GTI offers.
QAT scope
The Committee’s scope of responsibilities covers operations that are related to finance, health and safety, IT security, management, and training delivery, stiving for excellence in accordance with GTI’s Vision and Mission. Learner performance is constantly monitored to ensure the institution is responsive to individual learning needs.
QAT responsibilities
The QAT is responsible for identifying GTI’s weaknesses and potential risks as well as ensuring compliance with legal and regulatory requirements and its own policies and procedures.
- Quality Planning: A Strategic Plan and Quality Improvement Plan (QIP) are designed to guide the institute in achieving its vision and mission and quality provisions.
- Implementation and Monitoring: Services and activities in GTI are implemented using policies and standards, and monitoring ensures compliance. In the future, QAT will be involved in the approval of locally developed new programmes and short courses, and in graduation decisions for qualifications for which GTI is the awarding body. Monitoring of quality standards may be delegated to an external programme monitor after the pilot phase (in accordance with the Course Design, Approval and Revision Policy T/P/004).
- Evaluation: Training and learning activities, as well as related services are regularly assessed/ evaluated by stakeholders. Results are then analyzed by the General Manager in coordination with the QAT and are then used to improve the service provided by GTI. External audits are also engaged from time to time, to provide advice on areas to improve.
- Improve– Results of the evaluation of staff, courses and other services offered by GTI are then used to improve the services provided by GTI. If necessary, new policies, standards and procedures or existing ones are revised.
The General Manager is ultimately responsible for ensuring that an integrated QMS is developed and implemented throughout the company. The General Manager has a specific brief to ensure the quality of course development, delivery, and review. In particular, the General Manager is tasked with the following responsibilities:
- Development and maintenance of Quality Improvement Plan (QIP)
- Policy development and review
- Facilitate Annual Programme Reporting requirements
- Manage internal programme review schedule, processes, and personnel
- Link with external professional accreditation bodies and agencies such as VRU for external reviews and accreditations
- Communication and training relating to policy.
While the oversight of Quality Assurance, the QMS, evaluation and audit, and continual improvement, are overseen by the General Manager of GTI in association with the QAT, all staff are charged with identifying needs, assessing risks and threats as well as presenting innovative solutions for improving infrastructure.
Plans and monitoring mechanisms
Quality improvement plans (QIP) ensure that any aspects that are highlighted through reviews are implemented.
Moderation plans ensure assessments are valid and reliable and there are processes for appeal and to register complaints to assure natural justice if systems fail to deliver what is perceived as a fair outcome.
To support a culture of self-review and reflection the GTI has a monitoring system to ensure improvement in response to review findings. GTI has established a regular schedule of meetings that include as a standing item, consideration of the monitoring of the effectiveness of quality assurance institution wide. A quality progress report is thus generated regularly against identified areas of improvement in the Quality Improvement Plan.
The Board has appointed an auditor to monitor financial systems and maintain accountabilities in line with best practice. An audit firm is engaged annually to provide an outsourced internal audit function.
Measurement and Analysis
The General Manager is responsible for developing and sustaining the measurement capability used to support management information needs for evidence-based decision making and the accountability requirements driven by the needs of external agencies by:
- Establishing appropriate measures of KPIs that facilitate effective monitoring of progress towards stated objectives in the GTI’s strategic and quality improvement plans.
- Identifying and implementing appropriate measurement tools to ensure effective and efficient data collection with the advice of the QAT.
- Collecting and analysing data appropriate to the reporting requirements of GTI and any relevant external bodies, ensuring timeliness and quality are consistent with international best practice.
- Archiving both the qualitative and quantitative data necessary to report to relevant stakeholders as required by policy, internal information needs or external accountabilities.
- Provide comparisons based on historical analysis internally and benchmarking with external sources as required.
Stakeholder input
Of equal importance are quality requirements arising from expectations of industry, employers, trainees, and other external stakeholders which are systematically collected and collated through industry liaison activities. As well as being responsible for day-to-day operations management and quality training delivery of courses at GTI, the General Manager is also the main liaison link with industry. GTI is also part of a consortium of private training providers that has engaged external research into the Bahrain labor market.
An integral part of Quality Assurance at GTI is validation from industry and the professions, linked to external audit for the accreditation of programs, as well as institutional accreditation, to assure stakeholders that GTI delivers on its promise of market-driven learner-centered training as shown in Figure 2.
Policy Name
Training (T)
Operations (O)
Code
Person
Responsible
Last
review
date
Next
review
date
Notes
Quality Assurance Manual
T/QA/000
General Manager
27/08/2022
27/08/2025
Old Quality manual had policies and procedures. These will now go onto the website for ease of access and version control.
Quality Monitoring and Risk Management Policy
T/QA/001
Quality Assurance Advisor
28/9/2022
18/9/2025
GTI-15 Revised to add risk management component.
Admissions and Access Policy
T/P/001
General Manager
27/08/2022
27/08/2025
Old reference GTI-01 but this is also the same code as special circumstances policy.
Special Needs and Differentiated Instruction Policy
T/P/002
General Manager
28/08/2022
28/08/2025
No previous policy. The learner support policy was not sufficiently detailed in coverage to meet the specific needs of this group of learners.
Credit Accumulation and Transfer Policy
T/P/003
General Manager
29/08/2022
29/08/2025
Old reference GTI-03
Course Design, Approval and Revision Policy
T/P/004
General Manager
26/09/2022
26/09/2025
Old reference GTI-06
Assessment and Moderation Policy
T/P/005
General Manager
26/09/2022
26/08/2025
Old reference GTI-07
Recording of Pre and Post Test Results Policy
T/P/006
—
6/9/2022
NA
GTI-10 Policy incorporated into procedures of T/P/005 assessment & moderation and into new policy Record Management 0/A/001
Academic Appeals
T/P/007
General Manager
12/03/2022
12/03/2023
Old reference GTI-05
Amendment of Final Results Policy
T/P/008
—
6/9/2022
NA
GTI-09 Policy incorporated into procedures of T/P/005 assessment & moderation
Staff & Trainee Induction Policy
T/P/011
General Manager
26/09/2022
12/03/2023
Old reference GTI-17
Learners Support Policy
T/P/012
General Manager
26/09/2022
12/03/2023
Old reference GTI-16
Academic Honesty and Malpractice Policy
T/P/014
General Manager
12/03/2022
12/03/2023
Old reference GTI-12
Attendance Policy
T/P/016
General Manager
12/03/2022
12/03/2023
Is in old format
Training Policy
T/P/017
General Manager
16/09/2022
16/09/2025
New policy
Learning Resources Policy
O/A/007
General Manager
12/03/2022
12/03/2023
Old reference GTI-14
Complaints Policy
O/A/002
General Manager
26/09/2022
26/09/2025
New policy
Records Management Policy
O/A/001
Course Coordinator
26/09/2022
26/09/2025
Includes course specification policy. Old reference GTI-08
Course specification policy
—
—
6/9/2022
NA
Old reference GTI-08 now subsumed into Records Management Policy
Health and Safety
O/A/004
Health and Safety & HR Manager
No date
NA
No previous code allocated. Is in old format.
Code of Conduct Policy
O/A/005
General Manager
12/03/2022
12/03/2023
Old reference GTI-11 Is in old format
Compliance Policy
O/A/006
General Manager
12/03/2022
12/03/2023
Old reference GTI-13 Is in old format
Code of Conduct Policy
O/A/005
General Manager
12/03/2022
12/03/2023
Old reference GTI-11 Is in old format
Human Resources Management Policy
O/A/008
Health and Safety & HR Manager
No date
12/03/2023
No previous code allocated. Is in old format
Periodic Review Schedule
Programme Cluster
Programme / short course titles
Date for
periodic review
- Employability
- Entry Level Certificate in Employability Skills (Entry
- NOCN Entry 2 Certificate in using Employability Skills
2022
- Account
- AAT Access Award in business skills specification
2023
- Engineering
- Autodesk Inventor
- Autodesk revit architecture
- Revit MEP Certified
- Staad Pro – Bentley Institute
2025
- IT
- CCNA Cyberoperation Security
- CCNA Security
- Cisco Certified Network Associate (CCN)-Routing
- IC3(Internet and Computing Core Certification)
- ICDL Base Profile Certificate
- ICDL Standard Certificates
- MTA HTML-5 Application Development Fundamentals
- MTA Windows Operating System Fundamentals
2026
- Language
- ENGLISH LEVEL 03
- GA Entry Level 1Certificate in ESOL International
- GA Entry Level 2 Certificate in ESOL International
2027
- Management
- Diploma in Human Resources Management
2028
- Employability
- Entry Level Certificate in Employability Skills (Entry 2)
- NOCN Entry 2 Certificate in using Employability Skills
2029
- Admission: This involves accepting a trainee’s enrolment into a specific programme after ensuring they have met all programme entry requirements.
- Access: The opportunity for a diversity of applicants to enter GTI programmes, as long as they meet the specified entry criteria, ensuring equality and objectivity.
- Activity: A pre-arranged developmental exercise designed to stimulate learning in support of a key learning point.
- Aim: An overall statement of what the training programme will achieve on its completion.
- Assessment: The process of gathering, evaluating, analysing, and judging evidence in order to measure whether an individual has achieved the intended learning outcomes, or the performance outcomes set for a specific unitor qualification.
- Assessment Criteria: Explicit predetermined standards of required performance to demonstrate competence.
- Associate: An independent contractor performing a service for GTI. They may be associate trainers or service contractors.
- BQA: Bahrain’s Education and Training Authority.
- Certification: The formal documentation process that records the successful achievement of a qualification.
- Competencies: A combination of Knowledge, Skills and Attitudes (Behaviours) that can be taught, implemented and measured.
- Competent: A trainee who meets all the prepublished assessment criteria to the required learning outcome standard.
- Continuous Improvement: GTI’s commitment to the ongoing elimination of any problems that keep its learning programmes, services or processes from meeting the expectations of its trainees and key stakeholders (see Quality Improvement).
- Credit: The value assigned to the amount or volume of learning required to complete a unit of learning or achieve a qualification. One credit is equivalent to ten total learning hours.
- Credit Transfer: A process whereby the credits already earned by a trainee in one qualification are recognised toward a new qualification.
- Diversity: Acceptance and respect for all trainees regardless of their educational backgrounds, religious beliefs, creed, colour or gender.
- Driving Question/Problem: A key engagement activity used to stimulate learning and engagement at the beginning of a session.
- DVR: Directorate of Vocational Review.
- Facilitator: The role that the trainer takes in guiding and supporting trainees to achieve specific learning outcomes. Typically, facilitation utilizes skilful questioning to stimulate higher-order-thinking, providing activities and experiences to develop trainees’ knowledge, understanding and skills, whilst helping them to take increasing responsibility for their own growth and development.
- Formative Assessment: Assessment at regular intervals to support a trainee’s progress, with provision of feedback in order to help the learner improve their overall performance. As well as identifying a trainee’s strengths and areas that need improving, formative assessment results also assist the trainer to improve their teaching.
- Inclusion: Ensuring that the diversity of learners is well-catered for and that all trainees are actively engaged in learning. Inclusion necessitates that trainees of all levels of ability are provided with appropriate support, that their learning needs and learning styles are identified, and well-catered for.
- Level Descriptors: A set of progressive statements assigned to each level of the NQF, that describe the complexity of acquired learning in terms of knowledge, skills, and competence.
- Learning Outcomes: A set of statements setting out what trainees will know, be able to do or understand by the end of a Programme/Module/Session.
- Learning Resource(s): The tools, materials and equipment required to support key learning experiences or activities, and to facilitate growth and personal development within a session.
- Moderation: Moderation activity ensures assessments are valid and reliable. Effective moderation necessitates processes for appeal and the ability to register complaints so that natural justice is assured if systems fail to deliver what is perceived as a fair outcome.
- Module: Sometimes known as a course, this is a second-tier learning component that forms part of a programme.
- Module (course) Descriptor: A Document that sets out all of the learning, development and assessment requirements for a specific unit of training and development.
- National Qualifications Framework (NQF): An instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved. It integrates and coordinates national qualifications sub-systems and improves quality, transparency, access, and progression.
- Pathways: The vertical and/or horizontal routes trainees take to navigate through their learning experience, by building on their knowledge and developing their skills, competencies and life experiences through education and training.
- Policies: Policies are guidelines intended to save time and effort on the part of individuals (staff and students) by providing direction on how to tackle certain organisational requirements based on what has worked in the past and international best practice.
- Programme Descriptor: A Document that sets out all the administration, learning and assessment requirements for a programme of learning and personal development.
- Quality: ‘Fit for Purpose’ – Meeting the required standard in the most effective and efficient way.
- Quality Assurance: Is about giving GTI’s stakeholders confidence that we do what we say we will do.
- Quality Assurance System: GTI’s Quality Management System (QMS), comprising policies and procedures, together with its Quality Audit and Review systems, which ensure that the quality of teaching and learning is maintained, that services are improved, and that we meet stakeholder and government agency requirements.
- Quality Improvement: Is GTI’s systematic and continuous monitoring, measurement, and analysis to improve the effectiveness of teaching and learning.
- Quality Maintenance: Checking actual performance against the standard and actively working to remain within that standard.
- Qualification: A package of units judged to be worthy of formal recognition in a certificate issued locally by GTI or by an Awarding Organisation (AO).
- Reflection: An opportunity for trainers to reflect and share best practice and make recommendations for session or module improvement.
- Recognition of Prior Learning (RPL): The assessment of an individual’s knowledge, skills, and competence acquired through previous Non-Formal and Informal Learning, which is used to grant status or credit towards a qualification.
- Session: The smallest learning component within a unit of learning (course or module).
- Session Plan: A plan that sets out the structure, content, learning and assessment strategies for a single lesson.
- Short Course: A series of sessions that progress trainees to meet the overall learning outcomes. A Short Course must not exceed 16 Contact hours.
- Special Needs: Special needs are education requirements resulting from experiencing learning difficulties and/or having physical, intellectual, social, or emotional capabilities that restrict or hinder the capacity of a trainee to participate in or benefit from education and training.
- Stakeholder: An individual, a group or an organisation that has interest in, or can be affected by, GTI’s teaching and learning interventions.
- Students of determination: Trainees with identified special needs on admission are sometimes referred to as students of determination, to acknowledge their tenacity and resilience, as they strive to overcome any limitations posed by their disability or disabilities.
- Summative Assessment: To measure the trainee’s level of competence to specified learning outcomes at the end of a course/module or programme of learning.
- Training Programme: A combination of modules and sessions that progress learners to meet the overall programme learning outcomes. A Training Programme shall be more than 16 Contact hours.
- Trainee: An individual learner who is actively enrolled on a GTI Programme of Learning, whether studying in the physical or virtual classroom or learning ‘on-job’ in a work placement.
- Verification: A predetermined assessment to test all trainees against specified session/module learning outcomes.
All policies on the GTI website are the current version. Please check date of this hard copy before proceeding