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TABLE OF CONTENTS
1
ACKNOWLEDGEMENT..........................................................................................2
2

INTRODUCTION...........................................................................................3

THE FOUNDATION PROGRAM (FP)..................................................3-5

VOCATIONAL EDUCATION AND TRAINING..................................6-10

THE ENGLISH LANGUAGE PROGRAM..........................................11-12

GENERAL GUIDELINES FOR NEW STAFF...................................13-15

STUDENTS ATTEN DANCE POLICY ..............................................16-17

JOB DESCRIPTION............................................................................18-20

FOUNDATION YEAR ACADEMIC ADVISING ..............................21-23

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ATTENDANCE POLICY............................................................................24

11

CULTURAL FRAMEWORK.................................................................25-26

12

ACADEMIC STAFF APPRAISAL.......................................................27-28

13

TEACHERS EVALUATION..................................................................29-35

14

RESPONSIBILITIES OF TEACHERS IN IDENTIFYING SPECIAL

NEED CASES ..............................................................................................36

15

GRIEVANCE PROCEDURE FOR TEACHERS......................................41

Acknowledgment

I would like to express my deepest gratitude and appreciation to all of the

faculty and staff in the Curriculum Development Department at the
Ministry of Man Power.

Special thanks to:

Head of English Foundation Program Committee Noora Al-Kindi
Ahmad Al-Rasbi
Najib Latrash
Roqaia Al-Wahaybi

A bundle of thanks to Mr. Nimer Hammad for designing the cover page.

Mohammed Nabhan Al-Nabhani.

1. Introduction
1.1 History of the foundation program
The English Language Foundation Course implemented in September 2012
was designed to meet the requirements of the job market and to enable our
students to cope with the demands of the post-foundation Programs. It was
constructed on the basis of one academic year and half (three semesters):
Semester one (level one, Elementary) Semester two (level 2, Intermediate),
and Semester 3 ( level 3, Upper Intermediate)

The new English Language Foundation Course was assembled to enable the
majority of students progressing into the Vocational Training Programs to
cope with the demands of these programs, which became even more
challenging as our exams would be the same as those conducted at the
technology colleges. In fact, the new English Language Program has a very
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high concentration on English language skills as well as study skills. The

main objective of this Foundation Program was no longer limited to exit at a
Level 3 corresponding to approximately IELTS band score 4. Instead it
required students to exit with mathematical, computing and IT skills to meet
the cognitive and practical requirements of post-foundation program.

2.

The Foundation Program (FP)

2.1The Foundation Program

The Foundation Program consists of 3 levels. That is, three English language
levels are offered to the students. Further, the students are placed according
to their linguistic ability. Within each level the students will be exposed to the
four language skills: writing, reading, listening, and speaking, along with
study skills, in an integrated manner.

2.2 Objective
The English Language Program prepares students to gain the necessary
English Language skills and to equip them with critical and analytical skills
required to cope with the demands of the degree programs.
To develop and improve language skills which are vital in todays society and
job market.
To enable students to get a band score 4.0 and above in the IELTS test .
To develop and improve Math and IT skills required to cope with the demands
of the Diploma Programs.

2.3 Study Plan

This program is offered to students who fail to obtain required score in the
respective placement tests administered by the college and universities that
enable them to start their degree program.

The normal duration for this program is one Academic year and half , but they

can complete the program earlier or may need extra time depending on their
performance and their level proficiency at entry level when they first join.

2.4 Grading system for Level 1,2,and3.

There is a large scope for ongoing assessment in every individual module or
skill. Emphasis is given to the students class participation, homework,
assignments, and group work and not just the end-of-session exam.

The students of the EFP are be assessed at each of the three levels as follows:
Continuous Assessment :(CA)

Bearing 50% of the total marks. It comprises:

A First Progress Test (PT1) 10% . Week 4.

A Mid-Semester Exam (MSE) 20%. Week 8. (Centralized)

A Second Progress Test (PT2) 10%. Week 12.

A Speaking Test (Sp) 10%. Any time After PT2

After week 16 and bearing the remaining 50% ( Level Exit Exam). It
includes the 4 basic skills: (Centralized)

Writing (W) 12.5%

Listening(L)12.5%
Reading ( R ) 12.5%
Speaking (Sp) 12.5%
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The Cumulative Grade ( CG):

It is calculated as follows:
CA (50%) + LEE (50%) = CG (100%)
(NB: Passing grade is 50% and above)
Pass Criteria:
A student is considered Pass only if he/she :
Passes LEE and the CG

A student is considered a fail case if he/she:

-Passes LEE and Fails CG. Or
-Fails LEE and Passes CG. Or
-Fails both LEE and CG.

Repeating Policy:
- A student cannot repeat a level more than once During the entire EFP.
- A level 3 student who fails the level for the 1st time can reappear for the
exam.

3. Vocational Education and Training

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3.1 Our Vision:

We aim to be the main pillar of educating, training and qualifying the
national manpower in various occupational fields to suit the national and
international standards.
3.2 Our Mission:
Provide the labour market with national manpower that is able to compete in
order to contribute actively to the social and economical development by
offering high quality professional programs.
3.3 Our Goals:

To prepare qualified national workforce, to meet the needs of comprehensive

development.
Rehabilitation of the national manpower and enhance their efficiency in
various professional fields
Provide education and training opportunities according to the policies of
education for all and lifelong learning.
To provide training and educational programs of high level and quality, in
accordance with the accredited occupational standards, to meet the needs of
the labour market.
Build partnership with the public and private sector organizations for the
success of the process of education and training to meet the needs of the labour
market.
Utilization of contemporary science and modern technology in the development
of educational and training resources and update them continuously.
Conduct studies and research related to the development and improvement of
vocational education and training.

3.4 The Values:

Professionalism

Flexibility

Teamwork

Transparency

Communication

Honesty

Responsibility

Originality and Contemporary

3.5 Vocational Education and Training Pathways

The training system in the government vocational training institutions
comprises of two types, namely: Vocational Education and Vocational Training.
The vocational education and training system includes the following pathways:

Vocational Diploma:

The vocational diploma program is equivalent to the technological

diploma program.
Students who join the Vocational diploma must pass the foundation
program successfully. They will study English language for three
levels in three semesters including two semesters for Math and
Information Technology.
The duration of the Vocational Diploma program is two years in
addition to the foundation program, in order to achieve the Vocational
Diploma Certificate.

Admission criteria:
The student who would like to register for this program should satisfy the
following conditions:
a) Should be transferred from the centralized Admission Center of
Higher Education.
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b) Must have Omani nationality or is a citizen of the Cooperation

Council for the Arab States of the Gulf (GCC).
c) Should be medically fit.
d) Should pass personal interviews or any tests required.

Apprenticeship:
This training program is coordination between three stakeholders
(the institute/centre, the candidate and the workplace).
It consists of three occupational levels as:
1. Semi-skilled
2. Skilled
3. Craftsman
The duration of training in this program is one year for each occupational
level. This program is implemented in the centers/institutes and at the
workplace. If the candidate passes the required occupational level, she/he
will get the occupational competency certificate.

Admission criteria:
a) Must have Omani nationality or is a citizen of the Cooperation Council
for the Arab States of the Gulf (GCC)
b) Should be not less than 16 years of age and not exceeding the
retirement age specified in Omani labour law.
c) The applicants must have successfully completed at least grade 9 in
General Education.

Short Courses:
The short courses include the following programs:
a) For job-seekers and for those who want to change their profession.
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The duration of this course is between (3) to (9) months, according to

the professions nature and the required level.
b) The up-grading of skills and enhancement of the performance of the
employees duration of this program is between 4 and 12 weeks.
c) For community development the duration of this program is between 1
and 4 weeks.
d) For disabled and special needs trainee.
The duration of this program depends on the type of disability in the trainee and
the specialization. It usually takes one to two years of training.

Admission criteria:
a) The applicants should be not less than 16 years and no more than
retirement age specified in Omani labour law .
b) The applicants must have successfully completed at least grade 9
successfully in General Education.
3.6 Approved Vocational Diploma Specializations
Engineering programs:

Electrical Engineering
1. Electrical House Wiring
2. Electrical Industrial Wiring
Electronics Engineering
1. Electronics Instrument Maintenance
2. Mechatronics
Air-conditioning & Refrigeration Technology
1. Domestic and Industrial Air-conditioning
2. Domestic and Industrial Refrigeration
Automotive Technology
1. Automotive Maintenance Technology
2. Automotive Body Repair
3. Automotive Painting
Mechanical Engineering
1. Universal Mechanic
2. Industrial Mechanic
Welding
1. Welding & Metal Fabrication
Construction and Building Engineering
1. Steel Fitting and Shuttering Concreters
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2. Design & Decoration

3. Painting, Gilder & Decoration
4. Draftsman
5. Buildings Management & Maintenance
Woods Technology
1. Joinery
2. Furniture and Design
3. Upholstery
Agriculture programs:

Plant Production

Food Processing Technology

Health & Beauty Care programs:
Hair Dressing & Beauty Care
Business Studies programs:

Sales and Marketing

Fisheries programs:

Fish Farming

Fisheries Extension and Quality Control

Ship Building & Repair
Skipper of Coastal Fishing Vessels
Skipper of Deep Water Fishing Vessels
Mechanical Engineer of Coastal Fishing Vessels
Mechanical Engineer of Deep Water Fishing Vessels

3.7 Graduate Attributes For Vocational Diploma :

These attributes are to be mapped with each course during delivery of any
program as shown on page 16.
Upon completion of the Vocational Diploma Program, the graduates should be
able to:

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SN

Graduate Attributes For Vocational Diploma

Acquire the knowledge and skill in his/her specialization using modern

technology and Occupational Standards.

Apply and connect the acquired knowledge and skills in his/her

specialization in the workplace

Function effectively his/her skills as a member of a team, working and

taking the leadership role

Inculcate self-learning, leading to lifelong learning

Understand the work ethics and its importance at the workplace.

Appreciate and value self employment as a viable alternative work.

Understand the values of citizenship and his/her responsibilities towards

the society and respect cultural and civilization diversity of the nations.

Develop his/her knowledge and skills to deal with the latest trends and
technology .

Proficiency in Communication Skills at the workplace.

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Demonstrate his/her ability to use health, safety and environment

regulations in the field of specialization at the workplace.

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Apply his/her skills of critical thinking and analysis on problem solving.

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Manage the time and stand the work pressure.

4. The English language program

4.1 Grammar in Context:
Grammar is presented in a contextualized manner. It stems from the belief
that language acquisition proceeds as an organic whole. Hence, it combines
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overt grammar instructions with contextualized reading, writing and

communicative activities which will enable students to practice and
internalize new language structures.

4.2 Reading:
Students have difficulty in reading extended academic texts especially in a
second language. Without adequate development of this key skill, they
would be unable to undertake independent study at higher levels. Thus,
this English foundation program equips students with the necessary
reading strategies to be able to read and comprehend academic texts. While
focusing on reading strategies and comprehension, it also provides learning
opportunities in vocabulary building and grammar. In fact, English
teachers can make use of a variety of sources including Academic Texts,
Newspaper / Magazine Articles and Business / Trade Journals in order to
get more academic reading materials.

4.3 Writing
An equally important skill for success at higher levels is the ability to write
paragraphs and extended essays and to interpret and describe various charts,
tables and diagrams. The English foundation program builds the necessary
skills to initiate the academic writing process and exposes students to the
style, vocabulary and grammar, appropriate for writing paragraphs,
academic essays and reports. It develops the students ability to write
descriptive, argumentative, analytical essays. Furthermore, issues such as
the need for accurate references and plagiarism will be covered.

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4.4 Speaking
English foundation program is designed to help students improve their
communication abilities as related to English which is necessary for both the
workplace and society. It employs a practical and purposeful. Regarding the
speaking course most of the activities are open-ended and students can
perform them according to their own abilities, experience and knowledge. This
course is suitable for different learner's level including mixed-ability classes.
The students are required to work together in groups to create needs
assessments, perform tasks, solve problems, present outcomes and make
recommendations.

4.5 English Study Skills

The English foundation program presents the essential study skills that
students in general need and apply in any academic activity in order to
accomplish

certain

study

requirement.

These

skills

include

time

management, note taking, reading, research, presentation, critical thinking,

problem solving, scheduling, speaking, writing and many other skills.
Knowledge and mastery of the four traditional language skills namely
listening, speaking, reading and writing, is a pre-requisite for Academic
studies.
The logic behind blending language and study skills is to teach the study
habits and the four skills embedded within the same meaningful context
which is important for Higher education studies.

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5- General Guidelines for New

5.1 Workplace code of conduct
-

VTCs are committed to create and maintain an environment for students

and employees which is ethical, professional, safe and free of any form of
unlawful or inappropriate behavior.

This commitment supports the expectations of the people of VTCs that all
activities are conducted with efficiency, impartiality and integrity, a
place where co-workers are respected, and provided an appropriate
environment, so as to encourage good performance and behavior.
To achieve this goal all employees are expected to:

Adhere to this Workplace Code of Conduct in their professional

as well as personal behavior.

Treat students and co-workers with respect, courtesy, honesty

and fairness.

Respect different values, beliefs, cultures and religions.

Value the contribution of the people they work with, and work
co- operatively.

5.2 Student Welfare

- Teachers need to be aware of the students' needs and priorities it at all
times.
5.3 Grouping of Male/Female

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Be careful when organizing group work not to embarrass students as they are
not used to mixing with the opposite gender in a learning environment. It
may be better to keep groups single gender to begin with and when mixing
the genders always have more than one girl in each group.
5.4 Cultural Taboos
Due to cultural reasons teachers must avoid discussing sensitive issues like
religion, politics and sex in the classroom.

5.5

Use of Class time

Please make maximum use of each lesson period. Do not waste time by being

late or finishing early and only cover the relevant topics and learning
outcomes.
5.6 Establishing Rules
Take time particularly at the beginning of the semester to establish your
expectations with your groups. Make sure they are well aware about the
VTCs policies and the VTCs bylaws from their Student Handbook and the
website. Punctuality and attendance are of special importance.
5.7 Class Attendance
Make sure you take attendance and mark it promptly on the attendance
sheet. If students are late let them in to the class but mark them absent so
that they know that being present on time is important.
5.8 Behaviour and Attitude
Make students aware of the fact that expectations for behaviour and attitude
are very different at VTCs from those at school. Now they are adults in a
college setting and they need to behave in an appropriate manner and take
responsibility for themselves.
5.9 Smoking
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All the VTCs/VTIs have a no smoking policy for staff and students. Please
enforce this.
5.10 Staff / Student Relations
Please try to be firm but fair with your students. Try to advise them on
behavioural issues privately rather than embarrassing them in front of their
peers. If we have any complaints made by students against staff, we must try
to investigate this fully and always assume it as a misunderstanding. We do
not side automatically with students, but try to back up staff.

5.11 Cancellation of Classes:

If the timetabled classes that are cancelled due to absences, a Class

Cancellation form needs to be filled in.

In case the teachers want to reschedule the cancelled classes, they are
required to check their timetable and the students timetable to ascertain a
suitable time for the rescheduling of classes.

Students have to be notified of the rescheduling details.

The Head of English Department has to be informed of all cancellations and

rescheduling of classes.

5.12 Class details:

Classes are comprised of 20 to 25 students.

An English class is one hour and forty minutes and a twenty minute break is
given to the students.

Students who are 10 minutes late are marked late.

Students who are more than 10 minutes late are marked absent. However,
they can be allowed to enter the classroom.

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Teachers are expected to be in class the five minutes before the class begins
and leave the class at the end of 1 contact hour.

5.13 Classroom management:

Please be consistent in following the rules pertaining to classroom

management.

Students are not allowed to use mobile phones, eat, drink (except water) and
chew gum in class.

Students are not allowed to leave the classroom during class to use the toilets
unless it is an emergency.
If students misbehave in class, they must be counseled politely by the

lecturer.

If students continue to misbehave the teacher should ask the student to leave
the class and they should be reported to HoD who will notify you for further
action.

6- Students' Attendance
Policy

The HoD must give a weekly attendance sheet to the teachers with the

updated students' list.

A copy of the weekly attendance sheet should be kept in the teacher's

course information file.

Students who come 10 minutes late for the session should be marked Late

(L) and not absent.

Students who come after 10 minutes should be marked absent (A) for that

hour only.
If a student arrives late for 3 times, he/ she is considered absent for one

hour.
The number of missing hours of students should be written in a separate

column in the attendance sheet.

Teachers should maintain a copy of all attendance sheets, valid excuses
and warnings of their group / groups.

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Students who are absent with valid excuses ( sick leave or death of first

degree relatives) should be marked absent with an excuse.

No marks should be deducted from the students with a valid excuse.
No deduction from the student's allowance if s/he provides a valid excuse.
Skill teachers (Listening, Speaking and Reading) should submit the
attendance sheet to the core teacher (Writing and Grammar) who should
give a copy to the Student Affair Department with valid excuses and

warnings.
Issuing Warning Notices should be through the core teacher.
The warning notices should be given by the teachers. If more than one
teacher teaches the same class, the core teacher (writing and grammar)

should give the warning notices.

The Teacher should make sure that the student understands the notice

and its consequences.

If a student doesn't show up for two continuous weeks, a "No Show Form"

should be issued and he/ she is considered as a "No Show Case".

In case of group no show ( the whole class does not attend a lesson or more,

a "Group No Show" form should be issued.

If a student's absence reaches 10% = 32 hours, a "First Warning Notice"

should be issued.
If a student's absence reaches 15% = 48 hours, a "Second Warning Notice"
should be issued. At this point, student's parents should be informed by
the Students' Affair Department.

If a student's absence reaches 20% = 64 hours a "Debar Notice" should be

issued.
he/she will not be allowed to sit for the Level Exit Exam.
a list of all debar cases with their ID numbers only, should be tacked on

the main notice board.

Originals must be forwarded to the Students Affair Department.
A copy should be kept in the teacher's course information file and another
copy should be given to the student. Both copies should be signed by the
teacher and the student.

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In exceptional circumstances, the administration investigates the case and

acts accordingly. However a student is entitled to appeal if deemed

necessary.
6.1 Responsibility

Teachers

They observe, record and document attendance.

HoDs

They discuss attendance problems with the teachers concerned and report
students who exceeded 20% of absence.

Students Affairs

They look into the case and decide according to the documents presented.

6.2 Related Documents

The VT bylaws

Form One : Attendance list

Form Two : Group - No-Show will be used when a whole group will not
show for one day or more

Form Three: Student - No-Show will be used if a student is absent for

two consecutive weeks.

First Warning Notice: will be used if a student reaches 10% of absence.

Second Warning Notice: will be used if a student reaches 15% of

absence.

Debar Notice: will be used if a student reaches 20% of absence.

7- Job Description
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7.1 Head of the English Department:

The Head of the English Department will have the following responsibilities
and authorities:
1. Suggesting the annual action plan of the Department, and
working towards the reinforcement of its effectiveness.
2. Supervising and following up the technical and administrative
affairs.
3. Identifying the Departments needs for teaching and technical
support staff, educational materials, equipment, and working towards
their acquisition.
4. Ensuring the implementation of quality assurance measures, and
presenting an annual report on this activity to the Principal.
5. Safeguarding and maintaining the property and equipment of the
Department.
6. Implementing the programs and delivery plans according to the
schedules in each semester.
7. Working towards the development of a curriculum that keeps in
pace with the modern developments and meets the students' general
and specific needs.
8. Working towards the enhancement of the relationship with the concerned
institutions, to keep in pace with academic development in the fields of
curriculum and teaching methodology.
9.Establishing and developing a Progress Test bank.
10. Evaluating staff performance and forwarding the appraisal forms to the
Principal.
11. Suggesting areas of training for the members of the teaching and
technical support staff.
12. Carrying out any other tasks assigned by the Principal.
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7.2 Teachers:
The duties and tasks of the teachers are:

1. Teaching the assigned courses, preparing related material and

maintaining a file for each course.

2. Maintaining records of the students results, activities and attendance.

3. Writing exams and quizzes, conducting examinations,

carrying out the necessary assessment and reviewing results in

compliance with the bylaws and the prevailing centres and
institutes regulations and instructions.

4. Offering academic counseling and career advice to students.

Supervising the on-the-job training of the students, providing

assistance to the supervisors of industrial sector in charge of the
centres students during their training, and presenting reports on the
students progress to the concerned heads.

5. Presenting a report about all the activities during each semesters

and suggesting development to the concerned heads.

6. Supervising and counseling students on theoretical and practical

activities.

7. Carrying out any other tasks assigned by the Principal and the Head of
Department.

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7. 3 Duties of the Level Coordinators

1- Ensure standards of delivery and assessments, consistency of approach and

subject development.
2- Preparing and disseminating a teaching program for the semester.
3- Coordinating the preparation and design of assessments including referral
assessments according to the published assessment schedule.
4- Evaluation of the material and submission of proposals for improvement.

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8- Foundation Year Academic Advising

Academic Advising is an essential part of a trainee's experience and is integrated
throughout all levels of a trainee's progress at VTCs.
We are staffed by full-time professional advisors who are dedicated to work with
all trainees through the delivery of advising, mentoring, and enrollment services.

8.1 Our mission

Academic advising at VTCs is integral to trainees learning throughout the
training experience. We believe that the relationship between the academic
advisor and the trainees is based on mutual respect, trust and ethical behavior.
we promote trainee's self-awareness, thinking ability, questioning, and
practicing skills to become lifelong trainee through:

delivery of advising, mentoring and enrollment services

engagement of trainees as active participants in their academic years

mutually negotiated agreement between the trainees and VTCs

recognition of the unique learning experiences and goals of trainees

8.2 Our goals

Provide access to advisors who demonstrate knowledge and understanding

Assist trainees in understanding the purpose of vocational education,

24

VTCs academic programs, and the application of both, to their personal

goals.

Teach trainees to identify and use the VTC resources to ease their process
of learning

Collaborate with academic and co-curricular programs across the VTC to

enhance trainees engagement

Continually assess and improve upon our academic advising practices

8.3 Foundation Year Academic Advising

Academic Advising during the Foundation year is provided by an assigned
faculty advisor, who is an element of Visual Thinking instructor. Trainees;
therefore, have weekly contact with their advisors, allowing for easy and
regular communication of important information. Foundation faculty advisors
serve as a source for general questions and concerns about coursework,
academic programs, campus life, and other updated issues. This advising is
supplemented by the foundation academic advisor, a professional staff advisor
who is in close contact with other resources, and is dedicated to work with firstyear trainees on a broad range of trainees life and academic matters. The
foundation academic advisor assists trainees on understanding the course
outline, academic and testing calendar, foundation requirements and degree
programs.

8.4 Faculty and Advising

The Academic Advising office recognizes that the strong connections that
trainees develop with their faculty are an important aspect of their VTCs
experience. Our advising system is designed to complement those connections,
25

with faculty, acting as academic and professional mentors, while providing

trainees with additional resources.

8.5 Students and Advising

Trainees participation in the advising relationship is central to its success.
The trainees with strong advising connections will be more satisfied with their
VTCs experience and more knowledgeable about the opportunities that are
available to them as trainees and burgeoning professionals. Families and
friends can support academic advising by encouraging students' engagement
with their academic advisors through frequent meetings, the sharing of
information and pro-active planning. Trainees are responsible for scheduling
appointments with advisors, bringing appropriate records to advising
meetings, understanding and tracking their progress toward graduation and
following up on necessary advisory actions.

8.6 Appointment Advising

Trainees who schedule an appointment with the academic advisor will receive
the most comprehensive advising services. It is recommended that trainees
schedule an appointment early in the first semester to get the advantage of
advising. Appointments are scheduled for 30 minutes with the assigned
academic advisor.
Trainees can schedule appointments in-person at the office or on the phone.
The advisor will assign other follow up sessions for the trainee who is in need
to maintain follow-up of the trainees progress and attitudes before failing in
the foundation program or being dismissed.

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8.7 Academic Advising and Confidentiality

The relationship between advisor and first-year trainees is particularly
important in the trainee's foundation year. The ideal advisor-trainee
relationship is one of mutual respect and sharing of important, and sometimes
sensitive information. Advisors are required to ensure the security and
privacy of such information and to protect against unauthorized access to such
information.
Therefore, trainees may not expect the advisors and staff to release specific
information (e.g., grades, class attendance, academic progress, social issues)
about a trainee without the trainee's expressed written permission to anyone,
including family members.
Advisers are happy to answer parents' general questions about procedures,
resources, and academic programs. At the same time, it is not allowed for the
advisor to discuss specific trainees performance without their permission. It
is strongly encouraged that all trainees discuss their academic progress with
their family. If a trainee would like his or her advisor to be able to speak
directly with his or her parent, the trainee should sign for an" Informed
Consent Release Form".
The academic advisor has the right to direct view the trainees case to the
Guidance and Counseling Office and the students Affairs of the VTC. Both
assist the academic advisor to identify the trainees problem and generate
constructive feedback.

9- Attendance Policy

Staff Absences
-

In the case of staff absences, the Principal, the HoD has to be informed
before classes commence.
27

An absent form will be filled in stating the reason for the absence.

If the absence is due to medical reasons, a medical certificate, duly stamped

by a government clinic is required to be to be submitted to human resource
department.

Refer to Substitution Policy.

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10- Cultural Framework

10.1 Aim
The reason for developing a cultural framework is to have a guide by which all
course materials can be assessed for suitability from a social and cultural
standpoint. This is to ensure that course materials do not conflict with the
social norms and taboos in the Sultanate of Oman.

10.2 Cautions
The following is a list of topics which should ideally be avoided or treated with
great caution.
References in texts and audio to:

Alcohol
Inappropriately close mixing of men and women (such as dating,
boyfriends/girlfriends etc.)
Politics
Comparison of Islam to other religions

Pictures of:

Alcohol and its consumption

Inappropriately dressed people (eg. beachwear and instances of the
majority of the body being uncovered)

Discussion of subjects which could be considered contentious or would seem to

diverge from a traditional Islamic view.
For example;

Horoscopes and fortune telling

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Money lending, earning interest on money

Sexual activity, abortion, contraception etc.
Adoption and fertility problems
Local politics, the Government and political leaders

10.3 Responsibility
Review of course materials against the Cultural Framework is the
responsibility of the Curriculum Development Committee.

10.4 Procedure
Firstly all staff, especially those new to the Gulf, need to be made aware of the
above points during their induction. This will be done by the Head Od
Department and Head of Sections.

Secondly, all course materials whether they be commercially produced text

books, or in-house materials, need to be acquired or produced with these
points in mind. A complete review of course material should be carried out
whenever course materials are changed.

Thirdly, as the staff members have the freedom to produce their own material
or obtain it from sources such as external websites, they need to consider
these points when assessing the suitability of material for use with Omani
students.

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11- Academic Staff Appraisal

11.1 Introduction :
The Vocational Training appraisal system for teaching staff is aligned with
the Ministry of Civil Service annual staff appraisal. It does not replace it but
nonetheless helps the administration on basing their grades. The VT
appraisal system for teaching staff evaluates quality of teaching and course
delivery . It is derived from teachers feedback, benchmarks and vision of the
VT Strategic plan.
11.2 Definitions:
New staff: staff who have not completed the probationary period of three
months.
Old staff : Staff who have successfully completed the probationary period.
Auditing Panel: A panel of two persons who are the HoD and the level
coordinator ( senior tutor)
Improvement plan : it is a plan that should be given to the staff being
observed to improve in particular area(areas).
Accumulative score: the average of the three evaluation forms.

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11.3 Procedures:

For New Staff

1. After a new staff is given his/her teaching load, after receiving their
induction book and after one week of teaching the panel informs the staff
that they are going to visit will be visiting his/her class within a week time
without specifying a date or time.
2. The panel should observe for one hour and should not interfere with the
class flow.
3. After the class has been observed, the teaching staff should submit his/her
lesson plan, course information file and samples of some worksheets given
to students.
4. Within two days, the staff should get a feedback session on the class s/he
was observed and evaluated.
5. The staff should sign the form.
6. The Management Feedback on teaching (Form 1) should be used
during the observation session and the feedback session.
7. If the new staff scores 3.00 in the accumulative record or above
(Form 4) , s/he may be retained

8. If the new staff scores below 3.00, s/he is given a detailed feedback
highlighting the areas that needs immediate attention and that they will
be observed again after two weeks.
9. The student feedback on teaching (Form 2) form has to be conducted
after three weeks of teaching for the new staff.
10. The Management General Observation (Form 3) form has to be filled
by the principal after three weeks of teaching for the new staff.
11. The student feedback on teaching should be aligned with the panel
results since both are mirrored and evaluate the same subscales.
12. If the new staff scores below 3.00 in the accumulative record after the
second visit then s/he may be asked to resign as he does not meet the
expectations that the job demands.

For Old Staff:

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13. After the old staff is given his/her teaching and within the semester the
panel informs the staff that they are will pay a visit to his / her class
within a week time without specifying a date or time.
14. The panel should observe for one hour and should not interfere with the
class flow.
15. After the class has been observed the teaching staff should submit his/her
lesson plan and samples of worksheets given to students and his/her course
information file.
16. Within two days, the staff should get a feedback session on the class s/he is
being observed evaluated.
17. The Management Feedback on teaching (Form 1) should be used
during the observation session and the feedback session.
18. The Management General Observation (Form 3) form has to be filled
by the principal after the observation session and the feedback session.
19. If the old staff scores 3.00in the accumulative record or above, s/he
may not be visited until two semesters have passed (Form 4).
20. If the old staff scores below 3,in the accumulative record s/he will be
given a semester improvement plan specifying areas of improvement and
notified that s/he will be visited next semester.
21. If the staff does not show any improvement ,then the contract may be
terminated.
22. The student feedback on teaching (Form 2) form has to be conducted
after three weeks of teaching for the new staff and old staff after the
observation.
23. The student feedback on teaching should be aligned with the panel
results since both are mirrored and evaluate the same subscales.

12- Teachers Evaluation

Personal development
For professional development teachers should be aware of the latest findings
in the field of teaching. They should develop themselves as teachers by doing
refresher courses from time to time, by doing study and research, most
importantly by co-operating with their colleagues. In fact, different teaching
33

and learning strategies can be used to make learning more meaningful and
interesting. As a teacher you should vary your lessons by using different
teaching strategies, making sure that the ones you use for the lesson are
suitable for your lesson outcomes. You should aim to maximize participation,
thinking skills and motivation in your choice of strategy.

The purpose of self-evaluation is to check your performance from your point of view.
Please be as honest as you can be to evaluate your teaching demonstration and this will
NOT affect your grade.

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Performance

Rating

Comments (if any)

(circle)
Preparation(lesson plan, materials)

1 2 3 4 5

Interaction with the students

1 2 3 4 5

Usage of classroom language

1 2 3 4 5

Clarity of instruction

1 2 3 4 5

Pronunciation

1 2 3 4 5

Confidence

1 2 3 4 5

Enthusiasm

1 2 3 4 5

Overall performance

1 2 3 4 5

Rating Key
1 = poor 2 = fair 3 = acceptable 4 = good 5 = excellent

1. How do you consider your teaching style; nervous, confident, joyful, relaxed or
serious? Explain in words and you may choose more than one.

2. List three of your major strengths of teaching demonstration.

3. List three of your major weakness of teaching demonstration.

4. What do you gain from this teaching demonstration?

5. Do you now feel more confident about your potential as a classroom teacher? What
has helped you feel this way?

6.

What else might help you to improve your teaching?

35

Ministry of Manpower
Directorate General of Vocational Training

Peer-Classroom Observation Form

Class Details
Date
Time
Centre
Class
Level
Instructor
No of trainees
Lesson focus

Preliminary Staging

Warm up
activity

List lesson
Content

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Pre-text Staging

Use of context

Concept
Checking

37

Classroom Observation
Guided Practice

Activities used

Correction &
Monitoring

Free Practice

Activities used

38

Correction &
Monitoring

Feedback to
learners

Classroom Observation

Classroom Management

Dealing with
questions &
problems

Teacher talk
vs.
Learner talk

Use of L1

Behavior
Management

39

Rapport with
Learners

Materials

Texts used

Quality of
worksheets

Use of
technology

40

Lesson plan

13- Responsibilities of teachers in

identifying special needs cases

Who are students with special needs?

These may include:

Students with sensory or physical disabilities.

Students with intellectual disabilities

Students with emotional and/or behavioral disorders

Students with communication and/or language disorders

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Students experiencing difficulties in learning.

What are the Common Causes of Learning Difficulties?

The causes for learning difficulties are not always well understood or even
apparent. That said, some causes of learning impairments include:
Accident(s) after birth - may be caused by malnutrition, head injury, and/or
toxic exposure.
Heredity - may run in the family.

Poverty - may be a result of a lack of parental reinforcement or

affordability of academics.

Problems during pregnancy and/or birth - may result from foetal exposure
to alcohol or drugs, oxygen deprivation, anomalies developed in the brain,
low birth weight, injury or illness or premature or prolonged labor.

One major factor for many people who face learning difficulties is that they are
unable to express their feelings easily in words, so their actions may have to
speak for them. Their behavior(s) and mood(s) may change and their inability to
express themselves. Could result in depression, sadness, anxiety and other
mental health issues.
-

What are some common characteristics of students who experience difficulties

in learning?

Some general learning characteristics of these students are that they may:

experience difficulties with reading, writing, spelling and mathematics

have difficulty following instructions or directions to complete a task

have poor fine motor skills which can affect legibility of handwriting

pronounce or read multi-syllabic words with difficulty

have reduced or limited vocabulary and word knowledge in comparison to

their peers

have poor retrieval of information perhaps due to problems with memory

have difficulty copying from the board or overhead projector

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have poor literacy in their first language.

Students may also demonstrate the following behaviors:

They may:

be introvert or exhibit attention seeking behavior

be easily distracted

have poor organizational skills

show reluctance to learn or get involved in classroom activities

be dependent on the teacher or a friend

work slowly or work too quickly and inaccurately

have poor or inappropriate social skills

be frequently absent from class and/or school

demonstrate a lack of motivation

have poor self-esteem

Teachers should be aware that students who display some or all of these
characteristics and behaviors may not necessarily be experiencing difficulties in
learning. Further investigation by the teacher may be necessary.

Remediation Plan

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-Teacher Instructions
You can use the Remediation Plan template that follows to lay out a plan for
students who are in need of intervention/remediation.
- Purpose

To help teachers think about and organize remediation plans

To allow teachers to try to identify specific problem areas and link them to
steps that can produce attainable results.
To provide teachers with a template to easily record remediation plans and
use them to communicate with students and/or parents.

- Suggested Uses

Involve Students in their Remediation Plans.

Hold a teacher-student conference to go over the details of the remediation plan.

Make certain that they understand what they are expected to do.

Involve Parents As Much As Possible.

You may also involve parents in the remediation plan, if the situation is
appropriate. Like your students, make sure the parents understand the steps
their child should take to improve their performance in your class.

Identify common steps and resources that can be used for different levels of remedial
study.

Try to identify several sets of steps and resources for at least two different levels
of student need. For example, you might identify a course of action for students
who need a small amount of extra work, and one for those that need a great
deal of extra study in the identified academic area. Then, as you identify
students in need of intervention, you can choose their level and the appropriate
remediation plan.

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Remediation Plan / Individual Plan for Improvement

Step by step procedure used by teachers, counselors and administrators to help students
get back "on track".

Student Name: _____________________Grade: ______________Date: ____________

Teacher Name: ____________________ Class: ______________ Hour: ____________

This student has been placed on a remediation for the following reasons:
Check all that apply

____ Student did not meet expectations on a formative assessment.

____ Student did not meet expectations on a class assessment.

The following strategies have been employed:
Check all that apply and date.
____ Re-teach material using different method Date __________

____ Teacher communicates with student and parents Date _________

____ Teacher communicates with Special Education Director Date ________

____ Student assigned Extended Academic Period Date ________

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Teacher _____________________ Date completed_______________

46

Problem area

Solutions/ steps to

Resources

be taken

needed

Outcomes of the
remedial plan

Student ___________________________________ Teacher____________________________

Level ___________________________________ Date_______________________________

Topic / Project / Exam_____________________________

47

14- Grievance Procedure for

Teachers
Teacher Grievance Form
Instructions: Teachers should fill in a form to file a grievance. The first step in
the grievance process is to orally report a grievance to the direct supervisor
within 20 working days from the date the teacher knew, or should have known, of
the occurrence giving rise to the grievance. If the grievance is not settled in the
first

step,

the

teacher

shall

submit

written

grievance

principal/administrator. Keep a copy of the form for your records.

Refer to Policies and By laws.

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to

their