1716 وظيفة Vocational Rehabilitation Case Manager قريبًا مني

Location

Doha , Qatar

Human resources

Experienced professionals

Instructors/Lecturers
at Qatar Technical Institute (QTI) form the backbone of the training ecosystem
and play a critical role in delivering high-quality UK Level 3/4 equivalent
vocational, technical and defence training, as well as Ministry of Education and
Higher Education (MoEHE)-approved undergraduate programmes, to military
students in Qatar.

The
primary responsibility of the Instructors/Lecturers is to plan, prepare,
deliver, assess and continuously improve learning activities that develop the
knowledge, skills, behaviours and competencies required by the Qatar Armed
Forces and other stakeholders. Instructors/Lecturers are expected to create
engaging, learner-centred environments that promote academic achievement,
practical competence, professional conduct and operational readiness.

Key attributes of Technical Instructors/Lecturers at QTI include:

• Deliver high-quality theoretical and practical instruction.
  
• Prepare
  lesson plans and other training materials in accordance with approved curricula
  and awarding body requirements.
  
• Assess
  student performance and provide timely, constructive feedback.
  
• Maintain
  accurate student records in accordance with organisational policies and LMS
  platforms.
  
• Support
  curriculum development and continuous improvement initiatives.
  
• Ensure
  the safe operation and effective utilisation of laboratories, workshops,
  training equipment, simulators, and instructional resources.
  
• Maintain
  and enhance professional, technical, instructional, and subject matter
  expertise through Continuing Professional Development (CPD) activities.
  
• Participate
  in mandatory training, workshops, standardisation activities, and professional
  and industry engagement opportunities.

Instructors/Lecturers
are expected to demonstrate proficiency in the use of modern educational
technologies, digital learning platforms, audio-visual systems, interactive
training aids, and specialist laboratory or workshop equipment relevant to
their discipline. They must be capable of integrating technology-enhanced
learning approaches to improve student engagement and learning outcomes.

The
role requires strong technical expertise, effective communication skills,
professional integrity and a commitment to maintaining high standards of
teaching excellence, learner achievement and military/defence professionalism.

Core Responsibilities:

1. Training Delivery and Technical Instruction:

• Plan, prepare and deliver high-quality theoretical, practical,
  laboratory, workshop and simulation-based training in accordance with approved
  curricula, schemes of work and learning outcomes.
  
• Deliver engaging and effective instruction using a range of
  teaching methodologies, including demonstrations, practical exercises,
  projects, discussions, problem-based learning and technology-enhanced learning.
  
• Demonstrate and supervise the safe and effective use of specialist
  equipment, tools, laboratories, workshops, simulators and training systems.
  
• Differentiate instruction to meet diverse learner needs and
  support progression towards vocational, technical, defence and higher education
  programmes.
  
• Utilise modern instructional technologies, digital learning platforms,
  and audio-visual training aids to enhance learner engagement and achievement.

2. Learner Development, Assessment and Quality
Assurance:

• Monitor learner progress and provide timely coaching, mentoring
  and constructive feedback to support achievement and professional development.
  
• Conduct formative, summative, practical and competency-based
  assessments in accordance with approved assessment strategies and quality
  standards.
  
• Maintain accurate learner records, attendance data, assessment
  documentation and progress reports within required timescales.
  
• Contribute to internal quality
  assurance activities and the continuous improvement of training delivery,
  assessment practices, and learner outcomes.

3. Courseware Development and Continuous
Improvement:

• Support the development, review, maintenance and enhancement of
  courseware, instructional materials, assessments and learning resources.
  
• Ensure instructional content remains technically accurate, current
  and aligned with organisational, military, awarding body and MoEHE
  requirements.
  
• Identify and implement opportunities to improve training effectiveness,
  learner engagement, and programme performance.

4. Health, Safety and Professional Compliance:

• Demonstrate exemplary Health, Safety, Environmental and Security
  (SHE) behaviours and ensure compliance with all relevant policies, procedures
  and safe systems of work.
  
• Promote a safe, disciplined and professional learning environment
  within classrooms, laboratories, workshops and training facilities.
  
• Operate within established organisational communication, reporting, and
  escalation processes.

5. Military/Defence Engagement and Professional
Conduct:

• Maintain positive and
  professional relationships with military personnel, learners, and
  stakeholders.
  
• Operate effectively within a military training environment while
  adhering to military protocols, standards and expectations.
• Provide instructional support and training cover
  as required to ensure continuity of programme delivery.
  
  

Requirements

Qualification/Trade Knowledge:

Essential:

• Recognised
  qualification at UK Level 4 or above in the relevant engineering, technical,
  vocational or professional discipline, or equivalent industry experience.
  
• A
  minimum of 5 years’ demonstrable industrial/defence experience and technical
  competence within the relevant subject area.
  
• A
  minimum of 2 years’ experience delivering technical, vocational, engineering,
  defence or professional training in a structured learning environment.
  
• Competent
  in the use of Microsoft Office applications and digital technologies to support
  training delivery and administration.
  
  

Desirable:

• Teaching,
  training, assessing or instructional qualification, or equivalent.
  
• Experience
  within a military, defence, aerospace, engineering or other highly regulated
  environment.
  
• Experience in curriculum development, courseware
  design, or assessment development.
  
• Knowledge
  of vocational education, competency-based training and quality assurance
  processes.
  
• Experience
  using Learning Management Systems (LMS), simulation technologies and digital
  learning platforms.
  
• Experience
  in teaching/training in a multicultural environment.
  
• European
  Aviation Safety Agency (EASA)/Defence Systems Approach to Training (DSAT)
  knowledge and compliance.
  
• Licence,
  defence certifications, relevant professional institution membership or
  professional registration.
  
• Evidence of ongoing Continuing
  Professional Development (CPD).
  
  

Subject Area Coverage:

Primary: Knowledge, skills,
qualifications and/or experience in delivering undergraduate-level
Cybersecurity and related subjects. This may include, but is not limited to,
Java, Python, object-oriented programming, data structures, algorithms,
debugging, testing, computer architecture, assembly language, operating
systems, network fundamentals, network configuration, cybersecurity principles,
applied cryptography, secure communication, database design, AI concepts,
machine learning basics, data modelling, analytics, visualisation techniques,
forensic principles, evidence acquisition, preservation, reporting, SIEM tools
(Splunk, Sentinel, QRadar), cloud, mobile, IoT, encryption challenges,
cybersecurity analytics, mathematical reasoning applied to computing (storage,
bandwidth, data representation), and Cybersecurity Project Work. Candidates
should also be capable of delivering practical laboratory and workshop-based
instruction.

Secondary: In addition to the primary teaching
specialism, Instructors/Lecturers are required to support the delivery,
development, assessment, verification and administration of other subject
areas, programmes or training activities within the organisation, as directed
by the Customer, Line Manager, Head of Department or Head of the Organisation.

Such responsibilities will be allocated based on
the Instructors’/Lecturers’ qualifications, professional experience,
industry background, demonstrated competence and previous teaching or training
experience. Where appropriate, Instructors/Lecturers may be provided with
internal training, mentoring, professional development, or familiarisation
activities to enable them to undertake additional teaching and training
responsibilities effectively.

Human resources

Experienced professionals