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HCT 4.0 | EDUCATION-TO-EMPLOYMENT Focal Strategy 2017 - 2021

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Education-To-EmploymentFocal Strategy 2017 - 2021

THE STRATEGY & FUTURE DEPARTMENT(For any queries or comments concerning the contents of this document)

This document details the extrapolation of the HCT 4.0 strategy in the context of education to employment for students and learners and it is the culmination of input gathered through several meetings, interviews and workshops from internal and external stakeholders.

Abstract

Contents1. Aims & Aspirations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32. Alignment to National Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 2.1. National Program for Advanced Skills (NPAS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 2.2. UAE Employment Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 2.3. The Ministry of Education Higher Education Strategy . . . . . . . . . . . . . . . . . . . . .5 2.4. Dubai 50-year Charter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 2.5. The National Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 3.1. Key Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 3.2. Future Foresight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 3.2.1. Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64. Core Focus Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4.1. UAE Future Skills & Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4.1.1. Sector-specificCompetency-BasedEducation(CBE) . . . . . . . . . . . . . . . . . . . . . . . .7 4.1.2. Applied Academic Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4.1.2.1. Accelerated Academic Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4.1.3. Professional Careers Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4.1.3.1. Technical Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.1.3.2. TSP and Apprenticeships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.1.3.3. Sector Skills Academies (SSAs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.2. Employability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.2.1. Lifelong and Life-wide Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.2.2. Alumni Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 4.2.3. Work-BasedLearning(WBL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.2.4. BlendedLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.2.5. ePortfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.3. Quality Assurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.3.1. Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.3.2. Risk Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 4.3.3. Institutional Ranking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 4.4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 4.5. The Student Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 4.5.1. Student Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 4.5.1.1. Engaging Determined Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 4.5.1.2. Engaging part-time students and mid-career professionals . . . . . . . . . . . . .11 4.5.2. Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 4.5.2.1. Campus Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 4.5.2.2. Student Wellbeing and Mental Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 4.5.3. Holistic Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 4.5.3.1. Pre-enrollment Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 4.5.3.2. Holistic Support During Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 4.5.3.3. HCT Alumni (Post-graduation services) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 4.6. Careers Exploration and Work Readiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 4.7. Community Service and Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135. Strategic Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 5.1 ObjectiveProfiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 5.2. Performance Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 5.3. Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196. Value Proposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 6.1. BeneficiaryProfiles,RequirementsandKeyServicesProvided . . . . . . . .217. Strategic Roadmap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 7.1 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 7.2. Strategic Priorities (over the next 12 months) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

EDUCATION-TO-EMPLOYMENTFocal Strategy 2017 - 2021


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� HCT to become a leading and globally ranked applied Higher Education Institution by offering various credentials that are relevant and aligned with industry/professional bodies and leading to employment/entrepreneurship

� HCT prepares students for the Fourth Industrial Revolution through the restructuring of academic and professional tracks to give learners a range of opportunities for both life-long and life-wide learning and skills development

� HCT embraces industry input to shape student experiences and learning by developingmechanismstoembedcollaborative,real-world projects with industry partners into the curriculum

� HCT seeks to ensure that students can contribute positively to the UAE Knowledge based economy through its applied and professional competency-based education which focus on employability skills

� HCT collaborates with government ministries, such as MoHRE, to create opportunities for graduates in the Private Sector e.g. through the Tawteen Club and automated connections with Emiratization Gate

In alignment with the HCT Vision Statement - ‘The Higher Colleges of Technology is the leading applied Higher Education Institution in empowering generations to contribute totheshapingofthefutureoftheUAE.’,theaimsandaspirationsofthisEducation-To-Employment strategy is:

“To establish a comprehensive HCT “Education-to-employment” ecosystem providing flexible and various learner-centered career-oriented pathways. Such an environment will enable learners to pursue their education in a flexible, personalized manner, capturing and cumulating in verified parcels of learning and developing their overall and specific competences addressing up-to-date industry requirements”.

This breaks down into the following:

Aims & Aspirations


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Alignment to National Strategies

This focal strategy has been aligned to a number of UAE national strategies in the following key areas:

2.1. National Program for Advanced Skills (NPAS) The mapping of NPAS skills and target segments is as follows

NPAS SKILLS HCT GRADUATE LEARNING OUTCOMES

Foundational Literacies (scientific, technology, financial)

Technological Literacy; Mathematical Literacy

Competency Literacies (problem-solving, creativity, communication, collabo-ration)

Communication and Information Literacy; Critical and Creative Thinking; Teamwork and Leadership; Self-Management and Independent Learning; Vocational Competencies

Character Qualities (adaptability, leadership, social and cultural aware-ness, empathy, growth mindset)

Global Awareness and Citizenship

NPAS TARGET SEGMENTS HCT TARGET SEGMENTS

Students: Integrate skills into curriculum and coursework as well as extracurricular activities

Introduce pedagogical and teaching methods that focuses on skills development; suitable to academic level

Emphasis of the Sector Skills Academies (see section 4.1.3) is Competency-Based Education where the development of skills is embedded in the curriculum

Recent Graduates: Focus on up to date specialized technical skills based on industrial sector

Emphasize advanced skills in-line with individual’s job requirement

Sector Skills Academies (see section 4.1.3) are geared to the development of technical skills in pre-defined sectors

Seasoned Employees: Provide continuous opportunities to acquire new skills as well as enhance current ones

Ensure ability to adapt in face of future labor market needs

Sector Skills Academies (see section 4.1.3) are set up to upskill and re-skill mid-career professionals


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2.2. UAE Employment Strategy � Emphasis on the private sector and the importance

of increasing the number of women in this sector � The shift away from clerical and administrative

roles to “future-proof” high-skill analytic and services-based jobs which are not under threat from automation

� A Lifelong Learning framework, which promotesindividual ownership, to reskill thosewith jobs atrisk

� Sector-specificgraduateandbridgingprograms � The development of graduate entrepreneurs (see

the separate Entrepreneurship focal strategy document for more details)

� The creation of an entrepreneurship gap year program

� Emphasis on Applied and Professional programs � Concrete pathways to employment through

mandatory private sector placements � Partnerships between private sector and education

institutions � The establishment of Innovation Spaces

2.3. The Ministry of Education Higher Education Strategy

� Stringentandconsistentqualitystandards (ahighqualitysystemthroughconsistentqualitystandards&assurancemechanismswithlocalflavorsupportedby greater transparency and performance related funding)

� Strong incentives to drive system quality(incentivizing institutional quality and studentoutcomes by creating transparency on institutional performance and creating links to the value of funding provided)

� A strong and specialized HEI (promoting specializationandqualitymeasuredbyaclearandtransparent classification system)

� Labor market linkages (collaboration with the labor market, particularly the private sector, which willcontribute to the structure and coordination of input on content, feedback on graduate outcomes, anddirect engagement for professional experiences)

� Holisticstudentjourneys(highqualitypersonalizedjourney for students through integrated academic pathways, informed and richer professionalexperiences and expanded volunteering and extra curricular opportunities)

� Impactful Innovation Ecosystem (a strong pipeline of applied research projects and a comprehensive innovation ecosystem that drives the commercialization of ideas)

� Optimized academic programming & delivery (optimal matches between student capabilities and

academic choices, ensuring efficient programmingby minimizing redundant offerings)

� Driving student completion rates (student progression through the system by identifying high risk individuals and personalizing academic support and interventions)

2.4. Dubai 50-year Charter � Article Two: A Geo-Economic Map for Dubai: The setup of specialized, integrated economic zonesin the city will support the establishment of entrepreneurial ventures by graduates

� Article Three: First Virtual Commercial City: The granting of commercial licenses without having to reside in Dubai will also aid entrepreneurship by students

� Article Four: A Central Education File for Every Citizen: The development of a centralized education database for every citizen to document all the academic degrees obtained, classes and trainingtaken, and conferences attended is aligned withHCT’s plans to help students and learners develop micro-credentials and ePortfolios

� Article Six: Free Economic and Creative Zones in Universities: the setup of public and private universities as free zones that allow students to carry out business and creative activities,makingthese activities part of the education and graduation system, and shaping integrated economic andcreative zones around the universities

2.5. The National Agenda � Cohesive Society And Preserved Identity: We aim

to graduate students and learners that are proud of theiridentityandequallyproudoftheircontributionto the UAE economy

� Competitive Knowledge Economy: We aim to support our graduate entrepreneurs through the startup launch process (see the Entrepreneurship focal strategy for further details) as well as helping others to secure jobs in the private sector with specificsectorknowledge,skills,andcompetenciesin the contribution to the knowledge economy

� First-Rate Education System: by enhancing the teaching and learning technology in our classrooms to include digital assessments and support for projectsandresearch,andthroughbroadeningourhybrideducational system to includeprofessional,sector-specificprogramsandourappliedacademictracktoincludeanacceleratedtrack,weaimtooffera comprehensive, first rate education to a muchwider spectrum of students and adult learners than ever before.


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3.1. Key Challenges Changing the education system to (i) promote individuality in students, (ii) de-emphasize theteacherastheprimarysourceofallknowledge,(iii)prioritizeknowledgeoverinformation,(iv)prioritizethe development of skills and competencies and (v) encourage students’ appetite and capacity to learn will not happen overnight but being clear on thechangesrequired,planningthesechangesandimplementing them methodically is the approach currently being undertaken at HCT.

3.2. Future ForesightResearch suggests that the future of education should be about developing different types of intelligenceinstudents,frommachineintelligence,to collective, emotional, spiritual, and curiosityintelligence and that, for 21st Century Skills,three kinds of education are needed: “‘Knowledge’ i.e. what we know and understand, includingtraditional subjects like maths, ‘modern’ subjectslike entrepreneurship and themes such as global literacy. ‘Skills’ i.e. ‘how we use what we know’ includes creativity, communication and criticalthinking.Finally,‘character’whichis‘howwebehaveand engage in the world’, including mindfulness,curiosity, ethics and leadership. Taken together,these produce ‘meta-learning’, or ‘how we reflectand adapt’”

3.2.1. Trends Artificial Intelligence (AI) in education is an areaof growing development capable of adapting to the needs and talents of each individual student through adaptive learning methods and techniques. Developments in AI and robotics willincrease competition between Higher Education Institutions (HEIs)globally,particularly inenablingthe functionality and accessibility of online degrees where ‘Chatbots’ may replace or augment tutors.Demands on HEIs are more than ever before. HEIs are now expected to be key contributors to the social and economic development of the country,through their development and support for graduate entrepreneurs in addition to doing more to create usefulknowledge,developskillsandcompetenciesin students and learners, transfer these tobusinessesthroughgraduates,provideprofessionaltraining formid-career professionals, help schoolsto raise their standards and ambitions in STEM and languages, where necessary, and promote socialmobility by widening the participation of lifelong learners in education which many have started to do.

Overview


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4.1. UAE Future Skills & CompetenciesMcKinsey Global Institute data recently claimed that 50% of jobs are automatable globally . That represents a sizeable section of the workforce that will need to be upskilled and retrained in the near future.Therefore,plansareunderwaytodevelopa more holistic education system that teaches studentshowtolearn,ratherthanwhattolearninorder to adjust and deliver what the economy needs. A traditional undergraduate education, throughinformation transfer, is no longer a viable formof education to ensure employment and a career. Collaboration with industry and the government needs to be much more intense. Future work will be based on adaptive workforces organized around projects, supported by embedded training. Thisnew kind of employee needs a different kind of education in preparation.HCTisundertakingaproject, incollaborationwiththe Ministry of Human Resources and Emiratization (MoHRE)andtheMinistryofEducation,to(i)identifypotential future jobs for each of the identifiedeconomicgrowthsectors, (ii) developprograms tomeetthesefuturejobrequirements,(iii)developaframeworkoftheskillsandcompetenciesrequiredto fulfil these jobs, (iv) create an awarenesscampaign and engagement activities for students and (v) develop and entrepreneurship development plan,amongstmanyotheractivitiestoensurethatHCT graduates are fully prepared for the rapidly evolving future World of Work.

4.1.1. Sector-specific Competency-Based Education (CBE)“A competency is the capability to apply or use a set ofrelatedknowledge,skills,abilities,andintellectualbehaviorsrequiredtosuccessfullyperformtasksinadefinedsetting.”Thismeansthatatthepointofcredential completion, the learner should possessunderpinning knowledge and have the skills and abilities to successfully apply that knowledge in the desired work setting. The implication is that there is a need to adapt the curricula of all applied and professional programs with a model that enables demonstration of competencies by learners after engaging in learning exercises, activities and experiences which align

with updated and clearly defined Graduate andProgram Learning Outcomes that are in turn aligned with the National Program for Advanced Skills Competencies Literacies.

4.1.2. Applied Academic TrackEmbedded within applied programs in Business,CIS, Applied Media, Engineering Technology &Science, Health Sciences, Education, GeneralStudies andMilitary&Security, students are ableto undertake professional courses, e.g. ProjectManagement, to improve their employability aftergraduation. These courses are certified by therelevant professional bodies. Professional bodies or Associations help keep knowledge up to date with latest developments in the sector and belonging to an Association enables students to gain access torelevantresources,furthertrainingcoursesandnetworking opportunities.

� Accelerated Academic TrackThe Accelerated Academic track is a three-year equivalent of the Applied Academic Track aboveand is aimed at high achievers with GPAs above 3.5. Should their GPAs fall below this level at any stage duringtheirprogram,theywillbere-assignedtothenormal four-year equivalent program.

4.1.3. Professional Careers TrackBeingqualifiedtotheundergraduatedegree levelis often seen as insufficient for practice inmanyprofessions. A greater proportion of the population now needs to be upskilled or re-skilled to have knowledge in more than one disciplinary area of practice. Many professions now require work-integrated learning to develop employees with diverse skills and knowledge beyond the focused expertisegained inonediscipline. Inotherwords,a deep, coherent knowledge of a core disciplinecomplemented by breadth across other areas. The Professional Careers Track at HCT offers learners (students or mid-career professionals) a start in attainingthebreadthoftechnicalskillsrequiredforthe modern workplace. However, to be complete,Recognition of Prior Learning and micro-credentials will need to be also established industry and sector wide.

Core Focus Areas


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� Technical SkillsCurriculumreformwaslaunchedin2016,approvedby the Ministry of Education and synchronized with the National Agenda. Vocational and Technical Skills are often viewed by students and parents asasecondoption toBachelordegrees.However,radical changes in technology, such as ArtificialIntelligence, robotics, the internet of things, 3Dprinting and other innovative and novel futuristic trends, are happening in many industry sectors.Therefore,technicalskillsarenowbeingdevelopedat HCT as a core element needed to pave the way for emerging graduates (as potential New Collar workers) where successful students will graduate as Technicians with the Professional Diploma (level 5 QFE) or as Technologists and Associate Professionals with the Professional Higher Diploma (level 6 QFE).

� TSP and ApprenticeshipsAtthelevel4(INJAZ)qualification,HCTisdevelopingan Apprenticeship model that will enable graduates of the TSP (Technical Studies Programme) to be able to work as apprentices with public or private sector organizations after graduation. The current model is based on a 16-month period half of which will be project-based training and the other half being on-the-job training. TheTSPiscurrentlyaoneyearprogramcoveringHR,FinancialServices,CustomerServices,OccupationalHealth & Safety and Information Technology. The program is currently in the process of being expanded to include other disciplines.

� Sector Skills Academies (SSAs)SSAs are a recent initiative to develop Technical Leaders for UAE strategic industry sectors. The framework was developed in partnership with the SouthernAlbertaInstituteofTechnology(SAIT),inalignmentwiththeNationalEmploymentStrategy,to align SSAs with UAE private sector industries to develop knowledge, skills and competenciesdirectly related to these industries. Logistics and Retail SSAs have recently been launched where the target demographic are mid-career professionals motivated to re-skill or upskill in order to progress along their career path. Learners graduating from SSAs will be awarded a professional Diploma (level 5QFE)certificate.RemainingSSAstobelaunchedby 2021 include: § Oil & Gas § ArtificialIntelligence,Block-chain,Robotics § Hospitality

4.2. EmployabilityIt is widely accepted that the era of graduates working in the same job or field throughout theircareers is long over. Instead, they can anticipate

working in multiple careers with the emphasis on fluid andflexible approaches towork, rather thanon rigidly defined ‘traditional’ career pathways.Therefore, in addition to producing work readygraduates, HCT is gearing up to preparinggraduates for lifelong and life-wide learning by giving them career management skills through the implementation of the ‘Careers Exploration Centers’ initiative. TherapidlychangingfutureWorldofWork,asdefinedbytheonsetoftheFourthIndustrialRevolution,willrequire graduates to have transferable skills thatcan be readily adapted to jobs and technologies that do not exist yet. At HCT, the model forEmployability brings together a focus on careers with applied and professional learning and the development of entrepreneurship skills. The careers focus is concernedwith graduatework-readiness,industry engagement and graduate preparedness for multiple careers in diverse industries. This is supported by academic and professional studies based on curricula that is primarily industry-focused andthedevelopmentofthenecessaryknowledge,technical skills and competencies required forthe emerging future World of Work. Finally,entrepreneurship is the final part of the modelwhere AED 100m has been set aside to develop and launch student startups. None of these aspects of the model are treated or viewed in isolation from theothers.Instead,theyareinterlinkedtohighlightthe relationships between them.

4.2.1. Lifelong and Life-wide LearningLifelong Learning is an essential element of the social model, especially in the UAE’s knowledge-based society and economy. Coping with constant change and innovation in high technology sectors as well as ensuring access to current information and knowledge requires a continuous educationstrategy that is oriented to serving the real economy.Therefore, recognitionofallother formsof non-formal and informal learning (Life-wide Learning) is also critical to ensure robustness and comprehensiveness in the contextual nature of learning. At HCT, Lifelong and Life-wide Learning are tobecome the sub-text to all forms of learning conducted across the institution with focus on upskilling and re-skilling mid-career professionals to ensure they are kept up-to-date with the relevant andnecessaryskillsrequiredbyindustry.However,for upskilling and re-skilling to be successful, it isrecognized that processes enabling and supporting the Recognition of Prior Learning (RPL) is formally established.

4.2.2. Alumni EngagementTothisend,HCTisactivelyseekingto improveitsaccess and connection to its Alumni community


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through the ‘Creation of Active Alumni Community Program’ strategic initiative. This initiative includes anumberofdeliverables rangingfromawareness,mentoring and ambassadorship programs to offering various opportunities to our alumni for personal and professional development courses and conferences locally or internationally. The importance of attracting alumni focuses on making them aware of the new developments in professional and technical training currently under development. Establishment of the SSAs, seerelevant section above, is one option that alumnican be directed to. The SSAs are ideally set up for mid-career professionals in that they (i) have practicalrelevancetoanindustrysector,(ii)includeindustry sector representatives in teaching delivery and hence ensuring up-to-dateness of teaching content,(iii)incorporatehighlevelsofflexibilityandadaptability to allow for learners lifestyles and (iv) include social and self-learning skills.

4.2.3. Work-Based Learning (WBL)WBLisideallyintegratedintoacademiccurricula.Thisis because working towards employability involves thebuildingof reflexive skills and attributes overlonger periods of time than the current two blocks of8-weekperiods,peracademicyear,thatstudentsneedtodevotetoworkplacements.WBLispartofa student’s development before, during and afterhis/her experiences in the World of Work. These experiences could start with work placements to be then followed by longer periods in employment prior to returning to completing his/her education. WBL requires that employability skills are taughtwithin each academic curriculum, however, it isassumed that such skills and knowledge would be developed more effectively within a live business environment.Fromtheemployer’sview,andundertherightconditions,WBLenablesstudents’learningto be able to also challenge established practice in the workplace where they can bring a fresh perspective to a work placement and be a catalyst forre-questioningandanalysisofworkplacementpractice.

4.2.4. Blended LearningHCT has already established a mix of different learning environments which combine face-to-face classroom teaching with other forms of mobile and eLearning (online) education. Due to the geographical disparity of HCT campuses across the country, it has become essential that morecourses are offered online, especially at themostremote campuses in the Western Region. Students onappliedprogramsarerequiredtotakeoneonlinecourse in order to enhance their learning experience.

4.2.5. ePortfoliosThe establishment of ePortfolios at HCT is an area for further consideration because of the potential

benefits they would bring to the institution and,inparticular, tostudentswith regard to improvingtheir employability. As digital literacy evolves to digital fluency, anddigitalwritingtodigitalthinking,physicalresourcesare being replaced with digital ones. Digital spaces appear to offer unlimited capacity to capture evidences and evaluate the value of all kinds of learning. The shift from a teaching to learning paradigm has already re-positioned teaching technology from just reporting information and passive content delivery towards proactive learners’ participation, progress monitoring and activetwo-directional correspondence. Accordingly, theconcept of the ePortfolio has evolved (and is rapidly growing) with the aim to utilize this new digital space.

4.3. Quality AssuranceAccreditation or Quality Assurance is no longer an academic undertaking alone. A single unit overseeing the Academic and Institutional Quality Assurance processes is mandatory as per the 2019 CAA Standards. Both program accreditationand institutional licensure standards include Accreditation or Quality Assurance as a mandatory function serving the entire institution.To ensure that academic provision meets the needs and expectations of learners, a well-establishedQuality Assurance governance structure with supporting processes exists at HCT where each academic division comprises a Quality Assurance unit whose responsibility is to ensure a robust system of transparency, self-assessment andaccountability regarding the implementation of academic processes.

4.3.1. AccreditationWith the broadening of academic and professional education requirements to meet the needs ofa growing diversity of learners, the delivery ofprograms by Higher Education Institutions (HEIs) isbecoming increasinglydiverseandcomplex,notleast through the rapid growth of collaborative arrangements between HEIs with Industry Partners. Suchcomplexityaddsrisk,whichmustbemanaged.With the aim of improving transparency and comparing performance between HEIs, CAAlicensure reviews will be based on a two-part risk evaluation method where part (A) will consider the extent to which the HEI has provided evidence of meetingtherequirementsoftheStandardsandpart(B)will evaluate the risk of strategic, operational,legal and financial, academic and internationaldimensions as applied to specific risk criteria.

4.3.2. Risk ManagementAsdescribedabove,thenewapproachtoInstitutional


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Licensure and Program Accreditation by the CAA will be risk-based. This elevates the importance of Risk Managementacrosstheinstitution.Thefrequencyand intensity of CAA reviews will depend mainly onthe institution’s ‘trackrecord’andperformance,and external ‘systemic’ risks are not to be taken into account in these reviews. To this end, structuralchanges have been made to bring together the Risk Management and Strategy functions within HCT. This is to ensure that, as the strategy anddailyoperationsof theorganizationareexecuted,risks (academic and non-academic) are identified,reported and mitigated within the context of strategy. Positive (opportunities) and negative aspects of risks will be taken into account which could potentially also mean that the institution is able to take on activities that have a higher level of riskbecausetheriskshavebeenidentifiedandarebeing well managed. To be effective, the governance of HCT’sacademic standards is to be based on a system of accountability that does not punish truth-telling.

4.3.3. Institutional RankingRankings are another way of ensuring transparency ofHCT’sperformance.However,withthebroadeningofHCT’s offerings, beyond teaching and research,it has been necessary to transition away from the QS ranking System to a new Ranking system which takesintoaccountandappliessufficientweightingto these additional offerings such as graduate employability, entrepreneurship, developmentof licensable products, applied research with aregional impact and community outreach. The new Ranking system is the THE (Times Higher Education) Global University Employability Ranking (GUER) system which has a particular emphasis on graduateemployability–itcomprisesoftwopanels,Recruiters and Managing Directors who provide information on the universities from which they have recently recruited graduates. 150 universities across 33 countries are included in the ranking and the UAE is currently represented by the American University in Dubai.

4.4. AssessmentDriven by the need to increase efficiency andmanageability of traditional assessmentpractices,and to explore innovations that could help bring assessment in line with notions of learning and education inthetwenty-firstcentury, technology-supported assessment in the form of eAssessment is being introduced at HCT to:

� enable more learner-centered education where learners will have greater independence and flexibilitytointeractwiththeAssessmentprocessand with faculty through self-assessments

� encourage improvements in individual ability where learners can troubleshoot and improve their own

performance, through multiple re-tests taken atlearners leisure, and self-correctwhere necessary

� improve the feedback process, from faculty tolearner, through the effective use of LearningAnalytics

� performdiagnostictestsmoreeasilyandeffectively,thus helping faculty generate information about learners’ current levels of understanding and adapt teaching accordingly

4.5. The Student Journey4.5.1. Student Engagement

Student satisfaction survey results may not be a direct measure of the level of student engagement across HCT, however, they are indicative of howmuch needs to be done to engage students in HCT’s program and campus life offerings. Research shows that when both students and faculty take more shared responsibility for the educationalprocess,teachingandlearningbecomesmore of a communal or shared property, wherestudents become recognized as active members of thatcommunityandcollaborativepartnersequallyinvested in the common effort to engage in, andsupport, learning.This suggests a move away from the traditional teaching model where faculty are perceived as the primary disseminators of information and knowledge and therefore take sole responsibility for creating and teaching courses. Students are completely outside of the course planning and teaching process and are passive, disempoweredrecipients of this information whereas others might be quite active in this environment whilst othersstill just float along.Therefore, in order to enhance the personalizedlearning environment alluded to by the rest of this document, students are encouraged to take partand own the learning process in the classroom where teaching can be tailored and perhaps more personalized to them but without undermining the rolethatfacultywillalwayshaveindefiningcontentand how that content is to be delivered to students. The suggestion here is that: § the curriculum should include the encouragement of students to think more about the teaching and learning process through soliciting their feedback and using this feedback to change the teaching structure/content etc.

§ designing the pedagogy of teaching classes with students input

§ It is also about creating the necessary space in the classroom for students to support faculty by leading discussions or presenting research

§ Allowing students to take more control of


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collaborating together to solve complex problems with faculty acting more as facilitators

� 4.5.1.1. Engaging part-time students and mid-career professionalsThe educational goals of part-time students and mid-career professionals are likely not to be similar to those of full-time students. Although they are just as likely to seek to be involved in their learning andinthecampuscommunityasfull-timestudents,their lives consist of balancing many competing commitments, including work, family, and otherresponsibilities that full-time students may not have. Hence: § they are more likely to want their education to be attheirownpaceandnotthefixedscheduleusedfor full-time students

§ they are more likely to be interested in employment opportunities from the outset of their courses rather than at the end

§ as part-time students and mid-career professionals arelikelytobealreadyinemployment,theytendto want to study programs directly linked to specific typesofwork

§ with mid-career professionals being more likely to haveworkedandstudiedpreviously,RecognitionofPriorLearning(formal,non-formalandinformal)is important to them when enrolling for new courses

§ they will require out-of-office hours careerguidance and support services whilst progressing through their learning journey

4.5.2. Student Life � 4.5.2.1. Campus Life

Campus Life at HCT ranges from participation in student clubs to other extra-curricula learning activities.However, thepersistent issue raisedbystudents is their busy academic schedules that limit their participation in student clubs or any other extra-curricula activities. Therefore, opportunities identified include theempowerment of the student council and clubs to assume responsibility for organizing student activities. This should increase the motivation of students to participate more in clubs and other activities.For the campus climate to be positive, studentsmust be able to experience a sense of belonging. This sense of belonging is critical for good mental health and for student retention. Students who do not experience a sense of belonging are more likely to under-achieve or withdraw from their course. Strategies that help to maintain positive campus climate include: § treating all students with respect, by allowingtheirvoicestobeheard,e.g.throughtheShurakinitiative

§ recognising all students as stakeholders and involving them more actively in the teaching and learning process

§ allow time for extra-curricula activities, e.g. acommon break time across all programs which students can dedicate to participating in club activities

§ demonstrating an institutional commitment to religious and cultural festivals

§ providing suitable facilities and activities for Determined students

� 4.5.2.2. Student Wellbeing and Mental HealthIt is necessary to continually ensure that induction programsareflexibleandadaptedtotheneedsofthe different types of students and adult learners in order to develop a strong sense of belonging that is criticaltoinclusion.Combattinganxiety,uncertainty,disengagement through high faculty accessibility and academic advising is also key. Group projects and assignments and student exchange programs can also foster the development of social and team-working skills amongst students at an early stage. Otherwise,ifnotproperlytakencareof,theseissuescanleadtopressuresonstudentswhich,inturncanleadtomentalhealthissuessuchasstress,anxietyor depression. These factors may put students at risk of dropping out of their courses, program orthe institution altogether. Strategies that may help maintain positive student mental health, improvestudent retention and reduce the number of At-Risk students include: § faculty to ensure that assessment deadlines for different courses in a program are not too close together

§ regular communications of course-related matters to students

§ following up on non-attendance, or non-submission of coursework, to determine ifstudents need further support

§ making time to meet regularly with students who haveadecliningacademicprofile

§ assigning peer mentors and support to each student

§ timely and standardized academic advising § individualized career advising for students before program choice

§ early intervention strategies through the (Success Center) tutorial

§ faculty to be more proactive and committed in identifying at risk students and sharing this information with other departments


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4.5.3. Holistic Student ServicesAcademic and non-academic HCT departments work and coordinate closely to ensure a holistic approach in delivering a wide range of services gearedtoengagestudentsandprovideasmooth,enjoyable and successful journey from admission to employment. Current philosophy and future service plans are based on three pillars: (1) Exploit HCT resources to deliver comprehensive and personalized services to all students and related stakeholders. (2) Encourage and establish students/alumni engagement in all initiatives and efforts that aim to enhance the student experience. (3) Link smart solutions and advanced technologies with students/alumni expectations and aspirations. The central induction of all new relevant staff from all departments and units responsible for student services, along with implementation of standardoperatingprocedures,ensurea consistent levelofquality across HCT’s 16 campuses.

Holistic Student Services Approach

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Support from Admissions toGraduation and Beyond

� 4.5.3.1. Pre-enrollment ServicesThe Student Engagement & Success department (SES) has developed and embarked on the implementation of a student recruitment plan thataims toestablishHCTas thefirstpreferenceinstitution of higher education for a wider range of students including national and expatriate students. Admissions The SES team, along withGeneral Academic Requirements Department(GARD) participates in a large number of career fairs in private schools and attend all early orientation activities organized by the Ministry of Education in public schools. The team has developed a personalized communication plan to introduce HCT as the leading applied higher education institution in the UAE to senior secondary school students and their parents. The value proposition include blendedlearningmodel,professionalcertifications,innovation incubators, graduating companies andentrepreneurship. SES also begin collaborating with the International Office and CommunicationDepartment to expand HCT’s outreach to international students outside the UAE.

Unlike other public universities and institutions ofhighereducation,HCToffersaverywiderangeof programs through its Applied and Professional Tracks,deliveredallacrosstheEmirates.AdmissionsTeam in SES ensures that all applicants who meet admissionrequirementsreceiveequalopportunitiesregardless of their secondary education systems,gender, age, determination or social status.Admissions procedures are regularly reviewed and amended when needed.

� 4.5.3.2. Holistic Support During Studies As part of the implementation of one of three HCT4.0 themes “NoEmirati leftbehind”,HCThasrecently restructured its policies and procedures to regulate a wide range of student services to respond proactively to demands of a large number of students currently enrolled in its network of campuses. In this regard, SES applies a holisticapproach that provides student-centered academic and non-academic services related to student success. In addition to academic and career advising deliveredbyrespectivedepartments,SESsupportsstudents throughout their journey in HCT and help them explore and exploit their potentials,mental,physicalandleadershipcapabilitiesthroughrich agenda of cultural, sports and volunteeringactivities.Significantportionofservicesisalreadyautomatized, and another set is in preparationto be included. In order to personalize customer experience, service hubs in campuses are beingdeveloped as fully centralized (“one-stop-shop”). The important part of meaningful relationship with students is capturing feedback and constantly improving their customer experience. The students’ feedback data, retrieved from twoplatforms: website/student portal and MyHCT smart application, provide HCT management witha detailed understanding of student expectations and aspirations. In addition, students share theirinitiativesandconcernsthrough“Shoraq”program.HCT also runs periodic student surveys that provide significant information on the quality of servicesprovided from a student perspective. In a near future,allstudent-relateddataincludingtheserviceexperience feedback are planned to be facilitated by the HCT-wide Data Management System.SES has recently launched an initiative to support students who face academic challenges. Student At-Risk initiative follows the benchmarks of the best international practices used to improve student retention rates and support at-risk students. The initiative aims to build a reliable system that incorporatesearlyidentificationofat-riskstudents,foresees those who may withdraw due to academic reasons, and provides early-support personalizedsolutionsthatarebasedonuniquestudentcases.


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� 4.5.3.3. HCT Alumni (Post-graduation services)Asthepartoftheholisticapproach,HCTmaintainshealthy and active relations with its alumni to support their professional development and extend any possible help when needed. That relates to services including but not limited to early career opportunities (e.g. “Sanad” program), re-skillingand up-skilling (e.g. Sector Skills Academies),entrepreneurship program and access to sports facilities and learning resources. HCT alumni are encouraged to take part in scientific and appliedresearchactivities,andparticipateinguidanceandmentorship programs dedicated to serving current students.Recently launched, HCT “Kawader” portal isdedicated to alumni and near graduates in their final semester who are seeking for a job. Theportal is foreseen as the main supply for new HCT Employability Hubs and it is designed to be user-friendly. After registering in the portal, HCTemployability teams from campuses coordinate and communicate with the job seekers ensuring their preparation and placement in suitable jobs.

4.6. Careers Exploration and Work ReadinessDue to the intense focus on their studies, manystudents leave the task of seeking employment to theirlastyearofeducation,despitetheavailabilityand support on offer from careers centers throughout their period of study. Therefore, thetransition from education to employment can be fraught with a number of factors including:

� Confusion between employment and employability � the psychological effect of disappointment faced

when students leave the education system with high expectations only to realise that employer responses to their CVs is tepid, at best

� some have been known to just give up after a while and stop searching for a job and become inactive if they have no positive experience to build on

� outofdesperation,sometakethefirstjobavailableto them irrespective of its relevance to their major

� employers are usually reluctant to lay off older workers first because the cost to firmsor organisations of releasing them is generally perceived as higher than for younger workers who are likely to have less work experience

� students’ perceptions that job security in the private sector is less than in the public sectorUltimately, failure to find and keep a first jobcould have negative long-term consequences onstudents’ career prospects and future earnings. Therefore,itiscriticalthatmoreeffortsaremadetoimprove students’ work readiness well in advance of their graduation. Through the Careers Exploration Centers project, the following actions are to beundertaken to improve graduate work readiness:

� Training of Careers Center staff to be able to respond to students’ ‘cradle-to-grave’ education-to-employment needs

� Establishment of a culturally and locally relevant online assessment system to enable self-exploration of individual strengths and interests

� The development of a ‘Lifelong Career Planning System’ to cater for ongoing students’ career development needs

� The establishment of ePortfolios

4.7. Community Service and EngagementMany studies have shown positive outcomes for students engaging in community service. Some of theseincludeincreasedcompassionandsensitivity,greater understanding of and ability to solve social problems, and a stronger sense of self-efficacy -BernackiandJaeger(2008).Otherfindingsincludeimproved psychological and social well-being,toleranceofdiversity,developmentofsocialcapitalthrough strengthening networks, commitment tothe public good and heightened moral development.

The Average Number of Hours of Community Service by students is currently logged in their transcripts but, going forward, these transcriptswill be expanded into Comprehensive Learning Records that will embed outcomes achieved across all students’ various extracurricular activities (professional certifications, voluntary work, socialengagement etc.). This is to enhance their global citizenship and environmental responsibility. More efforts are tobemade tomore clearlydefine thebenefitsofcommunityserviceandengagementtostudents,andthedesiredlearningoutcomes,priorto their engagement in Community Services.


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5.1. ObjectiveProfiles

InthecontextofHCT4.0,thestrategicobjectives,andgapanalysis,thatrelatetothisEducation-To-Employment focal strategy are as follows:

Strategic Objectives

‘Develop technical leaders with required future skills in alignment with private sector requirements’

MILESTONE TO BE ACHIEVED CURRENT STATE DESIRED FUTURE STATE ACTIVITIES TO ACHIEVE FUTURE STATE

Center of Excellence in Future SkillsEstablish a center of excellence in future skills to maintain the UAE SkillsFuture framework based on research and future foresight.

• Planned for establishment under the Global Applied Education Network with pre-activities under a framework project with the MOHRE

• Fully operational internationally supported center of excellence and future skills that is aligned with the national strategy for Advanced Skills

• Collaborate and align activities with the MoE/HE on National Programs for advanced skills strategies.

• Map advanced skills with all the study programs

Private Sector Work PlacementMandatory work placement in the private sector through a win-win value proposition that maximizes the benefits to both students and employers

• Collaboration with the MOHRE on accessing the Emiratization gate

• Collaborating with JAFZA Free-zone for employment opportunities

• 100% of work placement in the private sector

• Collaboration framework with Free-zones

• Intensify collaboration with the private sector (collaboration with Industry-engagement sub-strategy)

• Engage the private sector in real life students experience through their capstones and projects

• International exchange internship programs

Recognition of Prior Learning (RPL)Devise a platform to provide recognition to the informal learning, learning through work, and current competencies of individuals.

• Policy draft under consideration

• Comprehensive policy and processes established and approved by the relevant authorities (BoT and CAA)

• develop and implement a comprehensive RPL policy and processes in order to enhance the flexibility of learning pathways

• To communicate and ensure buy-in of key stakeholders (NQA and CAA)

Sustainable Private Sector EngagementAssurance of private sector engagement in the lifelong learning journey of technical leaders in a consistent and sustainable way

• Strategic industry engagement awards to take place in Nov. 2019

• Efforts to involve private sectors in the Industry Advisory Committee (IAC)

• SkillsFuture framework project with MOHRE initiated

• developing of employability engagement system

• Win-win engagement with the private sector

• National Policy framework supporting Emiratization in the private sector

• Labor market recognition of the multi-exit credentials and professional programs

• Fully implemented employability engagement system for better communication with the industry

• Awareness events and publicity directed to the private sectors

• Internal staff training on positive engagement with the private sector

• Good feedback loop from industry to academics to improve programs

• Identify key contributors from industry for the sector skills academies


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‘‘Promote Individual Ownership of Lifelong Learning’’’


Governance and Delivery ModelEstablish the operating and governance models of professional and apprenticeship programs.

• Operating model ready for implementation

• Operating and Governance Model aligned with the HCT4.0 comprehensive and flexible education-to-employment ecosystem

• Negotiate with regulators to ensure program model compliance

• Position organizational unit within the HCT org chart

• Define the funding model

• Procure appropriate and fit for purpose student information system

• Design mechanisms and procedures for articulation/transfer between different program types

• Introduce apprenticeship and professional programs model to internal stakeholders to get their buy-in

Apprenticeship ProgramsLaunch HCT’s first apprenticeship program and sign an agreement for delivery with a major industry player

• Under development with the industry partner

• Apprenticeship and professional programs running as an integral part of the HCT4.0 comprehensive and flexible education-to-employment ecosystem

• Comprehensive and flexible HCT4.0 Education-to-employment Ecosystem including clearly defined integrated learning/career pathways (applied/professional/SSA)

• Design curricula in alignment with regulatory requirements and addressing industry needs

• Ensure program delivery capacity both internally (faculty and QA) and externally (industry assessors and supervisors)

• Organize and deliver awareness sessions regarding value proposition of the apprenticeship and professional programs to internal and external stakeholders

Sector Skills AcademiesLaunch professional programs through sector specific skills academies targeting mid career professionals

• Intensive collaboration with MoHRE regarding SkillsFuture Framework

• Retail and Logistics Sector Skills academies launched

• 8 Sector skills academies operational and supported by the industry

• Significant number of mid-career professionals (including Alumni) upskilled and re-skilled


• Identify operating and governance model including funding structure

• Establish Skills Future Framework with MoHRE

• Awareness Campaigns organized and delivered in collaboration with MoHRE and the industry

Learners’ Professional PortfoliosEstablishment of learners’ professional skills based portfolios platform

• Collecting Information about potential solutions

• Learner-owned e-portfolio system implemented and endorsed by internal and external stakeholders

• Establish and implement learner’s e-portfolio systems to promote lifelong learners


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‘‘Ensure breadth and depth of applied and professional programs that continually meet private sector requirements’’


Applied ProgramsReview and align applied programs to private sector requirements for entry level jobs.

• Current programs accredited against national academic standards

• Number of programs accredited against international professional standards

• Specific character and identity of hybrid education model recognized and appreciated by regulators


• Analyze and define enrollment quotas and criteria in alignment with labor market current and future demand

• Research market needs and design and launch new programs in line with the industry trends

• Update the current programs in alignment with industry requirements

• Engage industry partners in program delivery (work placement and real life projects)

• Define post-delivery services (traineeship, etc)

FacultyCertificationCertify faculty to be able to provide professional certifications and credentials.

• In-sufficient number of faculty members possess professional training certification

• All faculty delivering professional and applied programs are suitably certified (professional certification, assessors and internal verifier qualification) in order to deliver programs

• Identify the professional certification needs of faculty members and provide suitable training

• Amend relevant job descriptions to include certification/qualification requirements

Professional CertificationsandCredentialsFully embed professional certifications and credentials into applied programs at both foundation and specialty levels.

• 74% of Academic Programs include a minimum of one Professional Certification or Qualification (PCQ).

• 100% of Academic Programs to include a minimum of one PCQ.

• Develop overarching PCQ that can benefit more than one Program across the 6 Academic Divisions.

• Fine tune Professional Certifications and Qualifications (PCQs) offerings to more specialized ones that specifically benefit graduates preparing to join certain sector.

• Define specific processes to meet needs of different stakeholders to award professional certifications

• Continue with professional training for faculty

• Develop enabling Market Research, Procurement, Finance, and ICT processes to achieve desired future state in timely manner.


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‘‘Streamline academic quality assurance processes to meet international standards’’


Professional ProgramsAdapt baseline QA processes to align with HCT 4.0 applied and professional programs.

• Professional programs (previously TSP) delivered in partnership with international awarding bodies.

• HCT professional programs delivered in alignment with industry needs

• Professional programs quality assurance processes optimized

• Effective utilization of overall HCT educational resources (human and facilities)

• Comprehensive and flexible HCT4.0 Education-to-Employment Ecosystem including clearly defined integrated learning/career pathways (applied/professional/SSA)

• Review the current programs and design new fit-for-purpose professional programs nationally and internationally recognized

• Build a capacity for program delivery

• Position organizational unit within the HCT organization chart

• Launch awareness campaigns

Technical Leadership & Future SkillsUpdate QA processes for Technical Leadership & Future skills in the Program Learning Outcomes relevant to applied and professional tracks.

• Applied programs mapped with QF Emirates but no stand-alone Program Learning Outcomes explicitly articulated for the specified skills

• Embedding Technical Leadership and Future skills explicitly in the PLOs of the programs

• Mapping of New PLOs to CLOs to ensure alignment between the two.

• Engage with Academic Faculties to identify key leadership and future skills relevant to their disciplines

• Ensuring program PLOs to include Technical Leadership and future Skills as a requirement.

• Seek endorsement from National and International Accreditors on the revision

AssessmentEnsure that assessment practices are in line with best practice for applied and professional tracks.

• Coursework and FWA for all Applied programs

• Assessment of Professional Programs based on Professional bodies criteria (assessor/ verifier route

• Capturing students’ journey through Students’ e-portfolios to demonstrate journey from admission to employment.

• Technical leadership and future skills as part of capstone project.

• Policies and procedures for Recognition of Prior Learning amongst different tracks benchmarked with international best practice and endorsed by accreditors

• Developing systems and infrastructure for student e-portfolios

• Developing clear rubrics/assessment criteria to measure level of achievement of student learning

• Providing training to students and faculty on effective implementation and monitoring of e-portfolios

• Revising capstone projects to include leadership and future skills components

• International benchmarking of processes and systems for assessment for professional track

Continuous ImprovementDevelop and implement baseline QA process for continuous quality improvement of all programs relevant to applied and professional tracks.

• Individual Faculty-based continuous improvement process mostly aligned with relevant international accreditors

• System-wide comprehensive continuous improvement framework that covers both national and international benchmarks and best practices for applied programs as well as professional programs

• Standardized course assessment reports, CARs, electronic course files and LO assessment framework

• Develop electronic data dashboards to retrieve relevant and reliable information for program teams to be used for continuous quality improvement

• Seeking endorsement of the quality assurance framework from the leading accreditors in the field

• Ensuring cyclical quality assurance reports to be available for all programs

• Devising systems for continuous quality improvement of professional programs in addition to the process ensured by the professional bodies


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5.2. Performance Management

Thissectionprovidesa twoyear trendsummaryof theKPIs, forwhichdataexists,whichmeasure theobjectives profiled in section 5.1 above.

OBJECTIVE KPI 2016-2017 2017-18 2018-19 2021

Actual Target Actual Target Actual Target Target

Maximize the number of our graduates in full-time employment

% Graduate employment 63% 72% 51% 73% Not due 75% 81%

% Graduates employed in the private sector

26% 30% 29% 35% Not due 40% 45%

Develop technical leaders with required future skills in alignment with private sector requirements

Students achievement of Program Learning Out-comes

80% 85% 58% 86% 60% (mid yr)

87% 90%

Employer satisfaction with graduates’ academ-ic preparation and work readiness

78% 75% 82% 77% Not due 79%

85%

Promote Individual Ownership of Lifelong Learning

% Students awarded professional qualification at graduation

19% 5% 20% 20% 30% 40% 50%

Ensure breadth and depth of applied and professional programs that continually meet private sector requirements

Applied programs endorsed for alignment with industry professional certifications

91% 40% 71% 100% 71% 100% 100%

Employer satisfaction with applied programs industry relevance

89% NA 90% 90%Not due

92% 96%

Streamline academic quality assurance processes to meet international standards

Eligible applied programs internationally accredited 58% 0% 100% 100% 100% 100% 100%


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5.3. Projects

This section highlights the projects being managed for each objective relating to this focal strategy.

OBJECTIVE STRATEGIC PROJECTS START END PROGRESS PERFORMANCE

Develop technical leaders with required future skills in alignment with private sector requirements

Youth Leadership Development Program (To design and deliver a youth leadership pro-gram aimed at current and future HCT students that will recognize students’ potential and encourage their development as future leaders in society)

05/2018 09/2019 32%Behind

Schedule

Promote Individual Ownership of Lifelong Learning

UAE SkillsFuture Framework (Develop a framework that ensures that HCT students have the relevant academic knowledge along with the technical and soft skills required for employment and that meets the demand of the private sector)

12/2018 12/2019 5%Behind

Schedule

Ensure breadth and depth of applied and professional programs that continually meet private sector requirements

[No projects]

N/A N/A N/A N/A

Streamline academic quality assurance processes to meet international standards

[No projects]

N/A N/A N/A N/A

New proposed projects include: � Re-viewing Applied programs curricula(advancedskills,newCAArequirements,workplacement,flexible & adaptable structure, project-based tasks, multidisciplinary capstone; embeddinginternational experience, e-learning experience, voluntary experience)

� Aligning and accrediting Professional programs following QFE and NQA requirements (establishingcomprehensiveprofessionalprogramframework,mappingprogramsagainstadvancedskills,optimizationofresources,pathways,micro-credentials;mapping,recognitionandaccreditation)

� Internal credit transfer & Recognition of Prior Learning (setting principles & rules in alignment withCAAstandards, establishingpolicies&procedures for internal transfer andRPL9with focuson advanced skills), engaging resources; promoting processes for recognition of non-formal andinformal(experiential)learning;settingQAprocessesfordigitalbadging;advertisingandembeddingin comprehensive learning ecosystem)

� Learners ePortfolios and the Comprehensive learners’ records (exploring and implementing best-fit learners’ ePortfolio system, structuring in accordance with national (advanced skills)and institutional aims, promoting to faculty and students, campaign in high schools, embeddingadvancedstandingthroughe-portfolio;campaigningamongemployers;structuringandbeginissuingComprehensive learners records)


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This section details the value to be delivered to beneficiaries of this Education-To-Employment strategy. The beneficiaries are identified,with their requirements, alongwith key services being offered to them and the resultant core value proposition.

6.1BeneficiaryProfiles,RequirementsandKeyServicesProvided

Value Proposition

Beneficiary Profile(the unique characteristics that defines a beneficiary of this strategy)

Beneficiary Requirements (beneficiary aims)

Beneficiary Benefits(outcomes and benefits sought by beneficiaries from this strategy)

Beneficiary Challenges (challenges which this strategy would help alleviate)

Services Provided (services provided by HCT through this strategy)

Value Created (value delivered to beneficiary)

Learners: High school graduates

• Gain knowledge, skills and competencies in order to obtain qualification

• Gain suitable employment

• Be work-ready

• Adapting to new learning environment

• Preparing for a rapidly changing world of work

• Meeting academic expectations

• Meeting family and society expectations

• Preparing to work in the private sector

• Applied and Professional study programs

• Career counseling and guidance

• Academic advising

• Gain employment by attaining relevant knowledge, skills and competencies

• Academic advice, career counseling and early intervention

• Programs aligned with industry needs.

Learners: Mid-career professionals

• To upskill and re-skill in alignment with industry needs

• To secure job and get promotions

• To gain skills required to meet trends of labor market

• Fast-pace of automation

• New certifications and qualifications required for the job

• Regulatory components (accreditors and employer)

• Cultural barriers

• Recognition of prior learning (experience, professional development, certifications, formal education, etc)

• Professional and short tailor made programs


• Upskilling and reskilling in alignment with labor market demand

• Enhancing employment opportunities


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Learners: Returning students and Non traditional learners

• To upskill and re-skill for qualifications/skills/competencies

• Enhance learning path with experiential component

• Complete or accumulate the qualification

• Secure a job relevant to their competencies and qualifications

• Get recognition and promotion of their skills

• To list work experience in resumes before graduations

• Ensure proactive partnership from industry to find relevant work opportunities for the large student batches

• Providing convenient and flexible schedule

• Applied and Professional study programs,

• Tailored learning opportunities


• Proactive partnership with industry for relevant work opportunities

• Convenient and flexible schedule

Learners: Expats • To obtain qualifications/upskill and reskill in alignment with industry needs

• Access to high quality infrastructure and resources across the country

• Obtaining relevant and recognized qualifications aligned to the labor market needs

• Collaborating opportunities with UAE national students for projects and entrepreneurship

• Multi-cultural environment

• Tuition cost

• Adjusting to multi-cultural environment

• Applied and Professional study programs


• Scholarships

• Orientation and preparation for learning in a multi-cultural environment

Parents • Indirect customers as decision influencers

• Student study path leads to employment in the private sector and career progression

• Financial relief for UAE national parents

• Lack of appreciate for the private sector

• Cultural barriers (female students, certain industry sectors)

• Information and career guidance

• Orientation for parents on private sector benefits and careers.

Industry/private sector

• Supply qualified and skilled workforce reflecting current and future needs

• partnering in applied research

• Supply of competent national workforce

• Knowledge transfer from academia to industry and vice versa

• Customized solutions generated by the applied research projects

• Motivating private sector to employ UAE nationals

• High expectation of salaries from the national graduate

• Securing fund and resources for applied research from the industry

• Financing Sector Skills Academies

• Supply of skilled manpower, interns, applied research solutions

• Package of incentives to motivate private sector to employ UAE nationals

• fund and resources for applied research

• Sector Skills Academies


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Industry/ public sector

• Supply qualified and skilled workforce reflecting current and future needs





• Allocate budget for Sector Skills Academies

• Supply skilled manpower, interns, applied research solutions

• Provide skilled workforce

• Provide customized solutions to improve products, processes and services

Government entities

• Supporting national strategies and government entities visions





• Allocate budget for Sector Skills Academies

• Expertise in supporting national strategies and government entities visions

• Achievement of national strategic goals

Local communities

• Indirect customers benefiting from knowledge transfer and participation through voluntary work

• Participation by young graduates for community services

• Developing social responsibility culture

• Provide volunteers and facilitate volunteering activities

• Participations in socially responsible projects

• Enhance social well being


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Strategic Roadmap

7.1 Milestones

Withregardtothemilestonestobeachievedforthisstrategy,aspresentedinsection5.1above,theyareherebypresentedasaroadmapoverthenextfiveyears:

Develop technical

leaders with required future

skills in alignment with private sector requirements

Promote individual

ownership oflifelong learning

Ensure breadth and depth of applied and professional

programs that continually meet

private sector requirements

Education-to-Employment Roadmap Milestones

HCT 4.0 StrategicObjectives 2019 2020 2021 2022 2023

Streamline academic quality

assurance processes

to meet international

standards

Center of Excellence of FutureSkills

Private Sector Workplacement

Recognition of Prior Learning

Sustainable Private Sector Engagement

Governance & Delivery Model

Apprenticeship Programs

Sector Skills Academies

Learners’ Professional Portfolios

Applied Programs

Faculty Certification

Professional Certifications & Credentials

Professional Programs

Technical Leadership & FutureSkills

Assessment

Continuous Improvement


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Develop technical

leaders with required future

skills in alignment with private sector requirements

Promote individual

ownership oflifelong learning

Ensure breadth and depth of applied and professional

programs that continually meet

private sector requirements

Education-to-Employment Roadmap Milestones

HCT 4.0 StrategicObjectives 2019 2020 2021 2022 2023

Streamline academic quality

assurance processes to

meet international

standards

Center of Excellence of FutureSkills

Private Sector Workplacement

Recognition of Prior Learning

Sustainable Private Sector Engagement

Governance & Delivery Model

Apprenticeship Programs

Sector Skills Academies

Learners’ Professional Portfolios

Applied Programs

Faculty Certification

Professional Certifications & Credentials

Professional Programs

Technical Leadership & FutureSkills

Assessment

Continuous Improvement

7.2 Strategic Priorities (over the next 12 months)

Combiningsections7.1and7.2above,thestrategicprioritiesforthisfocalstrategyoverthenexttwelvemonthsshouldfocusonthehighlightedmilestonesbelow,duetotheirstrategicimportanceandthefactthattheyhavealreadycommenced,andthedevelopment of the necessary capabilities to progress or achieve them:

5 GlossaryTERM DEFINITION

Blended Learning ‘Thechangebetweenphasesofattendance,phasesofself-learningandphasesofreflectionbytheuseofnewmediainaddition to the mix of different learning environments that combines traditional face-to-face classroom methods with more modern computer-mediated activities’- Universities and Engagement. Taylor and Francis

Competency ‘A competency is the capability to apply or use a set of related knowledge,skills,abilities,andintellectualbehaviorsrequiredtosuccessfullyperformtasksinadefinedsetting’- A Leader’s Guide to Competency-Based Education: Bushway, Deborah J

Competency-Based Education The education approach that allows students to advance based on their ability to master a skill or competency at their own pace regardless of environment. This method is tailored to meetdifferentlearningabilitiesandcanleadtomoreefficientstudent outcomes. - https://library.educause.edu/topics/teaching-and-learning/competency-based-education-cbe

Credentialling ‘A process used to verify that an individual or organization has metcertaindefinedstandardsestablishedbyagroupchargedwith creating and implementing these standards. Credentialing mayinvolvelicensingorcertificationrequirements’- Foundation of Digital Badges and Micro-Credentials, Springer

Digital Badge ‘A digital representation of a learning outcome. It could representacertification,acredential,acompetency,orasoftskill’- Foundation of Digital Badges and Micro-Credentials, Springer

Employability ‘Theskills,attributesandbehavioursanindividualbuildsovertime that can be applied and transferred in different contexts. Critically, theseexperiencesneedtobearticulated inawaythat employers can understand’ - Innovative Assessment in Higher Education). Taylor and Francis


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TERM DEFINITION

ePortfolio ‘electronic online platform which allows users, students,to compile, store, and curate evidence of their skills andcompetencies. It is a framework for students to individualize their learning context, and it allows them todesign a storybook that tells the narrative of their learning journey, andtheir past and future ambitions’ - Blended Learning Designs in STEM Higher Education. Springer Singapore

Flipped Classroom ‘Where work is completed under the guidance of the teacher in a classroom environment but only after learners have absorbed various online resources in their own time’ - 50 Ways to Use Technology Enhanced Learning in the Classroom: Atherton, Peter

Informal Learning Learning resulting from daily activities related to work,family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is inmost cases unintentional from the learnerʼs perspective.– CEDEFOP (European Centre for the development of Vocational Training)

Intelligence ‘Theabilitytosolveproblems,ortocreateproducts,thatarevalued within one or more cultural settings’- (Gardner, H., (2011). Frames of Mind: The Theory of Multiple Intelligences.

Learning Design ‘New possibilities for increasing the quality and variety ofteaching and learning within an e-Learning context. Learning design helps shift a task from being implicit to explicit and from belief based to design-based practice’ - Blended Learning Designs in STEM Higher Education. Springer Singapore

Learning Outcomes ‘Verifiable statements of what learners who have obtaineda particular qualification, or completed a program or itscomponents,areexpectedtoknow,understandandbeableto do’ - ECTS Users’ Guide (European Commission, 2009)

Lifelong Learning Alllearningactivityundertakenthroughoutlife,whichresultsinimprovingknowledge,knowhow,skills,competencesand/orqualificationsforpersonal,socialand/orprofessionalreasons.– CEDEFOP: European Centre for the Development of Vocational Training


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2727

TERM DEFINITION

Life-wide Learning Learning, either formal, non-formal or informal, that takesplaceacrossthefullrangeoflifeactivities(personal,socialorprofessional) and at any stage.– CEDEFOP: European Centre for the Development of Vocational Training

MoHRE Ministry of Human Resources and Emiratization

Non-formal Learning Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives,learning time or learning support). Non-formal learning is intentional from the learner’s point of view. – CEDEFOP: European Centre for the Development of Vocational Training

NQA NationalQualificationsAuthority

Pedagogy ‘Methods,techniques,theories,orapproachestoteachingaswell as learning’- Foundation of Digital Badges and Micro-Credentials, Springer

Recognition of Prior Learning Recognition of prior learning (RPL) involves the assessment of previously unrecognised skills and knowledge has achieved outside the formal education and training system. This is assessed against the requirements of a recognisedqualification in termsof outcomes to be achieved. Learnerswill be awarded credit when they have demonstrated that they have successfully met the learning outcomes and assessment criteria of a unit standard(s).– National Qualifications Authority

Risk ‘The threat or possibility that an action or event will adversely or beneficially affect an organization’s ability to achieve itsobjectives’- The Higher Education Funding Council for England (HEFCE)

Socialization ‘Achieving Embodied Social Presence as a result of shared activity’ - Technology Enhanced Learning. Springer International

Work-Based Learning ‘The development of key competencies and the focus on practical as well as operational working processes for extra-occupational continuing education’- Universities and Engagement. Taylor and Francis


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Education-To-Employment - Higher Colleges of Technology€¦ · leading applied Higher Education Institution in empowering generations to contribute to the shaping of the future of