Subject Matter Expert - Consultant, International TVET Systems & Quality Assurance; Bangladesh
Job Description & How to Apply Below
Continuing Education and Professional Studies (CEPS) at SAIT offers a wide range of programs designed to support lifelong learning, career advancement through reskilling and upskilling, and customized talent development solutions for corporations. Join a team passionate about building lifelong learning opportunities that help people in Calgary and around the globe navigate the changing world of work.
Job Summary
We are seeking a consultant to support a multi‑phase international TVET institutional needs assessment focused on training quality, institutional systems, assessment practices, and quality assurance. The successful candidate will contribute across all project phases, including desk research, document analysis, in‑country institutional assessment, stakeholder interviews, and final report development. This role requires a strong understanding of quality assurance, institutional effectiveness, learner progression, assessment integrity, and change readiness within vocational or post‑secondary education settings.
Role Purpose
This role provides leadership in assessing whether institutional systems, assessment processes, and internal quality mechanisms are sufficient to support high‑quality TVET delivery. The proposal requires review of assessment policies, procedures, tools, moderation practices, progression criteria, internal QA frameworks, and institutional readiness for change.
Travel / Work Conditions
The proposal includes an in‑country institutional assessment involving site visits to two TVET institutes in Dhaka, Bangladesh. Travel and on‑site engagement are therefore expected for this role.
Key Responsibilities
Participate as a core member of the 3‑person consulting team across Phases 1, 2, and 3.
Review and synthesize client‑provided documentation relevant to institutional systems, assessment, quality assurance, governance, and learner progression.
Apply SAIT best practices and a quality lens to assess institutional strengths, gaps, risks, and improvement opportunities.
Contribute written analysis, evidence summaries, and recommendations to the final report.
Phase 1 – Desk Research and Information Review
Lead analysis of assessment policies and procedures.
Analyze examples of assessment tools.
Review moderation/verification processes.
Review student progression, completion, and certification criteria.
Review internal QA frameworks, manuals, SOPs, audit and evaluation reports.
Identify documentation gaps, inconsistencies, risks, and areas requiring field validation.
Phase 2 – In‑Country Institutional Needs Assessment
Conduct interviews with institutional leadership and administrators regarding governance, decision‑making, review cycles, and continuous improvement processes.
Review assessment tools, QA mechanisms, and moderation/verification approaches onsite.
Observe or validate assessment practices where timing permits.
Assess institutional readiness and change capacity, including enablers, constraints, and implementation risks.
Phase 3 – Final Needs Assessment Report
Draft report sections related to assessment systems, internal quality assurance, governance and institutional capacity, implementation risk and readiness.
Co‑develop prioritized recommendations distinguishing near‑term, medium‑term, and longer‑term improvements.
Qualifications
Required Qualifications
Master’s degree in education, post‑secondary leadership, quality assurance, curriculum studies, or a related field.
7+ years of experience in post‑secondary, polytechnic, or TVET environments.
Demonstrated experience in quality assurance, program review, academic governance, or assessment integrity.
Strong experience analyzing policies, standards, and operational systems.
Strong writing and synthesis skills for executive and technical audiences.
Experience participating in audits, reviews, accreditation, or institutional improvement initiatives.
Preferred Qualifications
Experience in international education, international development, and institutional capacity‑building.
Experience in competency‑based education or skills‑based training.
Experience in low‑ and middle‑income‑country education or workforce development contexts.
Familiarity with TVET…
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