Learning outcomes

Introduction In light of the rapid challenges of the era, and the era of competitive globalization, and the changing requirements of the labor market, and the scarce job opportunities, nations strive to develop the educational system, due to its direct impact on the economic and social aspects of the individual. Society heavily depends on educational institutions in preparing its children capable of meeting its needs, providing the requirements of professions, and creating new job opportunities. In this context, these institutions provide the specifications that graduates working in various professions should possess. Within the concept of quality assurance that originated in industry to obtain industries and products that meet customer satisfaction specifications and conditions, nations hastened to adopt the concept of quality and apply it in education, aiming to produce an educational product that is a vital foundation for improving industrial and economic output. Without a good educational product represented by the nation's children capable of preparing good industrial and economic products and capable of developing and building its future, quality cannot be achieved in any aspect of society. The availability of the specifications desired by society in its children is one of the most important factors for the success of the educational institution, gaining society’s trust, and competing among educational institutions to use effective mechanisms that enable students to acquire these specifications. Enrollment in these institutions is associated with opportunities to seek employment and consideration of the requirements of the profession. Educational institutions strive to formulate the desired learning outcomes to prepare students capable of meeting the needs of society, developing it, and responding to the labor market's future changes, including advanced knowledge and skills. The general objective is to enable the trainee to understand the concept of learning outcomes, their importance, how to identify them, the specifications necessary for formulating their statements, methods of achieving them, and reaching recommendations that contribute to facing the challenges faced by teachers and learners to achieve high-quality learning outcomes. Detailed Objectives By the end of the program, the trainee will be able to: - Clarify the concept of learning outcomes - State the importance of learning outcomes - Determine how to identify learning outcomes - Formulate learning outcomes according to the necessary specifications - Mention reasons for the decline in the quality of learning outcomes and ways to improve them - Identify appropriate evaluation standards - Practice their main and participatory role in reviewing learning outcomes - Clarify the difference between concepts and systems affecting learning outcomes and apply them correctly - Participate in planning and designing remedial programs to improve learning outcomes Targeted Groups Teachers / Female teachers Program Duration Number of days: one training day Number of hours: 5 hours Training Topics First Training Day First Session: Introduction to Learning Outcomes - Concept of learning outcomes - Concepts related to the concept of learning outcomes - Importance of learning outcomes - Components of learning outcomes - How to determine learning outcomes? - Characteristics of good learning outcomes - Formulating learning outcomes Second Session: Evaluation of Learning Results - Achieving learning outcomes according to roles and responsibilities - Foundations for evaluating learning outcomes - Measuring learning outcomes - Reasons for declining quality of learning outcomes - Education between concept distortion and system change - Improving learning outcomes between will and management - Therapeutic methods "used" between effectiveness and efficiency Administrative Instructions and Regulations for the Trainer Training Methods for Training Programs: The trainer generally tends to use the following training methods in all programs: (Educational workshops + Cooperative learning + Lecture + Role-playing + Brainstorming workshops). Training Tools Used in Programs: Laptop + Data projector + White display screen + Two paper boards + Paperboard stand + Large colored pens + Audio equipment + Transparent adhesive tape. Required Training Hall Specifications: 1. Availability of a nearby mosque or prayer room, no more than 50 meters away (for female and male courses, separate prayer rooms are necessary). Prayer times are observed, and trainees are given time to prepare and perform prayers, not exceeding 20 minutes, including break and prayer. 2. Suitable, clean, and nearby bathrooms (separate for females and males, close to the hall). 3. Organized, suitable, safe, and close parking for trainees. 4. Signage inside the venue bearing the institution's name, program, trainer, course location, date, and start and end times. 5. The hall should be spacious, clean, with extra space inside for practical exercises. 6. Seating arrangements are coordinated with the trainer, with women’s seats separated from men’s according to Sharia, principles, and societal values. Seating can be in a U-shape, V-shape, or circle workshops, with adjustable tables and comfortable, movable chairs. The trainer agrees on the seating arrangement that ensures comfort, good eye contact, and facilitates movement. 7. Good audio systems with a portable wireless microphone. 8. A table for the trainer’s tools, including the laptop, bags, and training materials. 9. A large display screen and large paperboard. 10. Coordination with the hall management for hanging explanation papers on a stand or wall. 11. Ensure good ventilation and ability to renew air. 12. Adequate lighting, preferably white. 13. No distracting images or inappropriate advertisements. 14. For courses with a TV circle for male and female trainees, ensure the TV circle is ready, with two screens—one for training display and another for video display of the trainer—and wireless microphones for communication. 15. Smoking is strictly prohibited inside the hall. 16. Cleaning staff are assigned to organize, clean, and deodorize the hall before the program and during breaks. 17. The hall is ventilated an hour before the program begins to refresh air and oxygen, and periodically during breaks. 18. Trainees’ notebooks and chairs are checked and prepared before and during breaks. 19. The organizing body and course management prepare a card with trainees’ names for easy acquaintance and trainer recognition. 20. The organizing body prints trainee cards bearing the training entity’s logo, success skills logo, program name, and hangs them on the trainer’s chest. Cards are collected at the hall entrance and returned after the trainee leaves for attendance tracking. 21. Hall decor colors should be light and calm. 22. Excess chairs beyond the number of trainees are removed regularly. 23. Two high chairs are provided for the trainer to be visible during applications and sitting. 24. A printer should be available in the training hall for printing emergency training forms. 25. An reception table is placed outside the hall entrance, managed by the secretariat for welcoming trainees, coordinating attendance, departure, and inquiries. 26. A welcoming stand with the institution’s name, logo, program, trainer, course location, date, and times is placed outside the hall, greeting participants. 27. A large advertising board inside the hall behind the trainer bearing the institution’s name, logo, program, trainer, course location, and date. 28. Welcome and motivational posters are placed at entrances and corridors leading to the course venue. 29. The cleanliness, deodorization, and sterilization of bathrooms are regularly checked, with welcoming signs for trainees. (See Appendix — Ideal Design for the Training Hall) Catering: A buffet for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with renewal, innovation, and good presentation). Items placed on the trainees’ table, each trainee having: - A large, fresh, cold, original health water bottle. - A clean glass cup beside the water bottle. - A new box of tissues on the trainees’ table. - A selection of refreshing candies that melt in the mouth, containing natural sweets to help energize. Notebooks and Educational Materials: The trainer provides the course booklet to the course coordinator within 72 hours, including (progressive presentation, scientific material, and exercises). It is the intellectual property of the trainer, bearing the Success Skills logo, photographed, and properly packaged. The trainer’s name, logo, website, and contact numbers are prominently displayed on the cover. (See Appendix — Training Bag Covers). It is professionally printed and packaged at the organizer’s expense, with the cost deducted from the course revenue. Methods of Evaluation and Assessment of Training Programs: 1. Evaluation tools by the trainer and course management: Training is a performance gap filler, and for the training program to succeed, a system of factors contributes to its success: the trainer, course management, services, training hall, training bag, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-program meeting to confirm trainees’ training needs, understand their objectives, review the program, and assign tasks (see Appendix — Pre-Program Evaluation Meeting). Daily meetings are held after the training day, lasting 30 minutes, with the trainer, training team, program manager, and services manager to review the day’s program and discuss improvements (see Appendix — Daily Evaluation Meeting). A final evaluation meeting is held after the program, lasting one hour, to provide final recommendations for improvement (see Appendix — Final Evaluation Meeting). Initial evaluation relies on the expectations board and trainees’ experience forms (see Appendix — Expectations Board and Trainees’ Experience Form), filled out before the program. During and after, evaluation depends on observation, measurement, daily trainee evaluation forms, and a evaluation board. 2. Evaluation tools by trainees: - Experience forms (see Appendix — Expectations Board and Trainees’ Experience Form) - Daily and final evaluation forms (see Appendix — Training Program Evaluation Form) - Daily evaluation board (see Appendix — Daily Evaluation Board) - Suggestions box (see Appendix — Suggestions Box) These evaluation tools are reviewed periodically and analyzed using Excel daily (see Appendix — Evaluation Form Analysis). Conditions for Passing Any Training Program: To obtain a certificate of successful completion, the participant must: - Attend at least 90% of the training hours - Actively participate in all training activities - Pass the training assessments designed by the trainer Regulations to Consider During the Organization of the Training Program: 1. The trainer is the team leader of the training program and the head of the team, with the right to request everyone to increase effort and dedication. 2. The course coordinator or manager holds a briefing session with the trainer at least one day before the program begins, explaining participant backgrounds, training needs, main issues faced by them and their community, and their religious, sectarian, cultural, economic, social, and job backgrounds. 3. A daily end-of-day session is held to evaluate each training day, involving the trainer, course manager, and coordinator, to review trainee and trainer feedback and improve the course. 4. Smoking is strictly prohibited inside the training hall, corridors, or bathrooms, especially for the administrative, marketing, and training staff. 5. All training, administrative, and marketing teams must respect prayer times, performing prayers in congregation with trainees, as they serve as role models. Prayer will be observed immediately after the call, with no delays or interruptions. 6. No one other than participants in the training program is allowed inside the hall unless authorized by the trainer personally, to serve the program, with the trainer alone deciding on entry.