PLC Automation Engineer Jobs in Qatar 2026

0 to 0 years Bayt

Assistant Vice President, Portfolio Risk Performance

On-site - Qatar 8 July 2026

Construction & Real Estate

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> Job Summary The incumbent will be responsible for supporting department in the implementation of Portfolio Risk Appetite framework at Group, Region, Country and various Portfolio levels, monitoring of Risk Appetite and Portfolio performance against Risk appetite metrics as well as taking Risk mitigating actions, ensuring underlying data and reporting processes are effective and accurate, recommending portfolio optimisation by facilitating economic capital Risk contribution concept and portfolio correlations, contributing to portfolio Risk project activities, embedding business objectives ascertaining Risk Appetite and tolerance as they relate to future strategy of the Bank, taking into account the Board’s overall degree of Risk aversion, current financial situation, and external market factors. Therefore, experience in the following key points is essential: • Credit Risk Models • Portfolio Monitoring • RAROC (Risk-Adjusted Return on Capital) • Data Analysis and Problem Solving Main Responsibilities A. Shareholder & Financial: - - - - - - - - Bring insightful judgment in the interpretation of Risk information and its impact on the business model of the Bank. Management of fundamental prudential Risks of the Bank’s credit Risk Support in the oversight and formulation of advice to the Senior Management on the current Risk exposures of the Bank and future Risk strategy with due consideration to the current and prospective macroeconomic and financial environment. Continuously rate / highlight the high Risk sectors/ industries/ customer segments and take adequate and timely mitigating actions / recommendations to reduce, diversify, shifting of these Risks. Assess independently from business line executives, and with due regard to materiality, whether a proposed product launch or the pricing of Risk in particular transactions is consistent with the Risk tolerance determined by the Senior Management. Implements KPI’s and best practices for Portfolio Risk Performance. Promote cost consciousness and efficiency and enhance productivity, to minimise cost, avoid waste, and optimise benefits for the bank. Act within the limits of the powers delegated to the incumbent. B. Customer (Internal & External): - - - - - Coordinate with Compliance to obtain updates on regulatory changes pertaining to Risk to assess their impact on the Group’s different portfolio Risk profiles. To assist customers in all their queries on Bank’s product and seek solution to their requests. Maintain activities in accordance with Service Level Agreements (SLAs) with internal departments/units to achieve improvements in turn-around time. Build and maintain strong/effective relationships with related departments/units to achieve the Group’s objectives. Provide timely/accurate data to external/internal Auditors, Compliance, Financial Control and Risk when required. C. Internal (Processes, Products, Regulatory): - - - - - Review and propose necessary changes to the existing portfolio management techniques and procedures for the domestic and overseas business in light of changing market conditions based on Basel Committee recommendations/ other best practices and QCB or any host regulator regulations and guidelines to ensure that a sound environment for identifying, assessing, measuring, monitoring and controlling Risk is in place. Introduce a mechanism for periodic reporting of the Group’s portfolio quality trends to the relevant management levels. In coordination with Credit, and other division heads, oversee the establishment of a portfolio limits structure (sector, industry, product, currency, country, region etc.) for the Group for approvals and for managing the Risk concentrations. In coordination with different bodies in the Bank ensure availability of the necessary tools, systems, and MI reports adequate for monitoring of limits that relate to borrowers, counterparties, cross-border Group entities and more specifically excess over limit, past due loans, expired facilities, classification of advances per credit rating criteria, related party exposure and credit concentration, . Assist in identifying undue Credit Risk concentrations and in implementing new Portfolio Credit Risk Management technologies. Reviews credit concentrations by asset segmentation in terms of credit facilities, industry sectors, past due ageing and collateral coverages, D. Learning & Knowledge: - Possess superior knowledge of portfolio credit Risk Management best practices including but not limited to pertinent Basel II & Basel III Framework. - Proactively identify areas for professional development of self and undertake development activities. - Seek out opportunities to remain current with all developments in professional field. E. Legal, Regulatory, and Risk Framework Responsibilities: - Comply with all applicable legal, regulatory and internal compliance requirements including, but not limited to, Group Compliance Policies and Procedures (AML & CTF, Sanctions Policy, Data Protection Policy, Fraud Control Policy, Whistle Blowing Policy, Conflict of Interest and Insider Dealing Policy). - Understand and effectively perform your role under the Three Lines of Defence principle to identify measure, monitor, manage and report risks. - Ensure systematic good outcomes for clients in accordance with Conduct Risk policy. - Support the framework of RCSA, KRI, Incident reporting and remediation, as appropriate, in accordance with the Operational Risk Management requirements. - Maintain appropriate knowledge to ensure full qualification to undertake the role. - Complete all mandatory training provided by the Bank, attain, and maintain the required levels of competence. - Attend mandatory (internal and external) seminars as instructed by the Bank. F. Other: - Ensure high standards of data protection and confidentiality to safeguard commercially sensitive information. - Maintaining utmost confidentiality concerning customer and internal bank information obtained during the course of business and provide such information on a need to know basis only to Senior Management of QNB, Audit and Compliance functions, and relevant Regulators. - Maintain high professional standards to uphold QNB's reputation and to strengthen its market leadership position. - All other ad hoc duties/activities related to QNB that management might request from time to time. - Has the ability to develop, plan, and implement short-and long-term goals. - Can work independently but at the same time could be a strong team contributor. Education and Experience Requirements - Bachelor’s degree preferably with a Major in Marketing, Banking, Finance, Accounting, Economics, Business Administration or Information Technology (related field of study). - Professional certification such as FRM, CPA, and CFA etc. is a plus. - At least 10 years of experience in international banking with specific focus on Credit Risk & Portfolio Management. </div>

0 to 0 years Bayt

Assistant Head of Primary - Student Life

On-site - Qatar 24 July 2026

Education & Training

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> Job Description Leadership & Strategic Contribution The Assistant Head of Primary – Student Life shares with all colleagues responsibility for: <ul><li>Safeguarding and promoting the welfare of all students in Primary, in line with school safeguarding policies and professional codes of conduct.</li><li>Work in partnership with the Head of Primary and fellow Assistant Heads to contribute to strategic planning, policy development, and the delivery of agreed school priorities, ensuring a coherent and aligned approach across the Primary School. The Assistant Heads maintain shared awareness of key priorities and developments across Teaching & Learning and Student Life to enable effective leadership continuity and mutual cover in the absence of the Head of Primary or a fellow Assistant Head.</li><li>Contributing to a consistent, positive, and inclusive school culture.</li><li>Supporting high standards of student behavior through clear expectations and consistent practice.</li><li>Maintain shared awareness of key priorities and developments across Teaching & Learning and Student Life to support leadership continuity and mutual cover when required.</li><li>Work collaboratively with academic leaders, safeguarding leads, and support staff to enhance student wellbeing, engagement, and personalized pathways.</li><li>Contribute to school improvement planning with a focus on student wellbeing, engagement, and culture.</li></ul>Teaching Commitment <ul><li>The Assistant Head of Primary – Student Life maintains an active teaching commitment of up to 50%, ensuring close connection to classroom practice while fulfilling leadership responsibilities. Teaching allocations are reviewed annually in line with school priorities and operational needs.</li></ul>Student Wellbeing & Behavior <ul><li>Lead and oversee school-wide student wellbeing and positive behavior management systems across Primary.</li><li>Implement proactive, preventative, and restorative approaches that promote social, emotional, and behavioral development.</li><li>Ensure consistent application of behavior expectations and pastoral systems across all grade levels.</li><li>Monitor student attendance and punctuality, leading interventions and follow-up as required.</li><li>Coordinate student transitions within Primary and between divisions.</li><li>Coordinate student support services with relevant staff and departments, including: Counseling, Inclusion / Learning Support, EAL</li></ul>Student Wellbeing, Behavior & Inclusion <ul><li>Lead and oversee school-wide student wellbeing and positive behavior management systems across Primary.</li><li>Implement proactive, preventative, and restorative approaches that promote social, emotional, and behavioral development.</li><li>Ensure consistent application of behavior expectations and pastoral systems across all grade levels.</li><li>Monitor student attendance and punctuality, leading interventions and follow-up as required.</li><li>Coordinate student transitions within Primary and between divisions.</li><li>Coordinate student support services with relevant staff and departments, including: Counseling, Inclusion / Learning Support, EAL</li></ul>Safeguarding & Student Protection <ul><li>Serve as Deputy Designated Safeguarding Lead (Deputy DSL).</li><li>Support safeguarding referrals, documentation, and follow-up in collaboration with senior leadership.</li><li>Ensure safeguarding procedures are understood, implemented, and reviewed across Primary.</li><li>Manage student-related legal, ethical, and organizational requirements, including confidentiality, documentation standards, and accommodation processes.</li></ul>Leadership of Staff & Teams <ul><li>Provide formal pastoral line management to Grade Level Leaders.</li><li>Support Grade Level Leaders in managing cohort wellbeing, culture, and parent communication.</li><li>Provide line management for Learning Assistants, including deployment, guidance, and professional expectations.</li><li>Model professionalism, reflective practice, and a commitment to continuous improvement.</li></ul>Student Life, Culture & Community <ul><li>Lead and coordinate key aspects of student life, including:<ul><li>Assemblies, trips, and student-life initiatives</li><li>Community events and celebrations</li><li>School traditions and student leadership opportunities</li></ul></li><li>Promote student voice, belonging, and positive relationships across the Primary School.</li><li>Serve as the lead for parent engagement and escalation related to student wellbeing, behavior, and attendance.</li><li>Organize and lead meetings with parents and external professionals where appropriate to ensure positive outcomes for students.</li></ul>Collaboration, Development & Systems <ul><li>Support collaborative approaches to student wellbeing across Primary and the wider school.</li><li>Contribute to staff induction and professional learning related to pastoral care, safeguarding, and student support.</li><li>Participate, as required, in the recruitment and appointment of Primary support staff.</li><li>Lead regular reviews of student-life systems to ensure effectiveness, consistency, and alignment with school expectations.</li></ul>Operational & Professional Expectations <ul><li>Support the effective day-to-day operation of the Primary School through visible leadership and presence.</li><li>Participate in health and safety committees and relevant leadership forums.</li><li>Undertake professional duties reasonably delegated by the Head of Primary, including activities outside the normal school day when required.</li></ul>Position Requirements Education <ul><li>Bachelor’s degree in Education or a related field from an accredited institution.</li><li>Master’s degree in Education, Educational Leadership, or a related field is preferred.</li></ul>Experience <ul><li>Minimum of three years of leadership experience in a Primary or comparable school setting.</li><li>Demonstrated experience leading student wellbeing, behavior management, attendance, or pastoral systems.</li><li>Experience coordinating student support services and working with multidisciplinary teams.</li><li>Experience engaging effectively with parents in sensitive or escalated situations.</li><li>Experience working within an American or American-international curriculum framework is strongly preferred.</li></ul> Language: English is mandatory Professional Knowledge and Skills: <ul><li>Strong understanding of student wellbeing frameworks, behavior management, and safeguarding practices.</li><li>Knowledge of restorative and preventative approaches to student support.</li><li>Ability to lead and support staff responsible for student wellbeing and pastoral care.</li><li>Strong communication, collaboration, and interpersonal skills.</li><li>Ability to think strategically while remaining responsive to day-to-day student needs.</li><li>High-level IT competency for educational leadership and administration.</li></ul>Personal Attributes: <ul><li>Passionate about delivering quality education.</li><li>Able to command the respect of students, colleagues, and parents.</li><li>Highly organized, with a proven ability to meet deadlines.</li><li>Driven by a desire to improve educational quality and advance school development.</li><li>Reliable, detail-oriented, and committed to excellence.</li><li>Innovative, with a willingness to embrace change and continuous improvement.</li></ul>Additional Expectations: <ul><li>Uphold the school’s Vision, Mission, and professional standards.</li><li>Maintain confidentiality and professional boundaries at all times.</li><li>Fulfill duties in line with agreed expectations and contractual obligations.</li></ul> ISP Principles Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. ISP Commitment to Safeguarding Principles ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history. ISP Commitment to Diversity, Equity, Inclusion, and Belonging ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply. </div>

0 to 0 years Bayt

Teacher Assistant

On-site - Qatar 7 July 2026

Education & Training

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> Job Description Purpose of Role The primary purpose of this role is to support the academic, social, and emotional development of students by assisting teachers in delivering the DSGD-approved curriculum and maintaining a safe, engaging, and inclusive learning environment. The role involves working closely with classroom teachers to coordinate instructional activities, provide individual and group support to students, supervise students in various settings, contribute to extracurricular programs, and participate actively in the wider school community. The role holder is expected to uphold the school's values, follow all relevant policies and procedures, and contribute positively to the school’s culture and mission. ISP Principles <ul><li>Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.</li><li>Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.</li><li>Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.</li><li>Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.</li><li>Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.</li></ul>DSGD Key Responsibilities <ul><li>Assists in providing learning experiences from the course of study prescribed by the DSGD approved curriculum.</li><li>Discusses assigned duties with classroom teachers in order to coordinate instructional efforts.</li><li>Prepares lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.</li><li>Presents subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.</li><li>Tutors and assists children individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers.</li><li>Supervises students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.</li><li>Covers the class in the short term absence of a teacher under the guidance of the Head of Year.</li><li>Distributes teaching materials such as textbooks, workbooks, papers, and pencils to students.</li><li>Distributes tests and homework assignments and collects them when they are completed.</li><li>Organizes and supervises games and other recreational activities to promote physical, mental, and social development.</li><li>Participates in teacher-parent conferences regarding students’ progress or problems.</li><li>Prepares lesson outlines and plans in assigned subject areas and submits outlines to teachers for review.</li><li>Provides extra assistance to students with special needs.</li><li>Take class attendance and maintain attendance records.</li><li>Assists in bus loading and unloading.</li><li>Attends staff meetings and serves on small group working projects as required.</li><li>Collect money from students for school-related projects.</li><li>Participates in the life of the school outside of the classroom (attending sporting events, school sponsored events, etc)</li><li>Responsible for adhering to all the rules, policies and regulations as mentioned in the Staff Handbook.</li><li>Take pictures or inform social media committee members to take pictures of your students while doing a project or an assignment worth documenting.</li><li>Initiates an extra-curricular club as required for the minimum period of one quarter during the academic year.</li><li>Assist in the preparation and training for student-related activities at the school (during and after school activities).</li><li>Follows all rules, regulations and procedures of the school as set out in the staff handbook and school policies.</li></ul>Skills, Qualifications and Experience <ul><li>Bachelor’s Degree/Diploma in teaching from an accredited institution</li><li>Minimum of 2 years of Experience in Teaching</li><li>Required teaching certification for Qatar MOEHE</li><li>Meet professional teacher education requirements of school</li><li>Child Care and Protection</li></ul>Required Skills and Knowledge Competencies <ul><li>In-depth knowledge and understanding of School and associated assessment methods</li><li>Up to date curriculum developments</li><li>Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)</li><li>Proven management skills</li><li>Excellent communication skills and command of the English language, in spoken and written form</li><li>Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences</li><li>Organization skills: well organized and able to prioritize, multi tasks and meet deadlines</li><li>The ability to work on a regular and punctual basis</li><li>Flexible and work well under pressure</li><li>Critical thinking</li><li>Ability to negotiate, persuade and motivate others</li><li>Willing attitude to be a part of the school team</li><li>Strong sense of professionalism</li><li>Safeguarding and welfare of children</li><li>A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences</li><li>The ability to develop good personal relationships within a team</li><li>Behaviour management</li><li>Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications</li><li>Accurate data collection ability</li><li>Record keeping and report preparation methods</li><li>Willingness to undertake appropriate Professional Development</li></ul>Attributes <ul><li>Empathetic listener</li><li>Integrity and confidentiality</li><li>Internationally minded</li><li>Emotional intelligence</li><li>Intercultural awareness, creative</li><li>Flexible and a can-do attitude</li><li>Passionate about delivering quality education</li><li>Able to command respect of pupils, colleagues and parents</li><li>Driven by wanting to improve quality and develop the school</li><li>Reliable with an attention to detail and a commitment to quality</li><li>An innovator with a willingness to embrace change</li></ul>ISP Principles Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately. Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. ISP Commitment to Safeguarding Principles ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history. ISP Commitment to Diversity, Equity, Inclusion, and Belonging ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply. </div>

0 to 0 years Naukri Gulf

Lead Exams & Assessments

On-site - Qatar - Qatar 16 July 2026

Human Resources

<section>Job DescriptionRoles & Responsibilities<div class="paragraph">The Examinations and Assessment Lead has overall responsibility for the management and operation of the Examinations and Assessment team. The role is accountable for the effective planning, delivery, monitoring and review of all examinations and assessment activities within the Technical Institute. The role provides assurance to the Technical Institute Contract & Assurance Manager and the Head of the Technical Institute that examinations and assessment are being delivered in accordance with a defined, compliant and consistently applied assessment strategy covering all training programmes. The Examinations and Assessment Lead is responsible for management of student data, the ongoing review of examinations and assessment operations, the systematic collection and analysis of performance data, and the identification of risks, trends and improvement actions that impact learner outcomes. The role ensures that all required assessment policies, procedures and controls are implemented and adhered to in accordance with the contractual requirements and those of external awarding and regulatory bodies, (e.g. City & Guilds and the Ministry of Education and Higher Education). Internal audits, assessment analysis, moderation outcomes and course performance reports will inform decision-making and recommendations. The role works closely with the Chief Instructors (Academic and Engineering) to ensure clarity of roles, compliance with assessment requirements, and effective communication across stakeholders. The Examinations and Assessment Lead supports continuous improvement activities, contributing to corrective actions, preventative measures and the development of customer satisfaction and quality performance metrics. Core Duties: Lead and manage the Examinations and Assessment team in accordance with the organisation s policies and procedures applicable to people and talent management, and personal health, safety and wellbeing. Own and maintain the Technical Institute Assessment Strategy across all elements of Technical Institute training. Provide Chief Instructors with a forward assessment calendar, including scheduled assessments, re-sit opportunities, and complaints and appeals procedures, in advance of each phase of training. Forecast and plan resource requirements to support the delivery of the assessment calendar and assessment strategy. Identify assessment-related training needs and implement appropriate training and standardisation activities for staff involved in invigilation, marking, checking, or assessment delivery. Capture and maintain sufficient assessment data to enable analysis of factors affecting student performance, including environment, materials, instructors, and assessments. Ensure all examinations and assessment policies, processes, and procedures are regularly reviewed, controlled, and available for centre approval and accreditation activities. Ensure examinations and assessments are applied consistently and uniformly across the Technical Institute against a clearly defined and commonly understood assessment framework. Plan and oversee the delivery of examinations, including reasonable adjustments and arrangements for students where deemed appropriate/necessary. Produce and provide pass lists and student class lists to the Contract & Assurance Manager following placement testing and aptitude testing conducted as part of student selection and enrolment activities. Support the Qatar Armed Forces and the Technical Institute Management Team in responding to student enquiries, providing accurate information and advice, and following up on assessment-related issues or concerns. Be responsible for the preparation of examinations and assessments, including room set up, attendance register, provision of seating plans and stationery as well as ensuring there is sufficient invigilation support arranged. Requirements Competencies: Knowledge considered essential includes: Degree-level qualification in Education (or closely related field). Demonstrable knowledge of examination and assessment principles, including formative and summative assessment at secondary or tertiary level. Understanding of the functions of assessment (diagnostic, formative, summative, certification) and working knowledge of qualitative and quantitative research methods as they relate to assessment and evaluation. Working knowledge of curriculum delivery and evaluation in an educational setting. Skills considered essential includes: Strong organisational, planning and problem-solving skills, with a proven ability to work to tight deadlines and manage multiple priorities. Ability to initiate, develop and maintain effective procedures, policies and documentation for exams and assessments. Ability to contribute to the planning and delivery of educational programmes and to present confidently at senior-level meetings. Highly developed English verbal and written communication skills, including clear report writing, drafting formal correspondence, and handling confidential or sensitive issues appropriately. Demonstrated interpersonal and stakeholder management skills, with the ability to liaise and communicate effectively with academic staff, military staff, students and external partners. High level of computer literacy, including experience with Training Management Systems, Microsoft Office, databases and statistical/analytical applications. Experience considered essential includes: Experience working in a management or leadership position within an educational context (e.g. exams office, programme management, academic coordination). Demonstrable experience in managing examinations and assessments, including scheduling, invigilation, integrity/security, marking, moderation and results processing. Experience of training, assessment or programme delivery with international students, preferably within the Middle East or similar intercultural environment.</div></section><section>Desired Candidate Profile<h2>Requirements</h2>Competencies:Knowledge considered essential includes:<ul><li>Degree-level qualification in Education (or closely related field).</li><li>Demonstrable knowledge of examination and assessment principles, including formative and summative assessment at secondary or tertiary level.</li><li>Understanding of the functions of assessment (diagnostic, formative, summative, certification) and working knowledge of qualitative and quantitative research methods as they relate to assessment and evaluation.</li><li>Working knowledge of curriculum delivery and evaluation in an educational setting.</li></ul>Skills considered essential includes:<ul><li>Strong organisational, planning and problem-solving skills, with a proven ability to work to tight deadlines and manage multiple priorities.</li><li>Ability to initiate, develop and maintain effective procedures, policies and documentation for exams and assessments.</li><li>Ability to contribute to the planning and delivery of educational programmes and to present confidently at senior-level meetings.</li><li>Highly developed English verbal and written communication skills, including clear report writing, drafting formal correspondence, and handling confidential or sensitive issues appropriately.</li><li>Demonstrated interpersonal and stakeholder management skills, with the ability to liaise and communicate effectively with academic staff, military staff, students and external partners.</li><li>High level of computer literacy, including experience with Training Management Systems, Microsoft Office, databases and statistical/analytical applications.</li></ul>Experience considered essential includes:<ul><li>Experience working in a management or leadership position within an educational context (e.g. exams office, programme management, academic coordination).</li><li>Demonstrable experience in managing examinations and assessments, including scheduling, invigilation, integrity/security, marking, moderation and results processing.</li><li>Experience of training, assessment or programme delivery with international students, preferably within the Middle East or similar intercultural environment.</li></ul>Knowledge considered desirable includes:<ul><li>Understanding of Military Trade Training contexts and the specific demands of technical/vocational training for military personnel.</li><li>Knowledge of BAE Systems Approach to Training (BSAT) and/or Defence Systems Approach to Training (DSAT) models.</li><li>Knowledge of standardised English assessments (e.g. IELTS, TOEFL, or military language proficiency standards) and their alignment to CEFR or similar frameworks.</li><li>Understanding of vocational/technical qualification frameworks (e.g. BTEC, City & Guilds, national TVET frameworks, apprenticeship standards).</li><li>Awareness of relevant accreditation and quality assurance frameworks (e.g. national qualification authorities, international QA bodies).</li><li>Intercultural competence, particularly in Middle Eastern contexts; basic Arabic language ability could be advantageous.</li></ul>Skills considered desirable includes:<ul><li>Training Assessment Quality Assurance (TAQA) qualification or equivalent assessor/internal verifier qualification.</li><li>Ability to contribute to or lead internal quality assurance processes such as standardisation, moderation and internal audit of assessment practice.</li><li>Ability to design and deliver assessment-related training (e.g. for markers, invigilators, assessors and internal verifiers).</li><li>Skills in using e-assessment or LMS platforms (e.g. Moodle, Blackboard, online testing tools).</li><li>Strong data analysis and reporting skills for monitoring student performance and informing decision-making at programme and institutional level.</li><li>Ability to work effectively within a hierarchical, disciplined environment and adapt communication style accordingly.</li><li>Change management skills, including experience leading or supporting assessment or curriculum reform projects.</li></ul>Experience considered desirable includes:<ul><li>Experience in training design using BSAT/DSAT or equivalent defence/competency-based training models.</li><li>Evidence of continuous professional development (CPD) in assessment, quality assurance, educational leadership or related areas.</li><li>Experience in exam security and malpractice investigation in high-stakes environments.</li><li>Experience liaising with external awarding bodies, accreditation agencies or industry partners.</li><li>Prior work experience in a Middle Eastern or similar cultural/military training environment.</li></ul>Behaviours:Within the QTI both what you do and how you do it are of equal significance. Below are the core behavours applicable to BSL Employees. For more information on these, or the BAE Systems 8 Behaviours please contact your BSL HR Advisor or BAE Systems Senior Management Team member.Agility:<ul><li>Collaboration: Building relationships, conflict resolution, and creating an inclusive and respectful work environment.</li><li>Balanced Decision-Making: Making informed decisions efficiently, often in rapidly changing situations, by leveraging available information.</li><li>Flexibility: Being willing to adjust plans, strategies, or approaches as needed to meet evolving circumstances or new opportunities.</li><li>Innovation: Encouraging creative thinking and embracing new ideas to drive progress and stay ahead in dynamic environments.</li><li>Proactive Approach: Anticipating changes and taking proactive steps to prepare for and address potential challenges or shifts in the market.</li></ul></section>

PLC Automation Engineer Jobs in Qatar

Assistant Vice President, Portfolio Risk Performance

Assistant Head of Primary - Student Life

Teacher Assistant

Lead Exams & Assessments

Site Owners

Employers

Job Seekers

PLC Automation Engineer Jobs in Qatar

Assistant Vice President, Portfolio Risk Performance

Assistant Head of Primary - Student Life

Teacher Assistant

Lead Exams & Assessments

Receive email alerts for PLC Automation Engineer Jobs in Qatar jobs