kamajaoutdoors.com - Internal Quality Assurance

Internal Quality Assurance Standards

5.1 Standards for internal quality assurance Policy for quality assurance

The organisation of the quality assurance system is still in its inception and early days. Four members, herein after referred to as ‘the staff’, see to the organisational success:
1. Director who is also the Head of School, with the responsibilities of planning, communication and final decision taking.
2. Assistant Director with the responsibility of recruitment, Health and Safety and activity coordinator
3. Quartermaster with the responsibility to ensure that the duties are carried out, procurements and inspection of all equipment held on charge by the organization.
4. IQA Manager with the responsibilities of ensuring that the quality assurance during the process of courses’ formation, building and delivery is according to the set organizational standards.

The staff is committed at all levels to ensure that its programmes have clear and explicit intended outcomes. This is carried out through assessments methods where every learner’s outcome will be assessed, evaluated and presented individually.
The staff is ready, willing and able to provide education to the highest standards
The staff provides learning methodologies to reach all the learners, including support that will help its learners to achieve the expected outcomes
The staff illustrate full, timely and tangible recognition towards the contribution of work by those who demonstrate particular excellence, expertise and dedication
The staff constantly focus to improve and enhance the education that they offer

The Quartermaster, answers to the Director, observes that the responsibilities of departments, schools, faculties, institutes and/or other organizational units as well as those of institutional leadership, individual staff members and learners with respect to quality assurance. To facilitate these responsibilities the QM is to

Create a safe, warm and welcoming environment for the learners
Facilitate knowledge and education related to each topic as described in the lesson plans
Ensure that the learners understand and clear any doubts when necessary
Motivate the learners to continue to delve into further education by supplying booklets and any related information as produced by the directorate for adult learning.

Reference to the relationship between research, learning and teaching, where applicable

Video Clip links and appropriate websites related to the topics discussed are to be provided to the learners to enhance their knowledge on the specific subjects being taught.

Procedures for ensuring academic integrity and freedom

An area designated as ‘unstructured play’ shall ensure creativity, imagination and fun.

Procedures for ensuring against academic fraud

Written assessments are built on individual evaluations and self-reflections. Therefore, there is no possibility of academic fraud since the test is personal. It is based on a self-assessment sheet with the score adopted on the Likert Scale.
In an eventful outcome where Kamaja Outdoors – Institute for Adventure Education expands to Awards at Levels 5 and above, tools such as the Turn-it-in will be available to the learners to limit their desires to cheat. The QM will see to the requirements of this tool and when appropriate to purchase it.
The learners rate their performances according to their feelings.
The educators are to correct the questions according to their observations along the lesson. If the assessor is unsure, the learners are called to clear any doubts.
In the multiple choice exam, there is only one correct answer and hence cannot create any other interpretation.
Supervised at all times by a member of staff as detailed by the Asst Directors
Learners are seated on separate and spaced tables.’

Procedures for ensuring against intolerance of any kind of discrimination against the learners or staff

A clear explanation of intolerance of any kind of discrimination related to the course will be thoroughly explained in the course introduction. This will be carried out in a thorough manner ensuring that the learners understood. During this time the academic staff, present, is also reminded.
Learners are encouraged to report any act of discrimination to all members of staff. If a report is submitted, a face-to-face viva will be conducted between the ‘victim’ and the alleged by the Asst Director. Discrimination is also related to bullying, the act will be reported to the Head of School and disciplinary actions will be recommended accordingly. The Director convenes a board from the members of staff to investigate the matter
Actions will be taken according to the decisions of the board. Actions include and are not limited to warnings, admonishing and exclusions. In the case of minors, parents are to be informed and required to assist.
If the applicant is dissatisfied with the response received they should submit, within 3 working days of receiving the response, a written complaint to the Director. Any complaints received out of the timeframe will not be considered.
The complaint should be set out to include the informal steps that have already been taken and details of any response received a statement as to why the applicant remains dissatisfied and the outcome the applicant is seeking.
The Director will acknowledge in writing a receipt of the complaint within 5 working days.
The Board formed by three members will then investigate the complaint and submit a written response to the complainant within 14 working days from acknowledgment of receipt of the complaint.
The Director’s decision following completion of this process will be considered as final.

The involvement of external stakeholders in quality assurance

The involvement of stakeholders is to provide the learners. To ensure quality, a profile of the learners, either in written or verbally illustrated is to be provided to the educators in order to properly prepare the session according to the audience.
Stakeholders are to see to the necessary authorization from the department to send their learners for a session or sessions.
Stakeholders are to ensure safety during transportation to and from the venue
Stakeholders are also responsible for the assistant staff accompanying the learners. Such staff may include, teachers, LSA’s etc, who are required to share the necessary information to guarantee quality assurance

Procedures for the quality assurance of any elements of an entity’s activities that are subcontracted to or carried out by other parties

Subcontracted activities are not involved in the initial phase of this programme. If in the future there will be a need for subcontractors, Kamaja Outdoors – Institute for Adventure Education ensures that they have a recognized quality assurance system.

In the case of local representatives or franchises of foreign providers, explicit reference to the quality assurance procedures of the parent provider and the role of the local representative or franchise
Institutional Probity

At this stage, Kamaja Outdoors – Institute for Adventure Education is a small traditional family business...
Prospects are positive and indicate a stable long-term financial plan.
The Asst Director is to prepare a monthly income and expenses sheet and present it include it on the monthly line chart.
The Director endorses the line chart and suggests any actions such as equipment investment if prospects seem good.
An annual budget audit is compulsory
The draft estimates are drawn the Asst Director and presented by the end of April. The Director is to revise before submitting everything forward to the related stakeholders.
Should instability occur the programmes will continue on voluntary basis.
Staff and members of the entity are fit to deliver further education programmes. Staff and members are asked for a CV and must have a higher EQF by at least one level as a minimum requirement
A disciplined background together with 25 years of service in a disciplined force suffice as fit for purpose to supervise the activities organized by Kamaja Outdoors – Institute for Adventure Education.
A pedagogical qualification by a recognized entity is required for the delivery of the sessions.
The Asst Director is responsible for the selection of supervisors and teaching staff.

5.3 Design and approval of programmes

Kamaja Outdoors – Institute for Adventure Education is not a self-accrediting entity. The programme is accredited by the MFHEA or any other governing accreditation body through a process which starts by an idea, usually brought forward by the learners requesting a specific adventure activity which does not exist.
Brainstorming the idea between the learners and staff helps to create a better picture of what is required so that the idea starts to form into a complete learning experience of a subject related to Adventure Education. It basically depends on demand requested by the learners
If at all feasible, the idea is then discussed by the teachers and elaborated into a course. The Director and course coordinator are responsible for the design based on the ECVET system.
The learning experience is piloted with a group of learners to acquire feedback.
The feedback will enhance corrections and modifications to the theoretical and practical aspect of the need.
A complete programme is then piloted again and evaluated for any other minor corrections and modifications to ensure that there is appropriate tutor-learner dynamics.
The tutor-learner dynamics is ensured by the feedback of the pilot programme participants. The coordinator ensures that it is in line and true with MQF lines.
The course content is forwarded to MFHEA or any other governing accreditation body for accreditation.
Upon obtaining accreditation, the programme will be forwarded by the Asst Director to the related external stakeholders.

5.4 Learner’s-centred learning, teaching and assessment

Respect and attend to the diversity of learners and their needs, enabling flexible learning paths. Before the start of each course, information about the learners is received through the application form which will state what, if any, requirements are necessary to reach each learner. Learners with particular needs are reached though the reciprocal and the practice teaching approaches which help build cooperation between learners. If the need dictates, the employment of a properly qualified LSA will follow. The qualification of the LSA is properly checked and vetted with the accredited body before employment.
Mature and Part-Time learners pass through the same path as all the other Learners. It is ensured through the sense of a fun environment employed through the Learning-Zone paradigm (see figure 1). So far, no mature or part-time learners will be able to apply for the programme since the learners attend compulsory education.

Learners with LSAs can participate in all of the activities, with the help of their LSA when required.
LSAs and accompanying staff are encouraged to take part in all the activities as well.

Consider and use different modes of delivery, where appropriate

Use of Power Point Presentations related to the topics
Use of Video Clips and Animation related to the topics
Use of Hands-on and practical activities so the learners relate the knowledge to everyday life
Narratives of Personal Experiences related to everyday life
Use of varied voice pitch to stress and highlight the importance of certain issues

Flexibly use a variety of pedagogical methods

Since adventure in itself is inherently dangerous, the command style of teaching is usually adopted. Nonetheless, reciprocal teaching is also encouraged and where it is appropriate, the guided discovery is preferred.
The staff has a clear teaching and learning strategy. These are discussed in the pre course meeting and evaluated after each teaching day.
The teaching and learning strategy enables learners to acquire knowledge effectively.
The teaching and learning strategy is student oriented and stimulates quality learning as described in point one.
The curriculum stimulates active learning and facilitates learning by doing.

Regularly evaluate and adjust the modes of delivery and pedagogical methods. The evaluation is carried out in an open floor discussion at the end of each course and where applicable, suggestions are adopted in the following course.

The points emerging through the evaluations are documented in their file which is passed to all the staff for their knowledge.
The staff is required to sign against their names that they have read the course evaluations.
The Director ensures that this is properly carried out.

Evaluations are held on an open floor discussion during the conclusion of the course. Learners are grouped in a three side of a square set up to help interaction of each evaluation topic. Follow ups are carried out in subsequent courses where the feedback acquired through the evaluations is placed into practice
The Director endorses each evaluating point.
The self-reflection assessments are evaluated daily to ensure that learning is happening. In their presence, teachers are also given feedback of the learner’s performance during the final evaluation. Normally and naturally, teachers are always praised but if there is a requirement (eg, on the proper way to communicate with the new vocabulary built through the social media which is changing every day) teachers are sent for inset courses, meetings, seminars etc. to keep abreast
The course Coordinator ensures that the teaching staff receives current updates.

Encourage a sense of autonomy in the learner, while ensuring adequate guidance

Produce an amount of curiosity in the topics discussed during the lessons to ensure that the learners research and continue the process of learning after school hours as well.

Support from the teacher/learner

Use of social media conversations between the teacher and the learners to clear any doubts, encourage further research and guide them where necessary

The QM sees that the closed group is disseminated one month after the final conversation occurs with no specific interest to continue the group.

Promote mutual respect within the learner-teacher relationship

During the course introduction, certain points; such as mutual respect; are explained in-depth. This covers belief in the learners, trust, loyalty, freedom of speech, and honesty.

Quality assurance processes for assessment shall take into account the following:

Assessors are familiar with existing testing and examination methods and receive support in developing their own skills in this field

Assessments are selected according to a specific course. In the case of Adventure Programme for learners with challenging behavior and low academic esteem, multiple choice and self-evaluations were optimal.
On completion of a course framework, assessors are invited to express their concerns and doubts about the exams.
If concerns and doubts arise, a focus group made up of all assessors will be convened and chaired by the Director to assist in the development of the examinations.
Assessors ensure that they are current with the various testing and examination methods. It is ensured that the assessors are familiar with the various testing methods and develop their examination skills through regular meetings which focus on development. Methods related to our programme include multiple-choice questions, self-reflection questions and Likert scale.

The criteria for and method of assessment as well as criteria for marking are published in advance.

Learners applying to attend a course will receive a document which includes the course content, useful information about timings, attire and the methods of assessments.
This information reaches the learners by electronic mail as well as hard copy on the notice board.
Assessment papers shall carry the awarding marks at the end of each question
Assessments are thoroughly explained prior to the actual examination. Assessments are corrected by the assessor during the end of day evaluation. The mark is given to each learner before they leave.
The assessments are built on the daily programme to ensure that the expected learning outcomes and the content of the program are reached
The learners’ assessment uses a variety of methods such as multiple choice questions
The assessment schemes, the assessment methods and the assessment itself are always subject to quality assurance and scrutiny
The coordinator ensures that the assessment procedures are carried out accordingly.

The achieved learning outcomes are analyzed in relation to the intended outcomes. learners are given feedback, which, if necessary, is linked to advice on the learning process.

Each course strives to help the learners be successful. Hence, at the end of each day, the learners and teachers sit together in an informal manner to discuss whether the days’ intended outcomes were achieved.
Questions are probed to delve into the learners’ perception of what they have learned and if in fact these perceptions were the intentions of the lesson/s.
When a clear picture is portrayed between the teachers and learners, the intended outcome will be contrasted with the achieved learning outcome.
If outcome is successful, then the programme continues to progress, but if the outcomes were not all successful, modification to the programme will be effected for the next course.
These modifications will be ensured and followed up by the Director.

At the end of each day, verbal feedback is relayed to the learners.
The programme has clearly formulated learning outcomes.
These learning outcomes are defined in the lesson plans and marked ‘covered’ in the course file
The Director and/or course coordinator will check the course file at the end of each day.
The evaluations shall confirm that the learning outcomes are in line with the intended outcomes.
The programme promotes, learning by doing and life-long learning.
Learning by doing is achieved through experiential learning where the learners, and when it is safe, are allowed to make mistakes. The teacher discusses the mistakes with the learner or group of learners. These mistakes will ensure that learning happened through ‘failure’. This procedure is continued until the learner or group of learners are successful.
Most of the skills related to the outdoors and adventure are categorized as life skills, hence, learning these skills ensure life-long learning.
The programme promotes UNESCO directives of learning to be, learning to do, learning to learn and learning to live and work together
The programme covers generic skills, life skills, specific skills and knowledge
The programme clearly reflects the requirements of the learner. Learners attending adventure education are usually bored in the classroom doing academic subjects. There are many variables to be bored in the classroom, which is not the intention of this document to delve into, hence, hands-on activities engage the learners in a different manner and reach their needs to be creative and acquire instant gratification.
The dominant learning styles in the outdoors are Cognitive and Kinesthetic.
The teacher ensures that an explanation is adequate to the time spent inside and hands on follows accordingly.
Auditory and Visual learning styles are normally accomplished during the activities.
The Director and/or coordinator oversees that these are referred to during the course evaluations.

Where possible and applicable, assessment is carried out by more than one examiner. When this happens, one examiner takes care of the distribution and explanation of the exam paper, while the other one assists and when the need arises for a student to leave the class before finishing the exam, the other assessor escorts the learners.

When two examiners are in the classroom, one of them will be designated in charge by the Director and informed of his/her task in the beginning of the course.

Assessors are also course teachers and hence, they are familiar and current with the course content. Assessors without any qualification in Adventure Education cannot be selected for the purpose.

The regulations for assessment take into account mitigating circumstances

During the course introduction, the learners are aware of the type and method of assessments and how they are going to be conducted. Cheating is also discussed and made clear that it is intolerable.
Grades, markings and pass rates are in line with UOM grades, varying between A+ (100) and F (44 or below).
As soon as the assessment is over and the examiner collects all the papers, they will be handed to the Asst Director or course coordinator for corrections.
The score will be written on the learner’s score sheet and placed in the course assessment file.
At the end of the course, all exams will be summed up to a total mark with a maximum of 100. The following list details the grading system
- 100 – 85 A+
- 84 – 80 A
- 79 – 75 B+
- 74 – 70 B
- 69 – 65 C+
- 64 – 60 C
- 59 – 55 D+
- 54 – 45 D
- 44 and below F

Assessment is consistent, fairly applied to all learners and carried out in accordance with the stated procedures. The course Coordinator ensures that:

When time for assessments, the learners are escorted to another room with an appropriate set-up, separate tables and chairs with an aisle in between for the invigilator’s supervision.
Although the supervisors are there to ensure fairness during the exams, they are also required to be competent with the subject being assessed.
Supervisors are also required to be friendly when there are questions to be clarified and compassionate in the sense that some learners may enter for the exam afraid and hence the supervisor needs to encourage them before the exam starts.
Assessment questions are read and explained in both the Maltese and the English languages
Learners are given ample time to reflect and judge the correct answer
Assessments are consistent throughout all the courses
External Assessors are briefed by the Asst Director to make sure that they understood their part of the assessment and that it is coherent with the required learning outcomes.
If other modes of assessments are introduced, assessors are to look into the

g) A formal procedure for learner complaints and appeals is in place

A file marked as classified will be safely kept under lock and key. Access to this file is restricted to the enquiry board’s chair person
A complaint/appeal sheet highlighting the name of student, time, date and place of occurrence, and any witnesses will be provided to the student when required.
Complaints are discussed through the board meeting and the outcome will be verbally explained to the student. If the student feels that there is a need of an appeal, they will have forty-eight (48) hours to carry it out. The Director sees that:
Minutes are taken during the meeting
Complaints and appeals are documented in their respective file under lock and key.
Access to the complaint file is limited only to the Director and the staff related to the case
All complaints and appeals are logged with a reference number which reflect all the information such as date, time, course title, etc.

5.5 Learner admission, progression, recognition and certification
a) Admission processes and criteria are implemented consistently and in a transparent manner

The selection of learners (when there is a selection) is adequate and reflects the requirements of the course
Each course is capped by an amount. When the amount is reached bookings are closed. The need for a course is initiated by an interested any one of the stakeholders.
Learners under 18 years of age and selected by the entity to attend the course are required to sign a consent form to practice Abseiling and Zip lining.
In the case of a basic course, the minimum entry requirement is their age which should be 16 and over. In the case of an intermediate or advanced course following the basic, the latter will also be included as a prerequisite.
Bookings are carried out by means of electronic mail. It is also on a first-come-first-serve basis. The date and time on the email ensure transparency.
There is an adequate credit points system which supports the intake policy. It is based on the one adopted by the University of Malta starting with the highest as A+ (100) and flowing down to D (45) to pass. Under D is an F (Failure)
The learners get adequate feedback on their performance. Feedback is carried out verbally at the end of each day, enforcing the positive and pointing any necessary points to be improved.
The physical and material environment, as leased by the tenant through a H&S report, ensures that it is to the learners’ satisfaction.
The social and psychological environment for the learner is satisfactory. This should be ensured because all learners apply for the course on a voluntarily basis. The course is also built around their constructive feedback and offers what they really want.

b) Induction to the institution and the programme is provided

Details about the programme will be issued in a prospectus and explained by the Head of School prior to the application for admission. At this initial stage there is only one course delivered to alternative learning learners who rejected education.
Should the future provide for further courses, a prospectus with all courses’ content and information is provided.
Induction training will be provided to teachers during which time the quality assurance policies are discussed. These policies are also highlighted to be abided to.
Random, on-course visits by the IQAM ensure that the deliveries of the sessions are up to the quality standards.
Learners are aware of their obligations and each course’s content

c) Both processes and tools are in place to collect, monitor, and manage information on learner progression

Observations during the practical session and feedback through their assessments provides enough information of the learner’s progression
The level of the graduates is satisfactory. This information is provided on the assessment paper.
The graduation is carried out as close to the conclusion of the course as practically possible
The pass rate is usually satisfactory. This is monitored throughout the progression of the course’s assessments every day. Learners who require an extra motivation to success are addressed.
The course coordinator is responsible for the motivational aspect required by the learners to achieve.
Any drop out shall be individually investigated until the root problem is exposed. The contact information is provided on the application form which will be used to try to discuss the reason for the drop-out.
The graduates can easily find a job related to the adventure industry. This is a completely new niche which is still being exposed; hence employment in this industry is only limited to imagination and the risk of taking a chance.

d) While accredited entities retain the right to determine their own selection criteria, they have mechanisms in place to take into consideration relevant qualifications that are accredited or recognized by the MFHEA, and relevant periods of study and prior learning, including the recognition of non-formal and informal learning

Apart from formal education which is led through a curriculum and at this stage, it is not the intention of this institution to go into it, non-formal education is recognized through content guidelines and an assessment which leads to a certificate. Informal learning is everything that happens through the interaction between teacher and learner that leads to learning.
The required amount of hours is monitored as per award accreditation of the programme. An attendance sheet monitors the hours spent on each study unit.
Non-formal and informal learning are both implemented through courses and interaction between teachers and learners
Formal education is embedded in adventure activities and must be completed to successfully accomplish any given task.

e) On successful course completion, learners receive documentation explaining the context, MQF level, amount of learning credit, content and status of the qualification gained, in line with MFHEA regulations. By 2017, locally accredited full qualifications at both further and higher education levels shall reference achieved learning outcomes. The learning outcomes are highlighted at the back of each certificate.

All successful learners are awarded a certificate stating the name of the award, the course objectives, MQF level, grade and mark.

5.6 Competence of teaching staff

The teaching staff are qualified and competent for the task. The minimum requirements for the academic staff are B.Ed (educ) in Physical Education and/or B.A. in Youth and Community and/or Diploma in Leadership by a recognized governing body or military entity or the equivalent as issued by competent educational entities. Both degrees carry a unit in outdoor education which suffices the purpose of this institution while the programme is built around military leadership.
Part-time academic staff are also selected through the same requirements but on an indefinite contract.
The teaching staff are sufficient to deliver the curriculum adequately. Teaching staff are assigned to the course/s and another one is tasked to be on stand-by should any emergency situation arise to the assigned teaching staff.
Annually, Malta is experiencing a good number of learners who do not continue in education, also known as drop-outs. Adventure Programme offers an alternative to the sitting-in and listen processes.
To date, it proved to be an extremely huge success with learners who dropped out during their compulsory education age.
The duties allocated are appropriate to qualifications, experience, and skills. Up to date, the awards are at levels 3 or below while the minimum requirements of the educators are at level 5 or above.
The time management and incentive systems which are designed in a way to keep the learner engaged all the time, support the quality of teaching and learning
A flexible lesson plan ensures that if the learners are curious on a topic related to a subject, using open water recreation and survival rescue as an example, the discussion is temporary deviated until the learners are satisfied.
The accountability of the staff members is well regulated through their application form which is thoroughly checked and verified.
There is adequate support staff for the running of the adventure activities. The support staff must be over the age of 16 with a written consent from the parents or legal guardians and constantly attended adventure and leadership activities organized by Kamaja Outdoors – Institute for Adventure Education.
The learner and teacher ratio is respected according to the activity being conducted
There is a clear vision on the needs for staff development. This is usually exposed by the learners during each course’s evaluation which help develop the teacher/s.
The staff development activities are adequate to the needs. Activities include Team Building Stations, Pool Parties, Outdoor Trekking, BBQ and similar.
Each activity holds a theme, for example different types of walls, and during the time, each team is required to explore this theme.
At the end of the day, knowledge is shared to enhance everyone’s understanding of the theme.
Each quarter, the staff is engaged in informal team building activities.

5.7 Learning resources and Learners support

The venue is structurally completed to receive all diversities of Learners. Beforehand, the Directed is advised if Learners with special needs are attending for the course. Arrangements by the QM are to be carried out so that the bathroom, ramp and anything related to facilitate the stay are according to the learning outcome’s needs.
The psycho/social teams of the entity that sends the Learners accompany them for further support. This team is formed up by properly qualified and trained professionals.
The outdoor lecture facilities and adventure activity areas are adequate and fit for purpose.
The venue is secured after school hours and during the weekend. The Asst Director visually inspected and walked through the area before each activity to ensure quality, safety and fit for purpose according to H&S specifications.
The Quartermaster sees that the library is fit for the course.
The library is equipped with books related to outdoor and adventure education.
It is adequate and up-to-date.
Links and sites are given to the Learners at the introduction of each course and copied on the social media’s secret group.
Resources related to Outdoor Education are constantly researched, purchased and placed in their respective areas. Environmental Health and Safety Standards meet the local requirements.
List of resources required for the running of the courses may be found attached
A list of available new resources shall be exposed at the staff room. The QM ensures that it is attached to the notice board.
Another copy is distributed to each class.
The QM sees that everyone, including past Learners, are informed of any updates and/or changes through their respective social media groups if it still exists.
New resources shall be available for use to enhance student-centered learning
Learners are encouraged to read and ask questions. Through social media and on occasions their accompanying staff ensures that the Learners’ requirements are supported.

5.8 Information Management
a) Profile of the student population, including prevalence of vulnerable groups. This is collected through their respected schools. The programme is not offered outside school hours. However, in the case of a student applying outside an educational setting, an in-depth application form is filled.

This information is analysed through a Director and Asst Director meeting and concludes whether the content of the adventure course is safe for the individual or not. In the case that the course is not safe, the learner is called and together we discuss the reasons behind safety.
Through this meeting, there are some learners who still wish to engage in the said course and thus adjustments will be carried out to cater for everyone.
The outcome results are later disseminated through a teachers’ meeting.

Prior to the course, the learner population is discussed with the Head of School. This is directly dependent on the funds allocated for the courses which usually suffice for all the learners attending school.
In the case of lack of funds, an extension to the contract is to be requested by the Director.
Entity members are aware of certain vulnerable learners, particularly those who require special needs or those who require specific attention

b) Course participation, retention and success rates

Each course caters for a maximum number of twenty learners

c) Learners’ satisfaction with their programmes is easily monitored since they attend all days without fail.

The end-of-the-day evaluations exposes the fact that the Learners are having fun and ensure that they are satisfied with the course contents and outcome.

The learners are involved in the design of the programme and its improvement. This is carried out through the end-of-day and end-of-course evaluations when the learners voice their thoughts and feelings about the course. Where applicable, the information gathered by the staff is later used to adjust the course.
The Director sees that the staff are involved in the gathering of course feedback and emerging data. A summary of the learner’s proposals is to reach the staff through the staff room. The QM is to see that the information is attached on the staff room notice board.
The Asst Director analyses the data gathered during the course.
Learners and staff are informed through notices and the related social media about the outcome of the data analysis and what are the plans to follow through.
These plans are also detailed on the notice board and the related social media
The programme is regularly evaluated according to the suggestions provided by the Learners

d) Employment rates and career paths

During the introduction of the course, the learners are encouraged to discuss their aspirations and dreams
In due course, possible employment opportunities are exposed to the learners according to their aspirations.
During the discussions, certain topics are linked to their aspirations and everyday life situations

5.9 Public Information
a) The selection criteria for the courses/programmes
b) Their intended learning outcomes
c) The qualifications they award, including information on the EQF/MQF level and ECTS/ECVET learning credits
d) The teaching, learning and assessment procedures used;
e) The pass rates
f) The further learning opportunities available to their learners

The Quartermaster ensures that the information is published at the learners’ respected entity.
The information is readily available for the learners in order to plan accordingly and prepare themselves for the course.
When required, the Asst Director visits the entity to explain the information related to learning outcomes, awards, and pass rates is explained to all the learners.
Every query and doubt is cleared to all the learners so that they can decide and make their desired choices.
Prior to dissemination of any information, it is cross checked with the entity involved in sending the learners. This is carried out by the Asst Director and the representative from the entity. The latter ensures that any changes that had to be addressed and informs the Asst Head by a phone call that the learners are aware of the changes
This information is disseminated through their school network

5.10 On-going Monitoring and Periodic Review

The objectives set for the school are ensured through the learners’ evaluations
Should any feedback reach the entity that requires any changes, it is discussed within the entity and adjusted according to the changing needs of the learners and that of society.
These changes are then disseminated to the learners and the academic staff through meeting and social media.
Entity members will develop and publish explicit and intended learning outcomes. This is reached when the PE teacher, the Youth Worker and the Military Officer discuss their points and meet the challenges of the new course being planned.
Entity members will give careful attention to the curriculum, programme design and content. The combination of Physical Education, Youth Work and Military ensures that it is in line with the Kamaja Outdoors – Institute for Adventure Education’ mission statement and any adventure market needs.
Entity members are committed to formal programme approval procedures. Adventure Programme and any other following courses are discussed by all entity members before the final programme is sent for accreditation.
Entity members monitor the progress and achievements of their learners. This is carried out through the social media virtual meetings.
Entity members hold regular periodic reviews of programmes, including external panel members. External panel members must hold a degree, or above, in the Physical Education and/or Youth Work area and/or an Officer within the Armed Forces of Malta.
Entity members acquire regular feedback from their employees, labour market representatives and other relevant organisations. This is collected through verbal communications, analysed and where applicable adopted in the programme.
Entity members ensure the participation of learners in quality assurance activities. This is carried out through the information collected during the evaluations.
In the event of a follow up activity, the school sending the learners is required to commit by a written email and state in which date the learners attended the programme. The Asst Director is to liaison with the person in charge of the oncoming learners to select the optimal activity for the benefit of the learners.

5.11 Cyclical External Quality Assurance

The Director is to inform MFHEA or any other governing body on the number of students attending the programme. In the case that no students attending any programme a ‘NIL RETURN’ is to be forwarded by email.
Kamaja Outdoors – Institute for Adventure Education is to undergo external quality assurance by the MFHEA once every five years if learners attended any of the programmes under the entity.
Kamaja Outdoors is to undergo external quality assurance by any other governing body as agreed, if learners attended any of the programmes under the entity.

Reviewed - 25 June 2022