Refereeing is an essential and ongoing phase of preparing the initiatives and training materials and programs. Preparation is a long process that starts by designing a program and ends with final draft. This is followed by a review process to ensure effectiveness of programs. Knowledge Pioneers for Training and Education (KPTE) is keep on submitting all training program's components to refereeing. KPTE takes pride according to this refereeing approach which guarantees quality training services and products.

INTEREDU™ was submitted to refereeing in several phases of preparation. Referring processes conducted by; education consultants, training experts, and local, Arab and international academics.

Arrowad Methodology for Developing Initiatives and Training Programs

INTEREDU™ follows Arrowad Methodology for Developing Initiatives and Training Programs. INTEREDU™ was developed in sequenced and parallel phases. Each phase is based on a scientific approach to all procedures, including the development, contracting, refereeing, design and final production.

INTEREDU™ Refereeing Phases

The ideas and components of INTEREDU™ and the material of all the included programs go through a strict review, proofreading and refereeing process carried out by experts. This process of ongoing improvement is made up of seven phases:

1. INTEREDU™ Refereeing of project’s essential document

It is a comprehensive refereeing of INTEREDU™ in general. In this phase, refereeing is executed on the philosophy, premises and theories adopted by the developers when preparing the programs, training, assessment and support services. The process extends throughout the whole INTEREDU™ project in the following manner.

INTEREDU™ starts with developing a draft document by KPTE experts and consultants. This document is based on a study of the Saudi strategic plans and the status of international education in KSA. The study helped in setting the requirements, goals and objectives of INTEREDU™. It gave an initial view of the implementation mechanism. This process follows thorough analytic review of teacher preparation and qualification Programs and professional standards of education professions in different areas of the world including KSA, Australia, England, France, Canada, Korea, Malaysia, Singapore, USA, Holland, Japan, Egypt, Bahrain, Jordan etc.

The draft was presented for review by a pool of international school experts and consultants and academics. After that, a workshop was held to analyze the draft, make any required amendments, and create implementation models.

2. Internal Scientific Refereeing

Each training package was submitted for refereeing to a pool of academics specialized in the topic covered in the specific package and are content developers. This thorough refereeing covered the package material, sequence and objectives of activities, and how the learning outcomes help realizes the overall goal of the program.

The internal scientific refereeing was conducted by training and program development professionals, by matching the programs and packages with KPTE Program Development Guide, the Program Design Guide and the Training Package Development Criteria.

The internal scientific refereeing was conducted by training and program development professionals. By matching the programs and packages with KPTE Program Development Guide, the Program Design Guide and the Training Package Development Criteria.

Accordingly, feedback was submitted to the developer in the form of an internal review report. It referred to the amendments needed to the training material to comply with the Training Package Development Methodology. It also made sure the contract between KPTE and the developer is respected. The report decides whether the material is entitled for refereeing. If so, it is submitted to the scientific arbitrator, expert professionals, academics, and/or training experts in the field of training program content. Reviewers are contracted by KPTE once their CVs are checked; they have passed personal interviews; and they have a recommendation letter by a former client. KPTE reviews their approach to training and content development. They must meet the minimum required qualifications and have training experience.

Refereeing was gradual. First, reviewer submit an refereeing report including clear and specific instructions to develop the training product. They make the best use of their readings, knowledge and experience. They should not make quantitative data or decision, but rather they review the product at least twice. Initial refereeing should be conducted in line with the refereeing form approved by KPTE, which is the minimum requirement for the refereeing report. then, they check the amendments made based on the instructions provided in the refereeing report.

It was agreed with the reviewer to consider the following:

The design of the training program and how to make it updated and comprehensive to the furthest extent possible;
The novelty, thoroughness, credibility and comprehensiveness of the content and whether its level and language suit the target audience;
The extent to which could the training program achieve the expected outcomes of training;
Whether or not the training activities are suitable for the dedicated time, achieving the objectives, adult-learning principles and whether they adopt different learning strategies;
Coverage of the reflective activities and whether the assessment suits the target knowledge and skills;
Possibility of introducing updates and revisions based on the recent research findings; and
Whether or not the presentation is suitable for the session organization, and the flow of training content and activities.

3. External Scientific Refereeing

After the completion of the project’s programs description, it was displayed to a number of universities and scientific institutions specialized in teacher training programs This program has been refereed by,

In this phase, refereeing was carried out on two bases: the reviewer and the refereeing criteria.

Princess Nora University
Jordan University
New Jersey Institute of Technology (NJIT), New Jersey, USA)
National Institute of Education (NIE), Singapore

4. Proofreading

Once refereeing and improvements had been finalized, the program was submitted to Arabic language professionals and experts and some according to the training content linguists and native English speakers for proofreading.

5. Auditting the Electronic Editions

This phase was executed First step, the softcopy of the training packages were reviewed by program reviewers and developers. second step, the softcopy was proofread once again. More details are available at the training management system, Marifah,

6. Experimental Implementation

Once %35 of the training programs were ready, 4 female trainers (working as heads of departments at international schools) were qualified to train 21 female Saudi trainees. The trainees, who are working as KG teachers in Alrowad international schools, received 125 training hours in May and June 2015. This pilot implementation was aimed at identifying the effectiveness of the development and implementation methodology. The data collected and analyzed was translated to many improvements to the rest of the Programs.

7. Assessment(before, during and after) Implementation

All INTEREDU™ training programs contain multiple assessment tools from different sources, providing several types of data in varying intervals of time side by side with the training process to ensure the effectiveness of the trainer , content , trainee learning and training environment.