Subject Matter Expert

4 months ago
Canada Sait S.r.o. Full-time

at SAIT offers a wide range of programs designed to support lifelong learning, career advancement (through reskilling and upskilling) and customized talent development solutions for corporations. Join a team passionate about building lifelong learning opportunities that help people in Calgary and around the globe navigate the changing world of work.

The Role

 

Our CEPS International Sector is currently seeking Subject Matter Experts in the following fields:


  • Refrigeration/Air Conditioning 
  • Electrical
  • Electronics

As a  Subject Matter Expert (SME), this role is expected to work collaboratively with colleagues and other subject matter experts to create an atmosphere which is pedagogically sound, technically supported, and innovative in nature. You must be able to demonstrate excellence in your communication skills, and organizational skills.


The SME will contribute technical expertise to support the assessment of vocational training institutions and programs as part of a multi-phase needs assessment project. Working collaboratively with the Project Manager and a team of other Subject Matter Experts, the SME will provide informed analysis and practical insights across infrastructure, curriculum, instructional practices, assessment systems, and industry alignment.

The SME will contribute across all three project phases: desk research, in-country institutional evaluations, and the validation of findings, as well as supporting the development of the final Needs Assessment Report.

Responsibilities

Phase 1: Desk Research & Information Review (Canada)



  • Review SAIT and the client’s institutional documentation, including curriculum, equipment inventories, policies, and training materials. There will be a focus on technical aspects (i.e. learning outcomes, assessments, labs and lab equipment) and broader program governance (i.e. industry advisory, lab development, budgeting and program development)
  • Analyze alignment between curriculum, competency frameworks, and industry requirements
  • Identify preliminary gaps in:

    • Training infrastructure and equipment
    • Curriculum design and delivery
    • Instructor qualifications and teaching practices
    • Assessment and quality assurance systems
    • Industry partnerships and employment outcomes

  • Prepare structured notes and technical observations to inform in-country validation
  • Collaborate with the project team to refine lines of inquiry for site visits

 

Phase 2: In-Country Institutional Assessment (International - Outside Canada)



  • Participate in site visits to international TVET institutions, including classrooms, workshops, and labs to assess training equipment usefulness, maintenance and safety
  • Conduct structured interviews with instructors, administrators, and stakeholders
  • Observe live training delivery, assessment practices, and facility utilization
  • Validate Phase 1 findings through direct observation and stakeholder engagement
  • Assess real-world application of curriculum and instructional approaches
  • Engage with industry representatives (where applicable) to understand workforce needs
  • Document findings clearly and systematically for consolidation

 

Phase 3: Needs Assessment Report Support (Canada)



  • Provide structured technical input, summaries, and clarification to the report writer and project manager
  • Validate findings, interpretations, and recommendations developed in the report
  • Participate in internal review discussions to ensure technical accuracy and practicality
  • Respond to follow-up questions during report development

 

 

Core Competencies


1. Technical Domain Expertise


  • Deep knowledge in one or more relevant disciplines (Electrical, Electronics, Refrigeration & Air Conditioning)
  • Familiarity with industry standards, equipment, and workforce skill requirements
  • Ability to assess technical training environments and equipment relevance within international training spheres

2. TVET Systems and Curriculum Expertise


  • Understanding of competency-based training and outcomes-based education
  • Experience reviewing or designing curriculum aligned to occupational standards
  • Ability to assess required training hours, learning outcomes, and practical skill development

3. Instructional and Pedagogical Knowledge


  • Knowledge of effective teaching strategies in vo
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