EDUC 627: Knowledge Worksheet Solution: Qatar Banking Studies

This assignment presents a completed knowledge worksheet, likely for an education course (EDUC 627), focusing on the application of knowledge within the context of Qatar Banking Studies and Business Administration Secondary School for Girls. The worksheet explores the relationship between organizational and stakeholder goals, assumed knowledge, knowledge types (declarative, procedural, and metacognitive), and their influence on assessment and learning solutions. The solution outlines learning principles and proposed solutions for inspiring female students to consider the banking profession, including the use of various instructional practices such as presentations, industrial visits and simulation games. The assignment also includes a bibliography of relevant academic sources.

Running head: KNOWLEDGE WORKSHEET
KNOWLEDGE WORKSHEET
Name
University

KNOWLEDGE WORKSHEET
Knowledge Table xample 2
Organizational Global Goal
By May 2022, Qatar Banking Studies and Business Administration Secondary School for Girls will
pprovide the banking sector with graduates capable of efficiently and competently engaging in the local
labor market.
Stakeholder Goal
By May 2022, 100% of teachers will implement effective instructional practices that inspire the female
students to consider the banking profession.
Assumed
Knowledge
Influence
Knowledge
Type
Knowledge
Influence
Assessment
(to be completed in
your Inquiry
course)
Learning Solution
Principle*
Proposed Solution*
The female
students learn about
the facts and
concepts regarding
the business and
banking sectors
such as retail,
insurance and
finance
Declarative Factual
knowledge
assessment
Presentation on
certain topic
assessment
Model learning
assessment
Practical
knowledge
application
assessment
The learning principle
lies in female students
getting an
understanding of the
basic concepts and
information about the
banking sectors. They
gain the knowledge of
the respective field of
banking sector like
insurance or finance
which they have
preferred.
The solution lies in
using various
teaching methods
like PowerPoint
presentations, white
board, case studies,
banking journal
revisions and lecture
slides to present the
information about
the banking issues in
the country, region
and all over the
world operating. The
co-teaching methods
for learning the
practical models of
banking as per the
division of subjects
make the students
learn the concepts
more clearly.

KNOWLEDGE WORKSHEET
The female
students learn how
to implement the
fact and concepts
through different
types of
instructional
practices
implemented on the
business and
banking sectors
such as retail,
insurance and
finance
Procedural Industrial visit
assessment
Workplace
observation
assessment
Industrial
research project
assessment
Training
assessment
The learning principle
lies in the fact that the
female student has to
visit the banking sector
and learn how the
banking operations take
place. They enhance
their communication
skills by
communicating with
mangers and other
employees while being
on the industrial visit.
They have a wide
vision and
understanding of the
procedures with the
guidelines that are
followed in the
companies.
The solution lies in
making the female
visiting banking
sector companies
through polishing
their communication
skills, inter-personal
behavior skills,
flexibility skills and
their technical
knowledge required
to understand the
operations being
carried out in the
banking sector. The
industrial visit
workshops with the
company’s managers
and the work based
observation
procedures are to be
followed.
The potential
strength areas of
the female students
are assessed and
reflected in
implementation of
instructional
strategies to
consider the
business and
banking sectors
Metacognitive Simulation games
assessment
Group Discussion
assessment
Self –reflection
assessment on
strengths and
weakness
Performance
appraisal
assessment score
The strength areas of
the female students are
to be assessed through
certain activities
involving academic
games through which
their learning takes
place on how to cope
up with stress and work
operations in the
banking sector.
The behavioral
skills in terms of
cognitive, social and
emotional are to be
monitored and
framed into a report
where the female
student can self-
reflect on the
feedback provided to
them.

KNOWLEDGE WORKSHEET
Bibliography
Hampf, F. and Woessmann, L., 2017. Vocational vs. general education and
employment over the life cycle: New evidence from PIAAC. CESifo Economic Studies,
63(3), pp.255-269.
Hanushek, E.A., Schwerdt, G., Woessmann, L. and Zhang, L., 2017. General
education, vocational education, and labor-market outcomes over the lifecycle. Journal of
human resources, 52(1), pp.48-87.
Pilz, M., 2017. Vocational education and training in times of economic crisis. Lessons
from around the world. Cham, Switzerland: Springer (Technical and Vocational Education
and Training, Volume 24).
Sykes, J., Elder, S., Gurbuzer, Y. and Principi, M., 2016. Exploring the linkages
between youth financial inclusion and job creation. Evidence from the ILO school-to-work
transition surveys. Geneva, Switzerland: International Labour Organization