Evaluating and Enhancing Teaching Quality

The assignment content emphasizes the importance of quality enhancement and assurance in the college setting, particularly for students with learning difficulties. It highlights the role of self-assessment and self-evaluation in improving teaching practices. The content also mentions the need for a comparable program for teachers and professors to enhance their teaching skills and raise the stature of those who make significant contributions to these students.

1
Level 5 Diploma in Education and
Training (DET)

2
Table of contents
Task 1: Presentation with Notes.................................................................................................3
Scenario..................................................................................................................................3
The concepts of professionalism and dual professionalism in training and education..........4
Task 2.........................................................................................................................................7
2.1 The economic, social, and the political factors that affect the education policies...........7
2.2 The way educational policies affect the practice and curriculum for a teacher...............9
Task 3 (Report)........................................................................................................................10
3.1 The roles of stakeholders and external bodies in education and training......................10
3.2 The way being accountable by the external bodies and stakeholders affect training and
education..............................................................................................................................11
3.3 The importance of working in partnership with stakeholders and employers in
education and training..........................................................................................................12
3.4 A written analysis highlighting the importance of being accountable to the external
bodies and stakeholders impacts on curriculum design.......................................................13
Task 4.......................................................................................................................................14
4.1 The codes of practice, key policies and guidelines of QCC College Care Training
Services................................................................................................................................14
4.2 Impact of organizational requirements and expectations on the curriculum practice....15
Task 5.......................................................................................................................................16
5.1 Analyzing the quality assessment and quality improvement arrangements of QCC
College Care Training Services London..............................................................................16

3
5.2 Looking at the role of self assessment and self-evaluation as a trainee teacher and
incorporating the way quality circle works for QCC College Care Training Services........17
5.3 Using learner surveys, formal, focus groups to check meeting expectations and
assessing the programme that I have been teaching for improving.....................................18
5.4 the areas for enhancement in the learning programme taking into account valuation
results...................................................................................................................................18
References................................................................................................................................20

4
Task 1: Presentation with Notes
Scenario
I am assumed to be working as a Health and Child Care trainee Lecturer in QCC
College Care Training Services in London. As a trainee teacher I am mainly responsible for
teaching diverse students in the class who have some form of learning difficulties. One of my
main aim remains to become the staff member who is in great demand by the students.
The concepts of professionalism and dual professionalism in training and education
Professionalism is the central concept in both education as well as training. The main
goal of the professionalism is to help the teachers and trainers enhance and develop their
skills for improving their own personal standing and along with it the wider quality as well as
recognition of the training and education system. Teachers have a huge amount of
professional standards based on their interactions with parents, students, colleagues,
community members, administrators, and staff. The very first step of becoming a professional
is mainly to earn a degree in education and meet the state licensing standards. While there are
some of the particular actions demonstrating professionalism may tend to differ, but there are
five standards that the most professional teachers have in common and also have been
observed in my university (Adams, 2011).
Firstly, knowledgeable- The teachers in our university have the best understanding of
the curriculum they teach and know how to transfer that particular knowledge to us (children)
in a meaningful manner. For instance, our Math's professor knows how to work out the
math's problem and show the children how it tends to relate to our lives such as counting
change at the grocery stores. The world is changimg and it is quite important for the
professors to continue to learn them.

5
Secondly, being aware of the diversity- the teachers in our university knows how
cultural differences and different experiences of life experiences can affect the learning of the
students. Furthermore, the professors in our university are able to modify the instruction as
needed for helping the students with special learning needs (Jaakkola, 2015).
Thirdly, strong communication skills- a professional teacher has the ability how to
listen along with it how they can speak. This consists of being aware of and able to use both
nonverbal and verbal cues along with the written communication techniques for encouraging
communication in a supportive teaching environment.
Lastly, the ability to collaborate- the professional teachers in my university tends to
understand that learning does not stop in the classroom. It must be able to build relationships
with guardians and parent as needed for assisting their students. The teachers in my
university have developed excellent working relationships with school administrators and
otter in meeting their needs, objectives, and goals.
On the other hand, the concepts of professionalism in training and learning are mainly
supported by the professional body over a career. The professionalism in the training consists
of some of the following such as leadership that is an absolute necessity for making a good
trainer. As a trainer, their inactions and actions are always subjected towards the scrutiny day
in and day out.
The dual professionalism is mainly the conceptual understanding, deep knowledge as
well as expertise in the learning processes and teaching as well as contexts, matched expert
skills and knowledge. The high-quality training and education simply mean more than
impressive Ofsted scores and metrics that relate to employers and learners. The trainers and
teachers are the dual professionals and they are both subject and vocational specialists, as
well as the teaching experts, are committed to maintaining and developing their expertise in

6
both aspects of their role for making sure that the learners receive the best results. Dual
professionals are mainly the professionals in both of the areas and it is required by the
teachers in recent times to a great extent. Throwing light on the above-mentioned discussion
it can be said that in education the dual professionalism is where a teacher is mainly an expert
in their subject along with their teaching practice (Sims, 2011).
It has been observed that dual professionalism in recent times in terms of the
educational sector is facing a lot of troubles. The concept of dual professionalism in
education and training is not at all a new conception the entire educational sector. For several
years, firms have recruited people with the experience industry relevant to the course that is
being delivered. The best vocational learning and teaching is considered to be one of the most
sophisticated processes and it mainly demands dual professionals. There are a lot of
advantages to dual professionalism. Being able to highlight high-quality teachers as well as
trainers with effective and excellent relationships with the local employers will naturally
bring a competitive edge for the position of the provider. The reforms of the technical
training and education have implications for the nature of training as well as how the
teachers, as well as trainers, can push beyond the traditional approaches towards the
vocational learning and teaching.
It is quite important for considering the ways to be which the learners tend to learn. It
has been also suggested that the learners mainly learn in the workplaces as well as in the
classroom in different ways for various purposes. The universities and the educational
institutions must develop dual-professionals by considering the strengths of their existing
team and practices and identifying the gaps and what needs to be included in the plan
(Tilburt, 2014).

7
Task 2
2.1 The economic, social, and the political factors that affect the education policies
It can be said that there are various political, social, as well as the economic policies
that tend to affect the education policies to a great extent and each of the factors are mainly
interconnected with each other.
Social- This policy can be influenced highly by the views of society. The main aim of
the U.K. government is to prevent any type of social unrest. On public views, the media has
one of the most important impacts. If the media tends to report some of the issues in a
negative manner then it is quite likely to cause unease in society. Then for fixing the things,
the public tends to demand the government and protest (Rae, 2010).
Economic- It has been observed as per the current U.K. education policies the all total
national budget for the education in the U.K. has been reduced over the few years because the
government of U.K. needs to make some of the vital savings. It tends to reduce the funding
that is available. If the budgets are reduced then it simply indicates the fact that there are less
amount of resources available, as well as less fund, is present for providing any type of
support. For example, some of the students have reported that they have severe dyslexia that
they are no longer a part of a course as the course they are at present does not have the
necessary staffs even though the children are entitled with that support. Hence, it can be said
that the economic environment has an important impact on the educational policy as the
policymakers will have to take the funds into their consideration when they are writing about
the policy.
On an economic level with regards to the political one most of the states now cannot
afford to administer the similar tests as they are having a budget crisis and hence the reform
is being scrapped in favor of something that is much cheaper in nature, less meaningful and

8
much more inconvenient. The economic factor involved in the educational policy is
inequality and poverty. Because there are poor and rich kids and the people end up having the
separate school along with the policies for the poor and the rich students (Avalos, 2011).
Political- One of the most prominent factors that create a problem for the children as
well as their parents in the entire educational system of U.K. is the state, national along with
the local use of the education issue as a springboard for gaining office. Furthermore, the
schools are continuously labeled to be failing when the true fact indicates that they enjoy
success year after year. As it is not he universal success, then to make situations worst the
politicians who know nothing or little about the educating the students to attempt to reform it
by holding the teachers as well as the schools accountable. Now test scores are chased by the
schools that literally hold no such meanings.
The political ideology will also tend to interfere and influence with regards to what
types of courses are actually available. The government of U.K. has raised the age that
individuals have to stay full-time education till 18 years as well as few of the partnership
schemes are also introduced so that individuals can gain some skills before they enter the job
market (Inan and Lowther, 2010).
Furthermore, the development of this particular policy was mainly driven by the
present social situation, such as the steady decline in the skilled manual employees and
unemployment rise and it is especially for the school leavers. The new policy in the U.K.
educational policy also states that the people under the age of 19 must have Math's and
English before they can progress into the level 3 course. It is again mainly triggered by the
social unrest and also a feeling that the exams are getting quite easier as well as the lack of
the Math's and the English skills that are possessed by a lot of school leavers.

9
2.2 The way educational policies affect the practice and curriculum for a teacher
Political- it can be said that although the educational policy in terms of enhancing the
functional skills of the learners is a move that is positive it has some of the negative
implications for the people with the particular learning needs. Throwing light on the above-
mentioned statement it can be said that as I am responsible for teaching diverse class that is
filled with the students who have some of the learning difficulties so there is a chance that
some of them cannot pass level 1 English so as a Health & Child Care trainee Lecturer in
QCC College Care Training Services London I have to keep them motivated for taking the
level 2 courses. It may also happen some of the students may never pass as they have severe
learning difficulties. If these students are in a workplace then the employer needs to make
some of the sound adjustments, for example, providing read-write software according to the
Equalities Act, however, on a sad note, it does not apply to the people who are basically from
the educational background. Some of the students in my class can understand few subjects
but as far as the education system is concerned they will not be able to understand anything
above level 2. Hence, it is quite evident that the new education policies in the U.K. may have
a negative impact on the groups that had the intention of assisting.
Social- It is quite evident that prevailing the social need is an absolute necessity. The
society in which we live is becoming quite diverse in nature day by day. Therefore, the
educational policy needs to continuously evolve for making sure that it is meeting the needs
of society to a great extent. However, for remaining stagnant as well will have an effect that
is detrimental to the learners. It is quite vital for me to make sure that each and every learner
is not at the disadvantage zone, and it is especially applicable if they tend to possess 9
protected characteristics.
Economic- The people in the U.K. have already observed that there is a decrease in
the types and number of courses that are available for the children. Not getting the state

10
funding also has an impact on the trainee Lecturer like me. As there is less funding available
more firms look out for the grant-making trusts, which in return mean there is an increased
amount of competition for this specific type of funding.
Task 3 (Report)
3.1 The roles of stakeholders and external bodies in education and training
It can be said that it is not just the role of the stakeholders with which a school needs
to engage themselves but also the external bodies. Some of the relationships are quite
Developmental in nature. The developmental relationships with the stakeholders are mainly
Those where communication is part of the long-term association. The stakeholders also
Play a vital role in the education and the training. The learners are mainly regarded as the
Main stakeholders because in the absence of commitment from the learner for working at the
Course then any type of work will quite ineffective in nature. Furthermore, if the learners do
Not access then they would be less likely to be able to work with the hardest, isolated groups
In the society and not to provide to the people who need it the most (Sarkis, Gonzalez-Torre
and Adenso-Diaz 2010). Hence, it is quite important that the other agencies form part of the
core stakeholders in the college.
For an example of the roles of the stakeholders in the QCC College Care Training
Services London is as follows: The College work in partnership with some of the external
bodies for providing some of the courses of the college. This is further inspected by another
external body each and every year. This particular external body contrasts the standards

11
across each and every publically funded provisions as well as ranks providers with regards to
the league's table.
3.2 The way being accountable by the external bodies and stakeholders affect training
and education
It is quite evident that each and every stakeholder may have either negative of the
positive impact effect on the education of the companies as well as the training programmers.
Furthermore, it can also have some of the different experiences on whether alterations are
made within the firm, for example, the regulatory bodies and the funders will have the
greatest influence than other firms. The main thing is to try and making sure that this type of
relationships is positive in nature. For instance, the main perception of the public of the
people that are homeless is they are useless and do not deserve any help. Hence, it is an
absolute necessity that I work with society and challenge the negative stereotypes and gain
support from the public. If there is more public support then there will be more probability of
generating donations and the ability to provide extra services. On the other hand, the
regulatory bodies possess the power for legally demanding enhancements in the service and
the failure for complying will have some of the negative results and may also result into the
legal action against the firm. My college also works in partnership with the safeguarding
board. If the college fails to report certain issues then we as a whole will be neglecting the
duty of care which will in return affect the students either directly or indirectly.
Accountability is regarded as an absolute necessity for the learners as if the college is
not providing a service they need or wants they will source the providers who are alternative
or withdraw the services completely, and it can definitely have some of the negative effects
on the students to a great extent (Benneworth and Jongbloed, 2010).

12
3.3 The importance of working in partnership with stakeholders and employers in
education and training
It is quite vital to work in the partnership with the other stakeholders and employers
such as some of the other agencies, course providers, and specialist support agencies for some
of the reasons and it will be illustrated in the following segment:
- It tends to remove any kind of obstacle in the road of advancement
- It is not possible for providing every kind of support
- Able to access a huge variety of the courses
- Providing comprehensive as well as continuous support
- Enabling some of the holistic service provision for the students
- Supporting in terms of producing new initiatives along with new ideas. It is the duty of the
agencies for shadowing each other and to see and provide necessary feedback with
regards to the service delivery and in return receive the similar thing from the partner agency
- Making sure that the support which is learners are getting is flexible enough
- Potentially enhancing new learners as well as capacity
- Maximizing the resources for their optimal capacity as these can be naturally shared.
It helps to enhance the cost-effectiveness
Throwing light on the above-mentioned discussion it can be said that it is quite vital
to work with the regulatory bodies and funders for making sure those services can continue
and the quality of service is perfect, high and consistent. Working with this type of groups
will tend to help to clarify acceptable standards and helping to raise the benchmark in the

13
quality of the service delivery. Furthermore, it is quite vital work with the employees as they
have the ability to provide work-based placements, which then tends to give learners work
experience that is relevant. References can also be provided by the work placements. The
college can also take active participation in terms of providing references for job applications.
If the college intends to work with the employers before the placements then they will have
the capability of breaking down the negative serotypes that may have relation to the
individuals.
3.4 A written analysis highlighting the importance of being accountable to the external
bodies and stakeholders impacts on curriculum design
It can be said that being accountable towards the external bodies and stakeholders will
have one of the most significant impacts on the curriculum design. The requirements of the
learners initially shape what is run by the college. Assessment will also be determined mainly
by the level of course.
The curriculum will also be highly influenced by the requirements of the funders.
Each of the funders will prescribe a particular number and type of results that need to be
achieved.
Assessments are mainly tailored after following some of the procedures for creating
the data that highlighted the fact that whether some of the outcomes can be achieved or not.
However, failure for meeting some the requirements may also indicate the fact that the
funding is withdrawn or the firm put into some of the special measures and enhancement
notices are served. Furthermore, this type of regulation makes sure that the learners get the
best services from the school as well as from the course providers. Accountability towards
the stakeholders also enhances the reputation, as well as it will also result in a lot of referrals
for the service of the college.

14
Task 4
4.1 The codes of practice, key policies and guidelines of QCC College Care Training
Services
The teachers always tend to protect themselves and as a trainee teacher I also do that
and the best way of doing it is to follow the rules of the code of practice. However, being a
trainee teacher makes me automatically an example for my students hence I should not
discriminate, dress inappropriate, abuse or be late (Torabinejad, Fouad and Walton, 2014).
The QCC College Care Training Services London mainly follows the Disability Act
(2010) as a code of practice and it suggests that those individuals who got a medical
condition mainly needs special attention and extra care and helps us as teachers for treating
them in an equal manner and not to let the students with learning difficulties feel alone at any
cost. The college has laid some of the rules that I will have to deal with the learners who have
difficulties and I will also have to try to plan and prepare for the appropriate tasks. I will
make sure to widen my knowledge as a trainee teacher with regards to the student's
difficulties for knowing their needs. The codes of practice help the teachers to understand
better about the policy of the school. The QCC College Care Training Services London also
promotes equality and value diversity at the school. Another prominent code of practice by
the college is the Child Protection and the Safeguarding Policy. It mainly outlines the
arrangements in the places across the college individual's guidelines and responsibilities for
the teachers and the students carrying out activities consisting of children and vulnerable
adults. Furthermore, it also provides guidelines for the staffs with regards to how to respond
to allegations of child harm and abuse. The QCC College Care Training Services London
also has set up a Safeguarding committee that is mainly chaired by the Director of HR and
Organization Change and consisting of the representatives from across the college. For
instance, as a trainee teacher, I have seen that some of the students have abused the students

15
with learning difficulties and as per the codes of practice the Safeguarding Committee took
care of it (Parkay, Anctil and Hass, 2014).
The key policies of the college for the main statutory and legal issues that the
teachers, students and other staffs can comply with. The following are some of the key
policies of the college:
Data protection
Complaints policy
Safety and Health policy
Freedom of expression
Disciplinary procedure and policy
Grievance policy
External interests
Probation procedure
Special courses for the child with learning difficulties
Smoke-free policy
Research related to college policies
Personal review and developmental plan
4.2 Impact of organizational requirements and expectations on the curriculum practice
Having thought for a few months I have been asked for analyzing the impact of the
requirements and expectations with regards the organization on the curriculum practice. The

16
curriculum development is mainly regarded as the step-by-step cyclical and ongoing process.
A lot of colleges tend to carry out this procedure in a systematic and planned manner that
mainly consists of the some of the elements such as planning, articulating and developing,
implementing, as well as evaluating. The college tends to reflect on how the curriculum
implementation and design tend to promote a practice that is quite accessible as well as
inclusive and impacts on the requirements of the organization.
Task 5
5.1 Analyzing the quality assessment and quality improvement arrangements of QCC
College Care Training Services London
It can be said that using the examples from the review this section will be analyzing
the quality assurance and quality improvement of your own firm. The quality improvement in
QCC College Care Training Services London must be in terms of teaching and learning. The
college must take serious attention in terms of building the rights of the students against the
low-quality instructions. The students pay a lot of tuition fees with the expectation that the
instruction of the classroom they receive will have a certain standard of quality. Yet the
discrimination takes place and it happens especially for the children with some of the
difficulties in their learning. Hence, a student's rights protections against the low-quality
instruction will give them the opportunity for receiving the same education and instructions
received by the others (Shah, Lewis and Fitzgerald, 2011). Similarly, for enhancing the
quality the college must also aim to create special rights for the children with difficulty in
learning because then it will give them the bright opportunity for placing their concerns and it
will overall be one of the biggest contributors towards the quality enhancement. Furthermore,
from the teachers and professors point of view the college must have a comparable program
available for their teachers as well as the professors that would help them to shine a light on

17
the importance of teaching to the children with the learning difficulties and raise the stature
of the teachers who are making amazing contributions towards these type of students years
after years. Helping to bring the learning and teaching in the front seat will help in the quality
enhancement of the college in terms of their education and everything to a great extent.
On the other hand, the quality assurance simply means the application of monitoring;
evaluating and reviewing processes for making sure that the teaching of the college and the
learning process and outcomes are meeting the standards that are earlier highlighted by the
college.
5.2 Looking at the role of self assessment and self-evaluation as a trainee teacher and
incorporating the way quality circle works for QCC College Care Training Services
It can be said that the self-assessment role plays an important part in the teacher's life
to a great extent. The teacher self-assessment is mainly the process in terms of making some
of the judgments about the effectiveness and appropriateness of an individual's own
knowledge, products, performance, effects or products so that it can be refined or enhanced.
The self-assessment also lead towards the improvement of a teacher. QCC College
Care Training Services London has in place a set of the process for making sure the quality
will be experienced in a continuous manner across each and every aspect of the college
operations (Quality Assurance) and support the college in a cycle of continuous enhancement
and raising the standards (Quality Improvement). It can be said that each of the academic
units and other services of the college is always subject to the evaluation. Furthermore, each
and every academic unit and other services of the college are required for taking the measures
that are necessary for the improvements and assurance of the quality of the project. The main
aim is to achieve quality enhancements. However, the quality of the academic programs is
mainly dependent on the comprehensive and regular review process for making sure that the

18
programs are appropriate, for the credential and constant with the college program standard.
The college has in place a great range of systems as well as procedures that tend to combine
to provide a quality assurance framework. It consists of the following: mentoring and
probation schemes for the new tutors, annual staff developmental plan, staff and student
induction programs, and all college procedures and policies that support the quality
framework and it is available through the college intranet.
5.3 Using learner surveys, formal, focus groups to check meeting expectations and
assessing the programme that I have been teaching for improving
The training programme can be evaluated by a lot of ways with regards to the QCC
College Care Training Services London. For this particular evaluation mainly I have used the
focus groups, learner surveys, informal and formal learner feedback, team review and
etcetera. The evaluation is not just for the trainee teacher or students or college or even the
policymakers but the evaluation is also quite important for the learner also. I am in charge of
teaching diverse subjects to the students who have some of the learning difficulties. I have
faced some of the challenges as I have not worked in an environment like this before. In order
to enhance the subject that I teach, I request the management of the college for providing me
another teacher as a support as well as also install a projection that will be quite helpful for
the students with the learning difficulties (Boud, 2013).
5.4 the areas for enhancement in the learning programme taking into account valuation
results
The areas that can be an improvement with regards to the findings from the previous
task is assigning another helping hand (teacher) who understands the needs of the children
with the difficulties in learning quite well and also installing a projection for the learning
program.

19
If the projection is installed then the learners with the learning difficulties will find it
quite easy for learning their course. Furthermore, if another teacher is also recruited then the
children with the learning difficulties will be benefitted for completing their course work
excellently.

20
References
Adams, R., 2011. Exploring dual professional identities, the role of the nurse tutor in higher
education in the UK: role complexity and tensions. Journal of advanced nursing, 67(4),
pp.884-892.
Jaakkola, M., 2015. The contested autonomy of arts and journalism: Change and continuity
in the dual professionalism of cultural journalism. Tampere University Press.
Sims, D., 2011. Reconstructing professional identity for professional and interprofessional
practice: A mixed methods study of joint training programmes in learning disability nursing
and social work. Journal of Interprofessional Care, 25(4), pp.265-271.
Tilburt, J.C., 2014. Addressing dual agency: getting specific about the expectations of
professionalism. The American Journal of Bioethics, 14(9), pp.29-36.
Rae, D., 2010. Universities and enterprise education: responding to the challenges of the new
era. Journal of small business and enterprise development, 17(4), pp.591-606.
Avalos, B., 2011. Teacher professional development in teaching and teacher education over
ten years. Teaching and teacher education, 27(1), pp.10-20.
Inan, F.A. and Lowther, D.L., 2010. Factors affecting technology integration in K-12
classrooms: A path model. Educational Technology Research and Development, 58(2),
pp.137-154.
Sarkis, J., Gonzalez-Torre, P. and Adenso-Diaz, B., 2010. Stakeholder pressure and the
adoption of environmental practices: The mediating effect of training. Journal of Operations
Management, 28(2), pp.163-176.

21
Benneworth, P. and Jongbloed, B.W., 2010. Who matters to universities? A stakeholder
perspective on humanities, arts and social sciences valorisation. Higher Education, 59(5),
pp.567-588.
Torabinejad, M., Fouad, A. and Walton, R.E., 2014. Endodontics: principles and practice.
Elsevier Health Sciences.
Parkay, F.W., Anctil, E.J. and Hass, G., 2014. Curriculum leadership: Readings for
developing quality educational programs. Prentice Hall.
Shah, M., Lewis, I. and Fitzgerald, R., 2011. The renewal of quality assurance in Australian
higher education: the challenge of balancing academic rigour, equity and quality
outcomes. Quality in Higher Education, 17(3), pp.265-278.
Boud, D., 2013. Enhancing learning through self-assessment. Routledge.