Level 5 Diploma in Education and Training (DET) Assignment
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Pearson BTEC Level 5 Diploma in Education and Training (DET2AB14)
Added on 2019-09-22
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This Document is for Level 5 Diploma in Education and Training (DET). This assignment covers 5 different Tasks with solution.
Level 5 Diploma in Education and Training (DET) Assignment
Pearson BTEC Level 5 Diploma in Education and Training (DET2AB14)
Added on 2019-09-22
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1Level 5 Diploma in Education andTraining (DET)
2Table of contentsTask 1: Presentation with Notes.................................................................................................3Scenario..................................................................................................................................3The concepts of professionalism and dual professionalism in training and education..........4Task 2.........................................................................................................................................72.1 The economic, social, and the political factors that affect the education policies...........72.2 The way educational policies affect the practice and curriculum for a teacher...............9Task 3 (Report)........................................................................................................................103.1 The roles of stakeholders and external bodies in education and training......................103.2 The way being accountable by the external bodies and stakeholders affect training andeducation..............................................................................................................................113.3 The importance of working in partnership with stakeholders and employers ineducation and training..........................................................................................................123.4 A written analysis highlighting the importance of being accountable to the externalbodies and stakeholders impacts on curriculum design.......................................................13Task 4.......................................................................................................................................144.1 The codes of practice, key policies and guidelines of QCC College Care TrainingServices................................................................................................................................144.2 Impact of organizational requirements and expectations on the curriculum practice....15Task 5.......................................................................................................................................165.1 Analyzing the quality assessment and quality improvement arrangements of QCCCollege Care Training Services London..............................................................................16
35.2 Looking at the role of self assessment and self-evaluation as a trainee teacher andincorporating the way quality circle works for QCC College Care Training Services........175.3 Using learner surveys, formal, focus groups to check meeting expectations andassessing the programme that I have been teaching for improving.....................................185.4 the areas for enhancement in the learning programme taking into account valuationresults...................................................................................................................................18References................................................................................................................................20
4Task 1: Presentation with NotesScenarioI am assumed to be working as a Health and Child Care trainee Lecturer in QCCCollege Care Training Services in London. As a trainee teacher I am mainly responsible forteaching diverse students in the class who have some form of learning difficulties. One of mymain 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 educationProfessionalism is the central concept in both education as well as training. The maingoal of the professionalism is to help the teachers and trainers enhance and develop theirskills for improving their own personal standing and along with it the wider quality as well asrecognition of the training and education system. Teachers have a huge amount ofprofessional standards based on their interactions with parents, students, colleagues,community members, administrators, and staff. The very first step of becoming a professionalis mainly to earn a degree in education and meet the state licensing standards. While there aresome of the particular actions demonstrating professionalism may tend to differ, but there arefive standards that the most professional teachers have in common and also have beenobserved in my university (Adams, 2011). Firstly, knowledgeable- The teachers in our university have the best understanding ofthe 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 themath's problem and show the children how it tends to relate to our lives such as countingchange at the grocery stores. The world is changimg and it is quite important for theprofessors to continue to learn them.
5Secondly, being aware of the diversity- the teachers in our university knows howcultural differences and different experiences of life experiences can affect the learning of thestudents. Furthermore, the professors in our university are able to modify the instruction asneeded for helping the students with special learning needs (Jaakkola, 2015).Thirdly, strong communication skills- a professional teacher has the ability how tolisten along with it how they can speak. This consists of being aware of and able to use bothnonverbal and verbal cues along with the written communication techniques for encouragingcommunication in a supportive teaching environment. Lastly, the ability to collaborate- the professional teachers in my university tends tounderstand that learning does not stop in the classroom. It must be able to build relationshipswith guardians and parent as needed for assisting their students. The teachers in myuniversity have developed excellent working relationships with school administrators andotter in meeting their needs, objectives, and goals. On the other hand, the concepts of professionalism in training and learning are mainlysupported by the professional body over a career. The professionalism in the training consistsof some of the following such as leadership that is an absolute necessity for making a goodtrainer. As a trainer, their inactions and actions are always subjected towards the scrutiny dayin and day out. The dual professionalism is mainly the conceptual understanding, deep knowledge aswell as expertise in the learning processes and teaching as well as contexts, matched expertskills and knowledge. The high-quality training and education simply mean more thanimpressive Ofsted scores and metrics that relate to employers and learners. The trainers andteachers are the dual professionals and they are both subject and vocational specialists, aswell as the teaching experts, are committed to maintaining and developing their expertise in
6both aspects of their role for making sure that the learners receive the best results. Dualprofessionals are mainly the professionals in both of the areas and it is required by theteachers in recent times to a great extent. Throwing light on the above-mentioned discussionit can be said that in education the dual professionalism is where a teacher is mainly an expertin their subject along with their teaching practice (Sims, 2011). It has been observed that dual professionalism in recent times in terms of theeducational sector is facing a lot of troubles. The concept of dual professionalism ineducation and training is not at all a new conception the entire educational sector. For severalyears, firms have recruited people with the experience industry relevant to the course that isbeing delivered. The best vocational learning and teaching is considered to be one of the mostsophisticated processes and it mainly demands dual professionals. There are a lot ofadvantages to dual professionalism. Being able to highlight high-quality teachers as well astrainers with effective and excellent relationships with the local employers will naturallybring a competitive edge for the position of the provider. The reforms of the technicaltraining and education have implications for the nature of training as well as how theteachers, as well as trainers, can push beyond the traditional approaches towards thevocational learning and teaching.It is quite important for considering the ways to be which the learners tend to learn. Ithas been also suggested that the learners mainly learn in the workplaces as well as in theclassroom in different ways for various purposes. The universities and the educationalinstitutions must develop dual-professionals by considering the strengths of their existingteam and practices and identifying the gaps and what needs to be included in the plan(Tilburt, 2014).
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