Policy Impact of Education and Training in Business Higher National Diploma - Desklib

This article discusses the policy impact of education and training in business higher national diploma. It also explores the advantages and disadvantages of self-evaluation in quality cycle. The article provides insights into the quality cycle adopted at the city college to provide high standard higher national diploma course in management. It also discusses the role of self-evaluation in the quality cycle and how it can be used to improve the quality of education services delivered to each student. The article concludes by discussing the importance of responding to student feedback and identifying opportunities for change.

Unit 503 Task
C and D

Contents
TASK C...........................................................................................................................................1
Understand the policy impact of education and training........................................................1
Task D..............................................................................................................................................2
5.2. Self-evaluation in quality cycle.......................................................................................2
REFERENCES................................................................................................................................5

TASK C
Understand the policy impact of education and training
The specialization field is business higher national diploma. Higher national diploma in business
educational field focuses on developing students as professional self-reflecting individuals who
are able to meet the demands of the employers in the business and adapt to a constantly changing
world.
The policy related to this specialization area is that the students are required to have specific
academic requirements to gain entry in the higher national diploma. Some of the compulsory
educational requirement involve a BTEC level through qualification in business and PT1 51.
This policy of implementing necessary entry requirements for this course supports enrolment of
the students who have the capability of handling the course curriculum and have the previous
knowledge of business field which helps them understand the topics in this higher national
diploma specialization.
This is the main advantage of this policy as it ensures that capable and competent students
who have the knowledge and experience to perform efefcfitvelly during the course and do not
get stressed due to the advanced curriculum. The disadvantage associated with this entry policy
is that it can act as a barrier for international students who face difficulties in getting the required
academic documents for attending the diploma course (Ayoubi, El Takach and Rawas, 2017).
The curriculum for business in higher national diploma course includes training schedules
in different formats including daytime course, seminar courses with visiting professors on
consecutive days and other combination of blended format. The curriculum of thig higher
national diploma specialization is designed to provide insight to students on various business
areas such as marketing, finance and business strategy.
The advantage of this type of curriculum is that it supports flexible learning of students and
ensures that each student gains a comfortable environment for effective learning. The blended
learning which is part of the curriculum for higher national diploma in business is
disadvantageous as it can lead to overworking the faculty which can reduce the quality of
learning received by students (Ferreyra and et. al., 2021).
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Task D
5.2. Self-evaluation in quality cycle
Definition
Self-evaluation is defined as the process by which members of the workforce in an
educational institution reflect on their education practice and determine the areas of their practice
where action needs to be taken to facilitate improvement in areas of pupil and professional
learning. This is an effective practice for ensuring that the teaching faculty is able to
continuously develop their skills for providing holistic and effective leaning experience to each
student. Quality cycle is defined as the measures taken by an educational institution to maintain
the highest standards of education for the benefits of the student and is supervised by the quality
assurance department of the educational institution (Kume, 2021.
Quality cycle in the organisation process
The quality cycle adopted at the city collage to provide high standard higher national
diploma course in management focuses on continuously improving the learning opportunities
and services it delivers to students. Quality cycle is part of organization process in education
institutions who offer higher national diploma sand other advanced courses. The quality cycle as
an organization process involves the four stages of planning, delivering reviewing and
evaluating. Each stage of the quality cycle is explained below:
 Planning stage: In this stage a plan for teaching observations is set so that every tutor is
evaluated at minimum once in each academic year. This stage supports conducing
internal assessment of tutors that their progress and level of quality can be determined.
 Delivering stage: In this stage business higher national diploma course is delivered to
students through lectures, tutorials and leaning resources which are provided to the
students in the library and virtual leaning environment.
 Reviewing stage: In this stage the educational services delivered to the students is are
reviewed through various reports gained from student feedback, teaching observations
and external examiners (Shyng, 2021). This helps understand the improvement mad by
faculty at the institution and areas which require immediate attention for improvement.
 Evaluating stage: n the final stage of the quality life cycle, reports prepared in the review
stage are given to the collage boards and committee to evaluate the success of
programmes and determine areas of improvements.
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The role of self-evaluation in the quality cycle
Self-evaluation plays an important in the quality cycle. The role of this practice in case of
quality life-cycle of higher national diploma in business is provided below:
 Planning stage: In this stage self-evaluation to prepare suitable teaching observations.
This involves evaluating the progress of previous teaching observations sets in supporting
effective identification of capability of trots through self-evaluation practice to create
appropriate teaching observation sets.
 Delivering stage: In the second stage, self-evaluation is used by the faculty to create
suitable learning resources and ensure that every student is easily able to access the
resources so that effective learning environment is developed.
 Reviewing stage: In the third stage of the quality life cycle, the practice of self-evaluation
plays an important part. This is because it helps creates reports about the quality of
education services delivered to each student (Suwen and Fangping, 2019). Faculty
utilizes self-evaluation practice to understand weaknesses in their educational practice
during and focus on making improvements in their education practices in the higher
national diploma for business course.
 Evaluating stage: In this final stage results from the self-evaluation practice are used to
complete effective assessment of quality of each faculty meaner in the higher national
diploma in business course. This helps determined the level of quality of education
services and introduce change to continuously improve educational quality for students.
Advantages of self-evaluation quality cycle
The main advantage of using self-evaluation in quality cycle is that it makes the faculty
member and active participant in the quality cycle (Leiber, 2018). This helps the teachers
become more involved in their review and actively think of their weaknesses and seek ways of
improving their capabilities. In case of the higher national diploma in business, the usage of self-
evaluation in quality life cycle promotes faculty to look at the level of teaching and leaning
provided by the teachers is that they are able to take quick action for improving the scenario.
Disadvantages of self-evaluation
The main disadvantage associated with self-evaluation is that this practice can also be
used wrongly as teachers can use false self-evaluation reports to influencer their level of quality.
In addition to this self-evaluation is also affected by personal biases which can limit the
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effectiveness of tis processes. In case of the course of business in higher national diploma, steps
need to be taken to ensure that the self-evaluation particle cannot be used for wrong purpose’s
and is not affected by personal biases to gain desired outcome.
Respond to student feedback
Student feedback is responded by considering views of student on various aspects of the
teaching and leaning provided by the faculty. On the basis of this action is taken to ensure
development of the faculty so that the students of the higher national diploma in business gain
high quality education.
Identification opportunity for change
The opportunity for introducing change in the quality cycle is related to increasing
student participation by taking regular student feedback on various measurement criteria for the
quality of education provided by teachers This will help introduce external insight in the quality
cycle in relation to the level of education gained by the students.
Implement change and evaluate
This change of increasing student feedback can be implemented by developing effective
communication channels through which continuous student feedback can be gained. The positive
impact of this will be that it will provide relevant insight into the quality cycle while the negative
impact is that it will take the quality cycle more time consuming.
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REFERENCES
Books and Journals
Ayoubi, Z., El Takach, S. and Rawas, M., 2017. Improving the pedagogical content knowledge
(PCK) among cycle 3 in-service chemistry teachers attending the training program at
the faculty of education, Lebanese University. Journal of Education in Science
Environment and Health, 3(2). pp.196-212.
Ferreyra and et. al., 2021. The fast track to new skills: short-cycle higher education programs in
Latin America and the Caribbean. World Bank Publications.
Kume, E., 2021. Reflection on the Albanian Legislation and Reforms Relevant to Leadership of
School in the Pre-university Education Cycle. European Journal of Education and
Pedagogy, 2(1). pp.73-77.
Leiber, T., 2018. Impact evaluation of quality management in higher education: a contribution to
sustainable quality development in knowledge societies. European Journal of Higher
Education, 8(3). pp.235-248.
Shyng, J. H., 2021. The Practice of Deming Cycle Improvement Mechanism in Climate Change
Environmental Education. Journal of Contemporary Educational Research, 5(8),
pp.205-214.
Suwen, F. E. N. G. and Fangping, X. I. E., 2019. Effect of PDCA cycle in quality management
of health education for patients with anorectal disease in the perioperative
period. Chinese Journal of Integrative Nursing, 5(8). p.130.
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