Understanding Professionalism and Accountability in Education and Training

This unit discusses the concept of professionalism and its influence on professional values in education and training. It also explores the impact of accountability on stakeholders and external bodies in the hospitality management industry. The importance of working in partnership with employers and other stakeholders in education and training is also highlighted.

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Teaching and Learning
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Unit 4: Wider Professional Practice and Development in Education and Training.
Table of Contents
Task 1- Understanding Professionalism and its Influence on Professional Values......................................2
Task 3- Understanding the Impact of Accountability on Stakeholders and External Bodies.......................4
References...................................................................................................................................................9
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Unit 4: Wider Professional Practice and Development in Education and Training.
Task 1- Understanding Professionalism and its Influence on Professional Values
The concept of Professionalism and Dual Professionalism in Other Areas of
Education and Training
I have learned that professional education and training practitioners are committed to the
consolidated basis of the ethical value which is highlighted in an individual representation of
their profession at work and public areas. Educators and trainers have the responsibility for their
professionalism. They form and impact their improvement regularly by collaborating with the
peers and with the support of their company's owners and their professional organization. The
company’s owners do not own the professionalism of distinct practitioners, as this would harm
and reduce their commitment to being updated and reflective professional (Armitage & Bryant,
2008). Members of professional organization support educators and trainers to look curiously at
the best practice at the national and international level, and also enable exchange and sharing of
good practice between the members.
Professionalism has been recognized as a combination of specialist knowledge, self-
determination, service, and commitment to education all through the career and responsibility of
an individual, especially in professional behavior. The concepts of professionalism are assumed
to be shifting, and thus I might not be constant but changed into a fluid. In education,
management concepts have shifted which governs the professional practice. The professionalism
of education consists of professional beliefs, collegiality, social responsibility and good practice
with performance, effectiveness, consequences, global competition and market discipline (Avis,
Fisher and Thompson, 2009). It has been noticed that high position and value according to the
professional works are essential if they have to be carried on efficiently. The risks to
professionalism have extended to several professions through the influence of marketization,
which is going through unwanted issues to their independence and validity of any ethical
opinions for their calling. The specialist knowledge is legitimized by their privileged and
financial status and claims.
I have also gained knowledge that dual professionalism is that concept where individual
expertise in more than two areas other than teaching, and these areas could be from education,
business, commercial or industries. The teachers and trainers are dual professionals who are
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Unit 4: Wider Professional Practice and Development in Education and Training.
subject expertise or vocational expertise and also expert in education and training. With the help
of Continuing Professional Development (CPD), the teachers and the trainers maintain their
specialist subject, capabilities, and knowledge needed to teach efficiently, which strengthen both
the expertise areas of their professionalism (Brookfield, 2005). Teachers have to be committed
to maintain and improve their expertise in both areas of their role to make sure that they provide
their best to their learners.
The satisfaction of teaching and training in the areas of education and training comes
when the teachers and trainers can help the individuals in progression and development, to
overcome the barriers of education and observe the learners to be well equipped so that they
could make their path in the world (Corder, 2007). The dual professionals' remains updated with
the changes in their special subject and maintains their subject knowledge combined with
constant improvement in the teaching areas. CPD also enables the dual professionals to handle
two professions at the same time. In the area of teaching, the subject specialists are expert in two
areas that are they are experts in both teaching and business.
Influence of Own Professional Values on Own Practice
I have gained information that hospitality management programs usually commit their
students an education with the aim of matching with the current trends and needs in the
hospitality industry. The students who are typically conservative and business-oriented men and
women, not only likes to feel professional but also tries to connect with the term industry
(Crawley et al., 2014). Several co-workers through education and training not only tend to
consider themselves as professional but also consider the hospitality services as less professional.
The developments have influenced the hospitality management and the needs of the
professionals. The needs required to work in hospitality are sometimes timeless and relatively
persistent over the years. A professional grows and shows personal development over the years,
by experiences and education. No professional are same with each other in the long run, and so,
the professional profile is a common description along with the features most of the professionals
have gained after many years working in the area of hospitality management (Curzon, L. B.,
2004). The educational profile generally defines the profile of a new professional, with a new
position to develop as an experienced professional by the professional profile.
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Unit 4: Wider Professional Practice and Development in Education and Training.
The professionals in the area of hospitality management build a friendly atmosphere
which the guests and other stakeholders see as valuable, harmless and sustainable by showing
their honest and hospitable behavior which is seen as satisfying and helping. They could
implement updated global visions, information, tools, and systems which are appropriate for the
hospitality management all over the world in the local background (Dunleavy and Dede, 2014).
The connections are built by the professionals, and they also form a network which helps to
realize their organizational objectives, by recognizing the stakeholders of the hotels and
themselves. They invest related with distinct encouragement, and it has a positive effect on
others experiences.
They analyze the quality of knowledge collected or accessed by understanding scientific
perceptions such as validity, consistency and research procedure. They evaluate the culture,
status, diversity, skill, desires, securities, affinities, expectations and ethics of the guests and
other stakeholders, whether they are in groups or individuals (Hillier, 2005). They also explore
some complicated information, makes assumptions, makes efficient selections and takes
decisions which they can discuss with the stakeholders. They are creative and utilizes
opportunities and find solutions, to build and develop some economic hospitality concepts.
The professionals behave as a transformational leader who could apply the changes and
leads the peoples in that direction which has been specified in the new concepts and the planning
and decisions taken by the organization. They give importance and realizes the sustainable
growth in their broadest sense by implementing stewardship, and also contribute socially to the
local areas as a global citizen (Keeley-Browne, 2007). They highlight their values and morals
and can take decisions by their values. Moreover, they are lifelong interested in learning and
utilizing their personal experiences for taking accurate measures, so that they could improve as
an individual and as a professional.
Task 3- Understanding the Impact of Accountability on Stakeholders and External Bodies
Roles of Stakeholders and External Bodies
A stakeholder in the education and training sector is that person who is interested in
institutions, schools, colleges, and universities which are the centers of the societies. Internal
stakeholders include students, teachers, parents, administrators, faculties and estate groups.
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Unit 4: Wider Professional Practice and Development in Education and Training.
External stakeholders consist of alumni, legal authorities, local and national government
organizations, local and regional societies, local businesses, groups, and elected professionals.
Those stakeholders are least interested might be promoting prospectively, but they might not
have the active role in the project's decision-making process. Parents might be interested in the
education of their children but might have less effect on the institution (Kirkwood and Price,
2014). In comparison, the children or the student might be highly interested in an impact on the
project. This not only directly impact their opportunities related to academics and career in
future, but also helps them to take decisions of studying or not studying in a specific institution.
The role of the teachers includes explaining various elements of courses which are
considered to be appropriate by the modern technological developments in the sector of
education and training. The role of the administrators could not be underestimated as they are the
people who control the education sector. They also appoint the teachers and in charge of buying
the required study materials for education and training (Lye and Koh, 2014). The parents
support and impact the execution of education through financial help that is, paying the school
fees. The government organizations help in providing the license to various colleges and schools.
The professionals and society members could obtain information on progress in the education
sector from the reports of the government on the performance of the schools or the teachers,
students, and administrators of the schools.
Impacts of Stakeholders and External Bodies on Hospitality Management
Government
The most vital stakeholders of the in the industry of hospitality management is a
government. They make rules and regulations of the industry of hospitality management. The
government impacts the overall industry of hospitality management. They formulate strategies of
the industry of hospitality management after consulting with the private sectors and other
organizations. The government also influences financially to the organizations in the industry of
hospitality management.
Industrialists
The industrialists are also vital stakeholders of the industry of hospitality management.
The industrialists consist of travel and transport agencies. The industrialists as a whole influence
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Unit 4: Wider Professional Practice and Development in Education and Training.
the industry of hospitality management. The Industrialists impacts the hospitality organizations
for the promotion of their products and services (Roffey-Barentsen & Malthouse, 2009). They
also invest in the industry of hospitality management.
Tourists or Customers
Tourists are also vital stakeholders in the industry of hospitality management. These
stakeholders demand Value, quality, and high customer service. They are an indispensable
source of money for the industry of hospitality management.
Staffs
The staffs are internal stakeholders of the industry of hospitality management. They
profoundly influence the internal strategies of the sector of hospitality management. They
demand excellent quality of the workplace environment, job safety, compensation and
communication in the companies.
Local Societies
Local societies are vital stakeholders in the industry of hospitality management. They
influence and attract the tourists in their planning to visit specific locations (Rogers & Horrocks,
2010). They could stake job safety, protection of the environment, local goods and services
advertisement and local culture and values promotion.
Importance of Working in Partnership with Employers and Other Stakeholders in
Education and Training
The schools working in partnerships with employers helps to develop their curriculum to
improve the motivation and also raise the education levels in schools. It also helps in the
professional growth of the teachers as well as the development of the institution. Moreover, it
also helps in mutual advantages by collaborating among the schools, business and broader
society (Moon, 2000). The main aim of the teachers those who are working with the employers
have to support the targets of education that every youth of the society become successful
learners who would enjoy education, develop and achieve confidence, and can lead a safe and
healthy life.
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Unit 4: Wider Professional Practice and Development in Education and Training.
It is also their aim to make the youths of the society responsible citizens who would
contribute positively towards the society. The actual targets of partnership in education and
training with the employers are to raise the levels of achievement among the students. It also
targets to improve the employability capabilities of the youths of the society and give them
opportunities to get the education from the specialists to maximize their commitments towards
education and training. It also wants to bring improvement in the retention of youths in
education after the age of compulsory education. It also enables the youths to increase their
awareness towards their career and capability to take advantage from impartial and partial
knowledge.
The parents are organized in parents committee, and they provide their opinions on the
development of education and training to the district education team. The teachers are organized
in education drafting and evaluation teams. These teams have the responsibility of drafting,
analyzing and changing education policies by the modern technological growth in the sector of
education and training. Most of the students spend their maximum time with their teachers, so it
is considered that teacher know the academic and social requirements of the students.
Impact of Being Accountable To Stakeholders and External Bodies on Curriculum
Design, Delivery and Assessment in Hospitality Management
The stakeholders make the impact on the decision making methods of an industry of
hospitality management. The communication among the industry of hospitality management and
their stakeholders is important for the industry. The stakeholders' engagement is needed to
decrease conflicts. The staffs are internal stakeholders of the industry of hospitality management
(Papen, 2005). They highly influence the internal strategies of the industry of hospitality
management. Good quality of the workplace environment, job safety, compensation and
communication in the companies are demanded by them.
Some of the organizations of hospitality management have official connections with
some of the stakeholders whereas some other stakeholders are approached unofficially by
directly contracting with them, press meeting or advertisements. The government makes rules
and regulations of the industry of hospitality management. The government impacts the overall
industry of hospitality management. They formulate strategies of the industry of hospitality
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Unit 4: Wider Professional Practice and Development in Education and Training.
management after consulting with the private sectors and other organizations. The government
also have a financial impact on the organizations in the industry of hospitality management.
The stakeholders have the impartial impact on balancing risks and rewards for the need
of distribution advantages to all organizations. Tourists are the important source of money for the
industry of hospitality management (Petty, 2009). These stakeholders demand Value, quality and
high customer service. They. The management of stakeholders has an impact on building
harmony and strong connections among the industry of hospitality and their stakeholders.
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Unit 4: Wider Professional Practice and Development in Education and Training.
References
Armitage, A & Bryant, R., 2008. Teaching and Training in Post-Compulsory Education, Berks:
OU Press.
Avis, J, Fisher, R and Thompson, R., 2009. Teaching in Lifelong Learning: A Guide to Theory
and Practice, London: OUP
Brookfield, S. D., 2005. The Power of Critical Theory for Adult Learning and Teaching, Berks:
OU Press
Corder, N., 2007. Learning to Teach Adults an introduction, London: Routledge Falmer
Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R. and Edström, K., 2014. Teaching and
Learning. In Rethinking Engineering Education (pp. 143-163). Springer, Cham.
Curzon, L. B., 2004. Teaching in Further Education, London: Cassell
Dunleavy, M. and Dede, C., 2014. Augmented reality teaching and learning. In Handbook of
research on educational communications and technology (pp. 735-745). Springer, New York,
NY.
Hillier, Y., 2005. Reflective Teaching in Further and Adult Education, London: Continuum
Keeley-Browne, L., 2007. Training to Teach in the Lifelong Learning & Skills Sector ISBN
9781405812382
Kirkwood, A. and Price, L., 2014. Technology-enhanced learning and teaching in higher
education: what is ‘enhanced’and how do we know? A critical literature review. Learning,
media, and technology, 39(1), pp.6-36.
Lye, S.Y. and Koh, J.H.L., 2014. Review on teaching and learning of computational thinking
through programming: What is next for K-12? Computers in Human Behavior, 41, pp.51-61.
Moon, J., 2000. Reflection in Learning and Professional Development, London: Kogan Page
Papen, U., 2005. Adult Literacy as Social Practice: More than skills Series: New Approaches to
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Adult Language, Literacy and Numeracy – London: Routledge
Petty, G., 2009. Evidence-Based Teaching: A Practical Approach, Cheltenham: Nelson Thornes
Roffey-Barentsen, J & Malthouse, R., 2009. Reflective Practice in the Lifelong Learning Sector,
Exeter: Learning Matters
Rogers, A & Horrocks, N., 2010. Teaching Adults, London: OUP
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