Report

Professional practice
and development in
education and training

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
Task A..........................................................................................................................................3
Task B..........................................................................................................................................5
Task C..........................................................................................................................................8
Task D........................................................................................................................................10
CONCLUSION..............................................................................................................................13
REFERENCES..............................................................................................................................14

INTRODUCTION
The wider practices and the development in the education and training have been considered as
the important aspect which looks into the quality assurance procedure related to the work place
along with inclusion of the institutional framework in order to have the proper level of
monitoring and evaluating the curriculum and effective manner (Smith and et.al.,2016). This
report will have the clear discussion on the different concept of education, factors with inclusion
of stakeholders in the current educational policies on curriculum to meet the organizational
requirement in the perfect mannered and area of specialism. The report will be concluded with
the quality improvement and quality assurance of learning programme to the take account of
outcomes for evaluation
MAIN BODY
Task A
a. The concept of the professionalism in the education and training have the requirement of
the deep knowledge and concrete level of understanding with centre independents level
of supervision. The individual is need to be qualified licenced to have teaching within
education and training with centre independent. The concept of professionalism to be
trust worthy in marking and assessment and to maintain confidentiality and not use their
knowledge for deceitful purposes (Owens and et.al.,2018). Nationals professional
standard in the depth academic knowledge which have the changing education and be
able to conduct evidence-based research. On the other hand, the dual professionalism are
the teachers and trainers who are vocational expertise as well as the training and teaching
with expertise. Through the CPD, there is the maintenance in the subject of specialism s
and knowledge which is being required to have the effective level of teasing. They are
tended to have their devotion the level of knowledge and expertise for the both aspects
the best level of outcomes for the learner in the sector
b. The individual level of value tends to have the impacts of the development of
professional and individual practices, relationship and practices which is tends to be also
connected from the organization values. As the teacher the individuals have the thought
to have adoption of organizational values in the work by keeping aside the individual
practice in permanent manner (Lambrechts, Verhulst and Rymenams,, 2017). there
should be proper level of understanding in the term of education and training
3

foundational as per the professional values. For an individual it is important to have the
critical level of reflective for the practices. On the other hand the effective ness of the
personal level of attributes to have the handling the obligation. therefore, the personal
level of development hand enhancing of the skills is also important pay major level of
attention in the subject of specialism s and knowledge which is being required to have the
effective level of teasing. As the individuals tends to have the meeting the organisation
policy and procedure have to make certain level of change in the legal requirement in
perfect manner. there is the inclusion of the learning environment to promote equality
which is set in the organisation policies and procedure.
c.
Socially Politically Economically
The geographical area and
related level of institution
which is the located in the
dependence of city, rural
and urban locality with
make the development of
policy.
There are demographics
with range of population by
the gender level of viability
which in the race and
religion (Kleickmann. and
et.al.,2016).
There is the private
institution along with
religion insulation make
the impact on educational
development in perfect
manner.
There is type of education
which have the major
dependence in long
learning, adults and work
based of learning.
There is the parity of
esteem with the political
disclosure equality in status
between routes of study,
particularly ones where
such equality could
demonstrably be argued not
to exist.
There is the description
between the grammar
school and the secondary
modern level of provision
implemented by the
Education Act 1944
There is providing the
courses free been
unemployed.
There is the providing the
work experience which is
added to be CV.
There can be collaboration
with the foreign universities
for the exchange of students
and members of faculty
form on country to another
country.
There is the effectible level
of trends such as domestic
trade, export, inflation,
money supply, foreign
exchange reserved growth
of industry, agriculture and
services sector determine
status of education.
4

d.
Policies Codes of Practice Guidelines
In the education department,
there should be this proper
level of inclusion of the
attendance policies in odder
tardiness and excused or
unexcused absences.
To have the proper
determinations student or
suspended are expelled in the
from the school.
There is the need for the
legislation and the code of
practice in the teaching and
leading which act as the
guidelines in order to provide
the learner the typical learning
sector.
There is the involvement of
the stages with the teaching
and training cycles by more to
take proper identifications .
The organizational guideline
have the major level of
requinto of the hand book with
have the clear conclusion of
the coronation objective,
visiting and mission in order
to succeed in the business.
His also have the extended
scope of business by paying
the major level of emphasis in
human aspect.
Task B
Stakeholder Key Role in Education and Training
1.Student --
2.Parents/Guardians/Carers As per the research have been proved that’s their
children education have bene the important concept
which is properly engaging the parents and facilities
for the education of children in way of having the
positive level of influence on the education and training
aspect.
3.Work Placement Company They are considered to be the important elements
which have then labelling the student with
underpinning skills with more related experiences this
is helpful in proving the proper level of administrations
support by engaging the learners and external agencies
5

in perfect manner..
4.Governors The education governor have the appointing the top
education policy with the states by the key role which is
the setting the state of educations by happening the
policy agenda (Wilkinson, Bristol and Ponte eds., 2017 ).
They paly the key role in the formation of the new
governance leadership and stat formations of policy
agenda.
5.Society for Education and
Training (SET)
They are considered to be dedicated level of
professional which is working across the further level
of education, vocational teaching and training.
6.Support Staff Theism is helpful in providing their sense level offering
as the dedicate level of professionals who are working
around the educations with the proper level of
vocational teaching and training .
7.Internal Quality Assurers This the supporting culture measures learner
achievements, assessor judgements, assessor
knowledge and the standard of processes and
procedures within a provider.
8.External Quality Assurers This will monitors to have the centre processing with
the process and practice in more manner to be meet
the awarding the organization along with the
qualification and regulatory requirements .
10 Administrative Staff This have the responsibility of having the inclusion of
the handling the relations with parents students,
employers, and the community. managing budgets and
ensuring financial systems are followed. overseeing
record-keeping.
11 Support Staff support staff members such as guidance counsellors,
6

school resource officers, nurses, social workers, and
special education aides as the critical roles which is
helping the students to have the major level of
achievement in academics perspective.
12 Regulatory Bodies stakeholder are one who have the clear level of interest in
the individual, groups or organisations that are affected by
the activity of the business.
b. statehooder are having the merely level of associated un eth welfare ad success with the
collective level of entities which are such as the local businesses, organizations, committees,
media outlets. They will have rhea understanding the leadership responsivities to have the voice
to ideas and different busines perspectives. The stakeholder is considered to be rave the
obligation and responsibility to the learning materials for curriculum implementations which is
professionals the evaluating the performance of the curriculum. The teacher has the helping the
parents for the monitoring the social and behavioural development of the child for the special
needs for education (Rowland, 2017). This will monitors to have the centre processing with
the process and practice in more manner to be meet the awarding the organization along
with the qualification and regulatory requirements
c. there is the important for working in the partnership in order to have better level of
perspectives as compare to other stakeholders in the education and training departments. This
gave the inclusion of the following aspects which can be state as the help fin out to maintain the
reputation of initiations an apply better supporting systems in to have the development of the
quality and the claim the maintenance funding to keep the updating of the employer
requirements. There is the emerging level of desaturations to have gem innovative technologies.
They paly the key role in the formation of the new governance leadership and stat
formations of policy agenda.
7

Task C
a. Government policies and initiatives and how they impact our curriculum and professional
practice
Government Policy and Initiative Ways they impact our curriculum and
Professional Practice
Equality Act 2010 The equality act 2010 protest the person from
discrimination in the education department. By
following this act, all the students are treated
equally in the educational centres.
Safeguarding Safeguarding includes the protest regarding the
well-being, human rights and health of
individual in the educational organization. it
improves the professional practices in the
department (Gibbs and et.al., 2017).
14-18 Education Reform (Mike Tomlinson
Report-Apprenticeships)
In the education departments, it is a new vision
for secondary education. It raises their
student’s participation and a great
achievement. Improving the status and quality
of vocational programmes in the education
department. Ensuring opportunities for depth
of learning and greater breadth. This
government initiative also decreases the
assessment burden for teachers, institutions and
learners. It helps the education department by
making the system more transparent and easy.
The Leitch Report (Globalisation and a skilled
economy)
it encourage to achieve the common skills of
numeracy and functional literacy. Improves the
focus on economically valuable knowledge and
skills and also develop the existing structure of
education department (Masalimova and
8

Chibakov., 2016).
NEET’s initiative This government initiative inspires the students
of education department to take up competitive
exams for their diverse future.
The Alison Wolf Report (Parity of Esteem) Parity of Esteem is an effective concept which
can be used in various contexts. The reason of
this initiative of government is to define that
the value of mental health is equal to the
physical health of an individual.
14-19 Agenda Diploma The diploma is a new educational policy and
qualification that includes theoretical study
with a great practical experience (Gokmenoglu,
Clark and Kiraz., 2016). Diploma is an
effective reform program that are designed or
planned to educate young people for the rapid
changing world. It improves the curriculum
and professional practice in the whole
department of education.
b.
Ways we are accountable to stakeholders and external bodies on curriculum design,
delivery and assessment
Curriculum Design Delivery Assessment
Learners are prepared for
progression routes
Qualified employee who are
able to use emerging
technologies and innovative or
creative approaches.
Use of distinguished
approaches for learning,
Make sure that the
qualification is achieved.
9

Connected to standards for
assessment and delivery
Ensuring that the content of
course is delivered
resources and teaching.
Enhancement of specialist
skills and knowledge (Diouf
and et.al., 2016).
The support system in the
education department are in
the accurate place as essential
Ensuring that the students and
learners are ready for the
assessments
All the assessments are
organized periodically such as
on decided date and fixed time
c . Promoting diversity and equality in the education department curriculum practice identifies
the government drive to support diversity and equality in the education centre. Supporting
diversity and equality within the educational organization curriculum will provide to develop a
diverse and an inclusive education culture for the future by inspiring learners and teachers from
ethnic and the another diverse background to recognized involvement by wider participation. In
the education organisation, the issue also incurred that the demand of learners from diverse
background and availability of learner places has seen a largely participation in the study course
from all the sexes and ethnic background (Hornig, Aust and Güllich., 2016). There has been a
developing awareness of the require for educational institutes and learners to create good
diversity and equality practice.
A number of employees or teachers in the education department are an integral part of a
joint initiative in a event hosted by the higher education academy and equality challenge unit’s. It
involves a great discussion regarding the developing employee capacity, creating inclusive
assessment, engaging learners or students in equality in the curriculum to make sure inclusive
placements and also debates on teachi9ng and learning practice.
Task D
a. the quality improvement and quality assurance process in organization:
Quality improvement processes is a strategy to classify improvement and documentation
when/how they will be achieved in education department. Completed questionnaires/ surveys
10

such as standardization of assessment committees, on-going feedback provided by staff in
organization. Quality improvement boards for consisting of quality and management team such
as external quality assurers, senior staff and inspectorates from funding agencies and meeting
quality as demonstrated by education organization within the geographical areas under
benchmarking in company (Alwan, Jones and Holgate., 2017). Consisting of standardization
and moderation teams for annual assessment visits. Many quality improvement plans to identify
actions to be taken in organization. Total quality management which an attitude of right first
time, which is a zero tolerance to poor quality and self assessment reporting census points data
for a achievement, retention, progression routes and enrolment.
Quality assurance processes
Quality assurance consist of systematic checks that give confidence to stakeholders and
recorded management has a presence with an open door policy and formal observations carried
out by quality or manger teams. To promotion opportunities for moving upwards within the
institution in organization and provide on-going training staff. Moderate reviews carried out by
teams moderating each other work to ensure standardization procedures and increased wage or
salary. Internal quality assurers carried internal reviews out at end and interim of course by this
IQA. Quality assurance process provides opportunities for moving upwards within the institution
in organization.
b . As per may research, self-assessment and self-evaluation is a essential component for better
quality and achievement in teaching growth and delivery. It also helps the teacher to selecting
many essential goals and providing them with many clear standards. This process also facilitates
good communication between teachers and increasing the affect of external change on teacher
practice. Self-assessment and self-evaluation is important strategy for improving the
effectiveness of quality of services, this is part of professional growth (Korthagen., 2017). It is
focus on improvement strategy with the many assurance programs in makeup the quality cycle.
I also find that, self-assessment and self-evaluation represent all change by the teacher to
recognize the describe of excellence in teaching and improved their ability to recover the better
experiences.
The term quality circle is important for higher education is a pre-planned sequence of
11

best sequence of activities performed by group. the cycle start with the planning step which
recognize a purpose or goal and formulating a various theory or plan of action. The study step is
the part of procedure where outcome are monitored and to solve any problems areas that
needs to better or improving. the act step in the cycle all learning whole process and which can
adjust the goal's.
c. As per the evaluation, the education department the formal and informal feedback program
increase a great quality arrangement. Feedback is main factor of the learning process. Feedback
can provide to groups or individually, not only by self-assessment, by academic staff and
academic support. Feedback is designed to increase learning and it is effective it helps to
motivate the student through the learning process. all students need on-going informal and
formal feedback of their work assessed or non-assessed and it is important to make student are
aware when you are providing them feedback. formal and informal feedback is continuous
process of reflection and conversation. Feedback is a wider course design and integral part of
assessment structure (Dogan, Pringle and Mesa., 2016).
Feedback is useful for students and sustainable for academics and it is provides to
students where they've gone wrong. Feedback it needs to be recognized by the lecturer to be
executed in way of the good outcome of parties. Many types of feedback such as peer
feedback, written feedback, one-to-one individual feedback, seminar discussion and oral
feedback. Learner achievement records is online personal compilation of achievement records
and personal learning. Teachers personal achievement records used to students progress in
their any particular module.
d. As per my evaluation, the various areas for improvement in the learning program. in the
educational department the learners and the teachers should have to aware regarding the
learning program (Gore and et.al., 2017). They should have to take various actions to
implement this programs in their organization. Education organization should have to develop
collaborative system to enhance program quality. It is also essential to arrange a effective
advance technology in the learning program for better result. It is needed for the educational
12

institutions to improve the learning platform and education culture.
CONCLUSION
From the above report, it is also concluded that the high development and practices in the
educational department is one of the most important aspect that includes the quality assurance
process linked to the workplace and also involve the institutional framework to implement the
proper level of evaluating and monitoring the curriculum with a very great manner.
13

REFERENCES
Books and Journals
Online
Smith, S.D and et.al.,2016. Pharmacists' knowledge about use of topical corticosteroids in atopic
dermatitis: Pre and post continuing professional development education. Australasian Journal of
Dermatology, 57(3).pp.199-204.
Akkerman, S. and Bruining, T., 2016. Multilevel boundary crossing in a professional
development school partnership. Journal of the Learning Sciences, 25(2). pp.240-284.
Owens, M.T., and et.al.,2018. Collectively improving our teaching: attempting biology
department–wide professional development in scientific teaching. CBE—Life Sciences
Education, 17(1).p.ar2.
Lambrechts, W., Verhulst, E. and Rymenams, S., 2017. Professional development of
sustainability competences in higher education. International journal of sustainability in higher
education.
Kleickmann, T. and et.al.,2016. The effects of expert scaffolding in elementary science
professional development on teachers’ beliefs and motivations, instructional practices, and
student achievement. Journal of educational psychology, 108(1). p.21.
Wilkinson, J., Bristol, L. and Ponte, P. eds., 2017. Professional development: Education for all as
praxis. Routledge.
Rowland, C., 2017. Principal Professional Development: New Opportunities for a Renewed State
Focus. Education Policy Center at American Institutes for Research.
Gibbs and et.al., 2017. Literature review on the use of action research in higher education.
Educational Action Research, 25(1). pp.3-22.
Masalimova and Chibakov., 2016. Experimental analytical model of conditions and quality
control of vocational training of workers and specialists. International Electronic Journal of
Mathematics Education, 11(6). pp.1796-1808.
Gokmenoglu, Clark and Kiraz., 2016. Professional development needs of Turkish teachers in an
era of national reforms. Australian Journal of Teacher Education (Online). 41(1). p.113.
Diouf and et.al., 2016. Training health professionals in shared decision making: Update of an
international environmental scan. Patient education and counseling, 99(11). pp.1753-1758.
14

Hornig, Aust and Güllich., 2016. Practice and play in the development of German top-level
professional football players. European Journal of Sport Science, 16(1). pp.96-105.
Alwan, Jones and Holgate., 2017. Strategic sustainable development in the UK construction
industry, through the framework for strategic sustainable development, using Building
Information Modelling. Journal of Cleaner Production, 140.pp.349-358.
Korthagen., 2017. Inconvenient truths about teacher learning: Towards professional
development 3.0. Teachers and teaching, 23(4). pp.387-405.
Dogan, Pringle and Mesa., 2016. The impacts of professional learning communities on science
teachers’ knowledge, practice and student learning: A review. Professional development in
education, 42(4). pp.569-588.
Gore and et.al., 2017. Effects of professional development on the quality of teaching: Results
from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher
Education, 68. pp.99-113.
15

16

17