Wider Professional Practice and Development in Education and Training

This report covers the concept of professionalism and dual professionalism, the impact of current educational policies on curriculum and practice, the roles of stakeholders and external bodies in education and training, quality improvement and quality assurance arrangements, and more.

Teaching

Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
1.1 Define the concept of professionalism and dual professionalism...................................1
1.2 Explain ways in which own professional values influence own practice in an area of
specialism...............................................................................................................................1
2.1 Explain ways in which social, political and economic factors influence education policy.
................................................................................................................................................2
2.2 Analyse the impact of current educational policies on curriculum and practice in own area
of specialism...........................................................................................................................2
3.1 Explain the roles of stakeholders and external bodies in education and training.............3
3.2 Explain how being accountable to stakeholders and external bodies impacts on
organisations in education and training..................................................................................3
3.3 Explain why it is important to work in partnership with employers and other stakeholders
in education and training........................................................................................................3
3.4 Analyse the impact of being accountable to stakeholders and external bodies on
curriculum design, delivery and assessment in own area of specialism.................................4
4.1 Explain key aspects of policies, codes of practice and guidelines of an organisation.....4
4.2 Analyse the impact of organizational requirements and expectations on curriculum
practice in own area of specialism..........................................................................................5
5.1 Analyse quality improvement & quality assurance arrangements of own organisation.. 5
5.2 Explain the function of self-assessment and self-evaluation and the quality cycle.........5
5.3 Evaluate a learning programme taking account of the quality maintenance of own
organization............................................................................................................................6
5.4 Identify areas for improvement in the learning programme taking account of the outcomes
of evaluation...........................................................................................................................6
CONCLUSION................................................................................................................................6
References:.......................................................................................................................................7

INTRODUCTION
The education and training help in improving skills and knowledge of students in order to
have better learning. The students gain personal and professional knowledge through education
which supports in their growth. In the report teaching is considered as specialism area in which
teacher is required to ensure professionalism along with dual professionalism while delivering
lectures to students. There are several core values which influences teacher to work in effective
manner (Barber, C., and et.al., 2020). The factors influencing educational policy and its impact is
been analysed. The role of stakeholders & external bodies is been considered and importance to
work in partnership with employers and other stakeholders. Further report will cover, several
pints while while designing curriculum and deals with completed discussion of quality
improvement and quality assurance. With this learning programme is also an important part for
this report.
MAIN BODY
1.1 Define the concept of professionalism and dual professionalism
The professionalism is consider an prime aspect which helps teachers in improving and
enhancing of skills as to develop their own personal standing. The teacher is need to consider
teaching values as professional while offering education to students. Professionalism helps in
developing strong knowledge by teaching students lessons that can be used in future. In area of
teaching need of professionalism help teacher as to remember all key values and communicate
with students for having effective learning. Whereas dual professionalism is concept that
involves skills and knowledge of subject matter which is needed in teaching for which teacher is
required to be expert in its field. Dual professionalism helps supports teacher in adding skills for
offering effective education and training to students in subject of teaching.
1.2 Explain ways in which own professional values influence own practice in an area of
specialism.
The professionals values helps in measuring aspects of profession which involves
fairness, responsibility, honesty, cooperation. The professionalism in teaching area is important
to perform task in most effective manner (Beetham, and Sharpe, 2019). To become professional
teacher it is required by me to have degree of teaching which provides me vast knowledge. To
enhance the student capabilities I have immense knowledge of my specialisation area which I
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will share information with students. The use of professional values aids in the betterment of
organisational standards, and current knowledge is rendered to secure pupil happiness. In field of
teaching I must reckon certain principles in state to direct effectively and influence students,
such as dignity which mention to respect, and it means that a teacher must respect all people
without discrimination.
2.1 Explain ways in which social, political and economic factors influence education policy.
In the environment there are several factors which impact directly education policies. The
involving of social, political and economic factors helps in developing curriculum which result in
change of education policies. The political factor involves policies which are developed by UK
government that involves government legislation, community regeneration along with the
political ideology. The society viewpoint influences education policies in social factor that
involves engaging under represented groups, immigration and many more. The local initiatives is
supported by several components which influences education system & policies. The economic
factor is related to economic components such as tax base variations, cost escalation etc. In order
to perform functions in effective manner teacher require finance which is important for education
industry to formulate education policies.
2.2 Analyse the impact of current educational policies on curriculum and practice in own area of
specialism
It is important for the educational organisation as to keep track of performance in external
forces that helps in enhancing policies efficiency. The emphasis on variety in educational
policies is crucial for students' growth. Economic considerations play a critical role in the
organisation of the curriculum in the education sector in field of teaching. When teachers and
trainers employ processes and methods to teach in accordance with the needs of pupils, the social
aspect aids in maintaining their high quality (Butterworth, Christensen, and Flippo, 2017). All
teachers and trainers must comprehend the current educational policy's goal, which stipulates
that every person receives equal opportunities to learn without prejudice. Each student must be
able to access the teacher in order to learn new skills and knowledge in field of teaching that
helps in enhancing communication & inclusive learning.
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3.1 Explain the roles of stakeholders and external bodies in education and training
Stakeholders include everyone who has an interest in training and education. Teachers,
students, administrators, curriculum developers, and other key players play a direct part in
education and training as major stakeholders in this sector. The pupils attend school in order to
study and advance their entire development. The internal stakeholder has a part in creating
decisions that directly affect schooling. Participating stakeholders in the educational process
increased the effectiveness of organisational policies and practises. External organisations, like
schools, universities, and colleges, play a crucial role. The local government, public assistance,
and charitable trusts are examples of indirect external stakeholders that have an impact on the
organisation (Haydn, and Stephen, 2021). To preserve social welfare with equality and fair
treatment, the institution must abide by the rules. The stakeholders' roles in obtaining external
benefits include raising invoices, overseeing educational policies, revising rights and obligations,
and employing personnel and teachers.
3.2 Explain how being accountable to stakeholders and external bodies impacts on organisations
in education and training
The organisation engages in internal procedures that are influenced by the accountability of
outside parties and stakeholders, which aids in achieving a range of goals by taking stakeholder
effectiveness into account. The external bodies include colleges, universities, schools, and any
other type of educational institution. These stakeholders have a positive impact because they
maintain a standardised environment for instruction, with top-notch materials and guidelines that
are beneficial to every student. a qualified individual review each and every record before
delivering it to other parties in order to highlight the success and efforts that it makes. Being
accountable to stakeholders can take many forms, including completing goals set in meetings,
working on rules and procedures, work-based learning, and staff development.
3.3 Explain why it is important to work in partnership with employers and other stakeholders in
education and training
In education and training, the term "employer" is used to describe people who work for a
range of organizations, including non-profits, for-profit companies, and governmental
organizations. This will have a number of advantages for them, including better student
performance (Ingvarson, and Rowley, 2017). Employer and other stakeholder’s collaborations
are essential in education and training for a variety of reasons, including the following: It helps
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with employee training, requirement verification, and meeting outcome evaluation. With the use
of partnerships, teachers or trainers can increase their pleasure at work. People are more likely to
succeed when they are happy in their professional lives. It will help in ensuring children get a
top-class education. Students are able to develop their personal and social skills and receive
access to a variety of opportunities that allow them to use these abilities in the real world.
Employer involvement in education and training helps to improve the quality of teaching and
learning.
3.4 Analyse the impact of being accountable to stakeholders and external bodies on curriculum
design, delivery and assessment in own area of specialism
Accountability is crucial and must be provided in person. It is important for the individual
who needs to explain things to stakeholders and other external bodies because they need to be
held accountable. In order to facilitate flexible learning in the development, evaluating, and
providing of teaching, a person's accountability is important. A suitable curriculum must be
created to ensure successful learning. Stakeholder responsibility on curriculum design influences
a variety of factors, including meeting stakeholder demands, incorporating learning
opportunities, the quality assurance procedure, and integrating broader skills. I am capable of
doing my job well, but I need stakeholders for my responsibilities, and I'll maintain a methodical
record of every student's grades.
4.1 Explain key aspects of policies, codes of practice and guidelines of an organisation
There are numerous policies in the area of education and training. Conduct and rules are
employed to guarantee that better practises are used across all businesses. Educational
institutions all use anti-bullying guidelines, workplace policies, educational policies, and human
resource policies. To maintain best practises in the area of education and training, organisations
must abide by these major policies (Lawn, 2017). A set of rules that must be observed at work is
referred to as a "code of conduct." The successful improvement of internal processes is made
possible by the implementation of a code of conduct. Statutory regulations and rules are taken
into consideration while creating a code of conduct for an organisation, and compliance is
necessary to maintain academic agreement and prevent drawbacks.
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4.2 Analyse the impact of organizational requirements and expectations on curriculum practice
in own area of specialism
In order to teach pupils about the values of equality and diversity, there are a number of needs,
such as an updated syllabus. The government's rules and regulations that must be followed are a
source of information for the students. The modules must be created in such a way that they
inform the pupils. In addition to encouraging equality and diversity inside the organisation, the
needs and expectations of the organisation are linked to people's individual and collective needs,
as well as their needs for health and safety. By adhering to all standards, guidelines, and
directives established by the organisation, the instructor is obligated to take into account the
equality and variety of the students.
5.1 Analyse quality improvement & quality assurance arrangements of own organisation.
In order to provide students with better education and training, educational organisations
are required to conform to a number of measurements and standards. In order to maintain quality
inside the organisation, a number of activities must be carried out in order to produce standards
that are used to enhance the education delivery system. To maintain and enhance quality, equity,
and efficiency at educational institutions, quality assurance is defined as a systematic review of
educational programmes (Pimmer, and et.al., 2019). Teachers must follow certain rules that have
been set to provide high-quality of teaching. The rules and regulations are created in a way that
will support the growth of the institution and the educational system. The organization's internal
processes are made better through a variety of quality improvement initiatives.
5.2 Explain the function of self-assessment and self-evaluation and the quality cycle.
In the self-assessment students can analyse themselves, discover their talents and areas of
competence, and gain an awareness of the learning processes that will help them in teaching.
Students can evaluate themselves using the self-evaluation technique at every stage of their lives.
Numerous factors affect a student's education and training. The teacher plays a significant role in
the appraisal of students. It is imperative to keep in mind that the self-quality cycle involves
ongoing quality inspections. The field of education is constantly evolving, and students can
develop their abilities.
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5.3 Evaluate a learning programme taking account of the quality maintenance of own
organization.
There is use of different strategies in educational institutions to give students the right
instruction. Organizations that follow current procedures are better able to advance knowledge
and raise academic standards. The best way to learn is to provide feedback. Positive feedback
encourages students, and if they believe their performance is going well, they work to enhance it.
The feedback and focus group results highlight several organisational changes that must be made
to enhance the use of technology in the transmission of knowledge and training to students,
including the use of additional exams and difficult group projects.
5.4 Identify areas for improvement in the learning programme taking account of the outcomes of
evaluation.
The main areas for improvement are technology and the curriculum, which are used in
education and training to train and instruct pupils. To increase the effectiveness of the system,
several interactive technologies can be implemented in the company. The student must also be
given the chance to justify the actions they are taking to raise their performance at the same time
(Stock and et. al., 2021). There are various types of feedback, and teachers must make sure that
the feedback they offer is uplifting and advantageous to the development of the students. If
feedback is given constructively and helps students advance their knowledge and skills, no one
can stop them from succeeding. It has been found that the sector of education undergoes frequent
modifications.
CONCLUSION
From the above report it is being concluded that, education and training are essential
because they help a person improve in their career by fostering the growth of their personal and
professional knowledge. Proficiency is necessary to provide kids with effective instruction. In
order to give pupils a high-quality education, the teacher must abide by the important provisions
of the policies, guidelines, and code of practise.
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References:
Books and Journals
Barber, C., and et.al., 2020. Social accountability frameworks and their implications for medical
education and program evaluation: a narrative review. Academic Medicine, 95(12), pp.1945-
1954.
Beetham, H. and Sharpe, R. eds., 2019. Rethinking pedagogy for a digital age: Principles and
practices of design. Routledge.
Butterworth, J., Christensen, J. and Flippo, K., 2017. Partnerships in employment: Building
strong coalitions to facilitate systems change for youth and young adults. Journal of
Vocational Rehabilitation, 47(3), pp.265-276.
Haydn, T. and Stephen, A., 2021. Learning to teach history in the secondary school: A
companion to school experience. Routledge.
Ingvarson, L. and Rowley, G., 2017. Quality assurance in teacher education and outcomes: A
study of 17 countries. Educational Researcher, 46(4), pp.177-193.
Lawn, M., 2017. Teachers, professionalism and class: A study of organized teachers
Pimmer, and et.al., 2019. Facilitating professional mobile learning communities with instant
messaging. Computers & Education, 128, pp.102-112.
Stock and et. al., 2021. Introductory Remarks on the Role of Stakeholders in Addressing Plastic
Pollution of the Aquatic Environment.
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