BTEC Level 5 Diploma: Professional Practice in Education & Training

This report provides a detailed overview of wider professional practice in education and training, focusing on key areas such as professionalism, the influence of political, social, and economic factors on education policy, the roles and responsibilities of stakeholders, and the importance of inclusive practice. The report delves into dual professionalism, the application of professional values, and the impact of current education policies on curriculum design and implementation. It also examines the roles and accountability of stakeholders and external bodies, emphasizing the significance of working in partnership with employers and other stakeholders. Furthermore, the report addresses aspects of policies, codes of practice, and guidelines, as well as the impact of organizational requirements on curriculum practice. The document concludes by highlighting the importance of creating and maintaining an inclusive learning environment and evaluating one's own inclusive practice.

Wide professional
practice in education
and training

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
TASK 1......................................................................................................................................3
1.1 Professionalism and dual professionalism.......................................................................3
1.2 Apply professional values in own area of specialism......................................................4
TASK 2......................................................................................................................................5
2.1 Ways in which political, social, and economic factors influence policy of education ....5
2.2 Impact of current policies of education on curriculum and own area of specialism........6
4.1 Aspects of policies, codes of practice and guidelines......................................................7
4.2 Impact of requirements and expectations of organisation on curriculum practice in own
area of specialism...................................................................................................................8
TASK 3......................................................................................................................................8
3.1 Roles of stakeholders and external bodies.......................................................................8
3.2 Accountability of stakeholders and external bodies impacts organisations.....................9
3.3 Importance of working in partnership with employers and other stakeholders...............9
3.4 Impact of being accountable to stakeholders and external bodies ................................10
TASK 4....................................................................................................................................11
In PPT...................................................................................................................................11
CONCLUSION........................................................................................................................19
REFERENCES.........................................................................................................................20
Books and Journals:..............................................................................................................20
Appendix..................................................................................................................................21

INTRODUCTION
Professionalism is a quality that is associated with those people who are
professionally trained and skilled. These people are associated with recognised professions
including teachers and lecturers. Its means a particular role is deemed to be filled by
professionalism but it is not necessary for individuals holding this role to act as
professionalism (EDUCATION, 2020). The primary goal of professionalism is to assist
teachers and trainers in enhancing and developing abilities. Professionalism develops a
person overall they trainee according to the profession. The very first step to becoming a
professional is obtaining a six-month education program that gives a licence to become a
professional. Dual professionalism is not new in the education system it means recruiting
very experience-based teachers who give knowledge and experience in this sector.

MAIN BODY
TASK 1
1.1 Professionalism and dual professionalism
To be a professional expert in some field and also the skill of knowledge. A famous
author said that professionalism is related to improvement in the quality of service. One
another concept of professionalism is a multidimensional structure it constitutes three
attitudes and behaviour toward its job achievement of high-level standards. As per the above
discussion synthesising professionalism is a multidimensional structure of one’s work on
behaviour and attitude to perform high standard and improve the service quality. In
education, context professionalism is based on a teacher's professional qualification (Jackson,
2019). The teaching profession provides professional space and conditions for the teacher to
take responsibility in their practice. Now professionalism enters into the teacher they are
professional about their profession. They give education according to the syllabus. Teaching
is demanding but an expectation from teachers is only that carry out directives of their
knowledgeable superior. For understanding what is professionalism there are several models
produced for a judge to consider a profession. The model of professionalism must include the
following factors. Skill is based on theoretical knowledge because professionals are required
some skill based on knowledge. A code of conduct is necessary for professional because it
refers to a set of particular rules, norms and practices it determines the responsibility of a
teacher. Intellectual training and education give a teacher to become more professional in the
profession. Every education sector must give training of the teacher.
The concept of dual professionalism is not new in the educational sector. For many
years the education sector has recruited people with experience because it is relevant to the
course being given in the curriculum to easily understand by this teacher. These practitioners
do not know and them excellent in their work. Their understanding of teaching is excellent so
they are called an expert. Their expertise subsumed into the education. The teacher in our
school and university are the best to understand our curriculum they are experts in their field.
They know how to teach and how to transfer meaningful information to the student. The
teacher is well known for the diversity and also aware of the cultural difference and different
life experiences can affect the learning of the student in educational institutions so that they
understand the student's mindset and teach accordingly. Strong communication skills and
dual professionals give an advantage to the teacher to understand the student's behaviour. The

ability to listen and speak very carefully (McCann and Brown, 2018). The ability to
collaborate, a professional teacher, is described the learning didn't stop when students leave
the class. Dual professionalism starts when they establish a connection between guardian and
student. A dual professional is a vocational course that learns by the teacher. it is a
professional training period of about six months which is learned by the teacher.
1.2 Apply professional values in own area of specialism
A creative lesson plan and inventive delivery will ensure the teacher meet learning of
the student. I am a professional teacher but my professional value influences my practice
during teaching. I feel this is because of my experience in my teaching especially when I am
teaching a student. The first element of professionalism is that the student learns professional
and they act also professionally. I treat students and staff very respectfully and set boundaries
towards me. This is my professionalism which learn from my [past experiences. the next
element is included thinking about student ability when I am teaching any topic I relate to the
real world this gives a positive response from the student because when the student thinks
about that topic they learn real examples. This increases the level of engagement in the
student. As a teacher, I can follow the standard which I learn during my professionalism. I
critically review all the information which I receive and prevent all unnecessary which is not
related to the subject matter. Dual professionalism gives me an advantage in me
understanding my skill and how to teach the student in a better way. Having confident tactics
subject knowledge of the subject prior to the planning of subject contingencies exudes
confidence in the student. Making a plan for student learning is professionalism (Osawe,
2018). That Influences my and my student’s learning. The preparation and planning of
subject matter It gives to a student various information regarding topic when they learn from
interest so that the student wants to explore the subject matter. It gives measure advantage to
me because students develop an interest in the subject they explore the subject matter and
learn more things which I planned. To ensure students learn special knowledge for the subject
matter. The teacher is required to update their knowledge as part of their ongoing process. A
teacher needs to change in micro and macro environment to the subject matter refers. As a
teacher, I give all knowledge to the student regarding the subject matter and set a high level
of standard learning. By using my teaching aids, I can give all information to my student
which increases student learning and them understand the subject. Professional values give
measure advantage in the field of own specialism. Professionalism assists a teacher and
training and developing their abilities.

TASK 2
2.1 Ways in which political, social, and economic factors influence policy of education
Political, social and economic factors involved in every level of education of directing
policy curriculum influence national and local levels. Education plays a big role in every
government manifesto (Molla and Nolan, 2020). The key concern with the government is the
lack of basic fundamental skills in school that give a negative impact on the British industry
because a large number of young adults do have not the right evacuation skill. This problem
bothers the government education policy. NEET is an acronym that is not employment
education and training it is the situation for many youngsters between the ages group 15 to
29. The aim of NEET understands the vulnerable status of young people.
Social Factor: A social factor influence variety of individual in a society. 17% of
women in the UK are working in technology. Lack of women working in the sector because
women influence the social factor. Such as the lack of girls enjoying maths and technology in
school and other report says that women fear rape and sexual harassment in a technology-
related job. Another factor considered is that a study last year showed that the UK has a lower
percentage of women in technology. This is presently poorly for the UK government. So
that’s why the UK government take the initiative step goal to encourage women to enter
technology-related fields (Daza, Gudmundsdottir and Lund, 2021). The impact of this local
authority gives funds for the opportunity which create special courses for women in
technology.
Political factor: They rank poorly in PISA for maths and English. This is an
embarrassing factor that includes the UK government. As per the current situation, the UK
GOVERNMENT GVIE FUND FOR encourage college students a lot of qualifications but
not improve their core skills English and maths tease are lacking the subject of the student. If
these are lacking so education department introduced some special classes for maths and
English that those students who lack these skills they developed by the extra class. This is
enforced by making it a requirement for teaching to establish receiving funds from the
Education and skill Funding Agency.
Economic Factor: A small number of students attending education from low-income
group families. So, the UK government labour party introduced an Education Maintenance
allowance for these families. The student receives a weekly allowance every 2 weeks based
on household income (Steinitz, 2020). This payment will include some point that encourages

a student to take the lesson. IF a student does not learn from these lessons, they did not
receive the payment. The result that comes out from the Education Maintenance allowance
was the number of a student increased. This allowance gives good results in the education
sector.
2.2 Impact of current policies of education on curriculum and own area of specialism
New Education Policy: The law states full-time education for all children between the
age group of 5 to 16 is compulsory school age but now compulsory education is changing the
training period has been extended to 18 years (Mertova and Webster, 2019). Government
give funding education sector to encourage the student. The National curriculum
establishment in 1988 provide the framework for education in England between the ages of 5
to 18. The national curriculum is a design school curriculum. The new education policy
raises funds in the education sector and does work in this sector.
New education policies work as a safeguard because they checked prospective staff is
eligible for work in the UK. Their professional qualification and there no criminal record
were found in the discolours and barrier service (Bartleton, 2018). The new education policy
is to determine the education in the institution is goes according to the curriculum. They set a
good standard of education so they also determine the school and college do work according
to the new curriculum. in this policy, they determine whether the student continues learning
or not. If students do not learn they make some encouraging classes for this student
development. They use technology for the betterment of education.
New education policies make various safeguards for education. They measure every
student they learn or not and if some student is financially weak, they make some policies
according to him. The education policy makes the curriculum easy and technology-related.
They make curriculum according to student adaptation. The teacher and principal make
courses according to the curriculum.
4.1 Aspects of policies, codes of practice and guidelines
Government makes policies for the education department. Police within the teaching
establishment created legislation, historical policy, and government policy. Legislation is a
very broad term it includes a variety of situations and organisations. Policies are based on
teaching establishment requirements (Perusso and et.al., 2021). The location and
demographic situation will influence the policies. Policies are an essential element of any
organisation but in education, it is more personal to maintain consistency and create a safe

inclusive learning environment. Teaching organisations will have a wide selection of policies
for staff and students. Police's main focus is on equality, prevention of harassment policy, and
a safeguarding policy.
Equality policy: The equality policy how the teaching establishment fulfils its
commitment to UK EQUALITY Legislation and how it goes beyond equality law. The
Equality policymaker it clear to all parties what teaching expect from them. The aim of this
policy is certain and maintains inclusive education where all can work, learn and reach their
full potential.
Prevention of harassment policy: The policy on bullying and harassment behaviours is
said that the behaviour is not acceptable along with guidance about bullying and harassment.
This policy is made for those students who suffer from bullying and harassment problems.
These problems can not develop the student education. This policy gives an advantage to
staff and students. The impact of this policy is that aware all students and staff of this
problem they know the government make a rule against this.
Safeguarding Policy: Safeguarding policy is a measure to prevent harm and
abusiveness of any kid (Lateef, 2018). Safeguarding includes child protection and a
preventive approach to keeping children and young people safe. The safeguarding policy is
beyond targeting physical harm. The safe guarding policy includes health and safety bullying
and meeting with student medicine. Safeguarding aim to provide early effective in term of
safe people, safe palace, safe procedure and practice.
4.2 Impact of requirements and expectations of organisation on curriculum practice in own
area of specialism
It is identified that their many organisational requirements which are necessary to
fulfil such as addressing individual and collective, integration of minimum core, promoting
diversity, meeting safety requirements, maintaining planning documentation, equality of
opportunity, secure maintenance of student records, etc. It provides a great impact on the
organisation curriculum. In conclusion, these things make a good curriculum for the school.
There is some expectation is there such as personal and professional updating, review
currency of personal skills, evaluation of practice, working with others, identifying areas for
improvement (TNA), use of new and developing technologies, etc.These expectations are
also impacting in the school curriculum. New technology also impacts the school curriculum.
In the new era technology is the major point to include in the school curriculum. When

including all these things these will make a good curriculum. This information gives measure
advantage for the student and it will increase the student productivity with the curriculum or
add new technology.
TASK 3
3.1 Roles of stakeholders and external bodies
It is identified that stakeholders are playing an important role in education and
training as it includes external customers, senior management, training providers, awarding
organisations, etc. It is also identified that these stakeholders and external bodies are playing
an important role in education and training such as specialist staff, building expertise,
customer support, marketing, IT support, sponsorship, progression and work experience
(Edirippulige and et.al., 2018). This is necessary to understand that education and training
can be complete only when stakeholders and external bodies effectively perform their
services. Then only students are able to get effective education. It is identified that
stakeholders are responsible for deciding the curriculum of the school and also focusing on
the operations of the school which they designed for the students. The teachers have a
primary rule to write the curriculum on a daily basis so that they can ensure that the children
learn all the information which is necessary according to their class. It is identified that
parents are also the stakeholders in education and training as they are paying money for the
purpose of a good education for the children. It is identified that the teacher is realised on the
parent as to when they provided homework to the student then parents are the one who is
responsible for completing that homework or helping them to complete homework.
3.2 Accountability of stakeholders and external bodies impacts organisations
It is identified that stakeholders and external bodies should be accountable as they
provide and positive impact on the organisations in education and training. It is found that
accountability stakeholders are those who can interact in various ways in the school. This is
necessary to understand that the accountability of mistake holders is playing a very important
role because if they are not accountable then it will sure that is students are not able to get
effective education and training programs (Leif, and et.al., 2020). For example, in my case, if
as a teacher I am not accountable for my service or job role then I am not able to provide
relevant information required by the student. Then students are not able to get effective
education services. This is the main reason that accountability to stakeholders and external
bodies provides a direct or indirect impact on the education and training organisation. It is

also identified that the countability can be impacted by meeting targets, policy and
procedures, qualified and experienced staff, clarity of reporting, National vocational
standards, building reputation, etc. This is the main reason that accountability is necessary
and it should be present in each stakeholder so that it will provide a positive impact on the
organisation in education and training. If it is found that stakeholders are not accountable for
their actions then it will be sure the non-effectiveness of the education and training program
provided by that organisation.
3.3 Importance of working in partnership with employers and other stakeholders
Working in the partnership with the employers and other stakeholders is found as
beneficial for the education and training available because partnership provides a clear
understanding which clear the roles and responsibilities of each and everyone. When every
member know about their roles and responsibilities which they are required to perform, they
can perform their task in a well effective manner. It is necessary for me to share the correct
updates or essential information in the form of written, verbal or both in order to achieve the
goals and targets. It helps the students to understand the changes and professionals can
enhance the support towards the students along with improving the results as well. Below
mentioned is the brief description of importance of partnership with employers and other
stakeholders: Colleagues: It has been found as necessary for everyone to work collectively with
colleagues. It help me in gaining the best resource of advice or suggestions and
information which help in dealing with any critical situation (Sadeghi and et. al.,
2021). By following all the rules and regulations, I can use the information and
knowledge whenever I require. In addition to this, partnership with employer also
help in knowing about the issues which are being faced by the employees along
with the best solutions as well. It also leads to bringing new ideas which are really
effective for the profession.
 Other professionals: Working in partnership with the other stakeholders or
professionals helps me in knowing about the several point of views and receiving
several new ideas and advice related to any situation. It also provide special support
to me which is also useful in enhancing my skills and future development.

3.4 Impact of being accountable to stakeholders and external bodies
Through the use of technique of stakeholder analysis, that degree can be measured
which influence the activities of educational and learning in any academic institution. This
analysis has been done on the basis of four quadrant matrix.
As per the above given matrix, first quadrant include students, national guidelines,
educational reformers. It means that they acquire the highest power and interest in relation to
curriculum. Parents of students, team members and supervisors acquire low influence and
importance in curriculum. Hence, they come in second segment. The third quadrant include
administrative authority, PTS, management. And the last and fourth quadrant include local
communities, funding agencies and other resources providers (Ratten, V., 2022). It help in
keeping all these resources satisfied as the entire designing of curriculum is totally based on
the power and importance of individual. The professional criteria of the basic concept while
working on the designing of curriculum. The students are required to follow all the
legislations developed by the government along with the administrative bodies. Taking
suggestions from the parents of learner help them in in developing an effective curriculum
which can easily meet the needs.

TASK 4
In PPT

Speaker notes: The purpose of quality assurance helps in confirming the work of learners
which has been assured to appropriate standard. With the online assessment and evaluation
process it offers critical information to faculty and administrators that improves quality of
education. For this feedbacks from stakeholders can be considered to enhance quality
improvement and regular analysis will improve quality standards in education organisation.
To improve internal process different quality improvement plans can be used by organisation
and through quality assurance process, quality in service and knowledge which is offered to

student can be maintained used by organisation. In my own experience while being teacher, I
assure the quality arrangement in my educational institution.
In order to assure the quality, I give them assessments and projects to check their
knowledge and skills related to the subject areas. It makes me assure about the quality of their
working and how they put their knowledge during the projects and coursework. It helps me to
take decision regarding better curriculum and projects for future.
In order to improve the quality of work which is analysed through the projects and
assessments, improvements will have made through taking feedback and identifying student
weak areas. For that instance, I will conduct extra classes and meetings to assure that the
quality of student skills and learning will get improvises for further learning.
Speaker Notes: The self-assessment helps in analysing the work performance and areas for
growth by having reflection on strength, weaknesses and values. The organisation uses this
for finding the development areas which can benefit an individual person in implementing
personal improvements plans. Several assessments processes such as formative, summative,
process oriented, judgemental assessment are used in education organisation to find
development and improvement areas of individual. these areas are helpful for me also while
being a teacher in one to one learning. Self-evaluation will help me analyse my won strength
and weakness which I will get to know through student response on my teaching.

Self assessment is all about assessing about own practices while working in the institution for
education and training. The institution has to take feedbacks and session for the same so that I
could solve my issues and problems. In order to carry out teaching practice which has to be
applicable in regards to the particular behaviour, I have to be make sure about working as per
the needs of individuals.
Skills Efficient out of 10
Communcation 8
Time management 7
Quality assurance 7
The self-evaluation is the ability for examining of progress that is made which needs
monitoring of own abilities. This shows a better behaviour in myself and I could be able to
adopt new teaching and learning requirement’s. In the school, this is collaborative which is
evidence based approach that includes collection of information from several sources and
making judgements in order to bring improvements for my own teaching (Joshi, P and et.al.,
2020). The gathering of feedbacks from variety stakeholders such as peers, students, and
managers reflects in beneficial way for self-evaluating for my own practice. The students are
encouraged to reflect their own learning progress and performance.
In the quality cycle, I am required to measure their lessons quality and efficiency. The
assessment of lessons and learning basically happens in feature assertion framework which
has same characteristics. The understanding of this system benefits tutors in bringing
improvements to student’s knowledge. It is a pre-planned and systematic sequence of
activities which performed by group members for improving quality process.
Strength Weakness
I am good at communicating which helps to
collaborate with students. I can analyse and
find the strength and weak factors of
students.
My weak factor is that I do not have good
time management abilities due to which, the
deadlines of course may suffer which will
impact on the quality.
Opportunity Threat
I do have opportunity to take use of digital
courses and experts supervision to boost m
skills to be a great teacher.
My threat is to accomplish the competitive
factor among wide professional practice.

Speaker Notes: To improve the education and training processes which organisation
uses in that different changes are made (Page, S and et.al., 2019). The outcome of feedbacks
and focus groups exhibits some changes which is required to be implemented in organisation
such as improving use of technology while offering to students training and knowledge, using
more of quiz tests, challenging group works and inviting then to class experience teachers
that can share their good practices in regards to training and teaching. I will use learning
programmes and plans to systematically work for developing student knowledge and skills
towards the subject. These programmes must be set in a time frame. This shows that, all these
learning programmes will attract the students to engage in the learning aspects of the
individuals. The learning plan for own teaching will incudes the subject area. I will use
formative, summative and observation projects for the students. It will include the practices
of each and every person during the classroom and the performance will be check. in order to
ascertain the crucial method of learning, the technological resources are Moodle, Kohoot.
The learning programme will be effective for own educational institution which leads to
manage the work. There is requirement of learning programme can be demonstrated through
taking feedback and learning essentials. The student can easily take participate in learning
programmes to build their future. The learning program in the own institution is effective for
own working conditions. This shows that, they provide me opportunities to learn new things

and focus on quality which will keep the students effective. This shows that the reflective
programme lead me to learn more about the teaching practice.
Speaker notes: To make it more challenging, any sort of group work and quiz test wilp; help
students in knowing themselves, evaluation of their own skills and preferences along with
this teaching them to work with peers and taking use of constructive feedback (Conkling, and
Mocella, 2019). In the organisation the other change which is need to implement is related to
curriculum which organisation use for delivering education and training to students. The
personalised curriculum can be used for improving the effectiveness of knowledge and
information that is offered to students. To develop curriculum according to their requirements
it is important to analyse all students’ behaviour and in such way the education system of
organisation can be improved in effective manner. Through providing learning programs to
student. Evaluation is important for the growth and development of own skills and
capabilities. It will assure that; the improvements will be made as per the threats identified.
In order to improve my own time managements skills, I need to make a plan for
setting timelines for each activity and task. It is must to prioritise the tasks that are on
deadlines and urgent. Therefore, the time management abilities will create opportunity for the
development of own practices in time. It will lead to manage all the work which needs to be
completed within a day of classroom, the courses are necessary to cover within limited
timeline.
Action plan

Skills Importance Action Duration
Time management It is necessary to
manage each
learning programme.
Prepare time plans
through setting
prioritising
2 months
Creative skills it is important to
make new
innovative
approaches.
Ensuring books and
journals.
3 months

CONCLUSION
It can be concluded from the above discussion that education and training is an
important sector. It is important to note that professionalism is found to be very important in
education and training. It is also analysed that professional value influences the subject
content and delivery. While maintaining objectivity and consideration for the student body.
Teachers give constantly alternative theories and ideas for the betterment of students and
students review the information or prevent undue influence in decision making.

REFERENCES
Books and Journals:
Bartleton, L., 2018. A Case study of teachers’ perceptions of the impact of continuing
professional development on their professional practice in a further education
college in the West Midlands.
Daza, V., Gudmundsdottir, G.B. and Lund, A., 2021. Partnerships as third spaces for
professional practice in initial teacher education: A scoping review. Teaching and
Teacher Education, 102, p.103338.
Edirippulige, S., and et.al., 2018. Examining the influence of e-health education on
professional practice. Journal of medical systems, 42(11), pp.1-6.
EDUCATION, P., 2020. Physical Education Teachers’ Competencies and Assessment in
Professional Practice. Apunts educacion fisica y deportes, 36(139), pp.33-41.
Jackson, C., 2019. A history of psychology in the United Kingdom. Meeting of minds–the
road to professional practice. British Journal of Psychology.
Lateef, F., 2018. Inter-Professional Education, Inter-Professional Practice and Team Science:
Learning Together; Working Together. Education in Medicine Journal, 10(4).
Leif, E., and et.al., 2020. A survey of applied behaviour analysis practitioners in Australia:
Education, training, and barriers to professional practice. Societies, 10(4), p.99.
McCann, E. and Brown, M., 2018. The inclusion of LGBT+ health issues within
undergraduate healthcare education and professional training programmes: A
systematic review. Nurse Education Today, 64, pp.204-214.
Mertova, P. and Webster, L., 2019. Using narrative inquiry as a research method: An
introduction to critical event narrative analysis in research, teaching and
professional practice. Routledge.
Molla, T. and Nolan, A., 2020. Teacher agency and professional practice. Teachers and
Teaching, 26(1), pp.67-87.
Osawe, T.O., 2018. Mapping international social work education: A research proposal toward
rethinking social work education and professional practice in Nigeria. Transnational
Social Review, 8(3), pp.331-336.
Perusso, A., and et.al., 2021. The effectiveness and impact of action learning on business
graduates’ professional practice. Journal of Management Education, 45(2), pp.177-
205.
Ratten, V., 2022. Stakeholder Entrepreneurship: A Theory. In Stakeholder
Entrepreneurship (pp. 7-18). Springer, Singapore.
Steinitz, C., 2020. On landscape architecture education and professional practice and their
future challenges. Land, 9(7), p.228.

Appendix