Roles, Responsibilities, and Contexts in Education and Training Report

This report provides an overview of the education and training sector, focusing on the post-compulsory level. It begins by outlining the roles and responsibilities of teachers, school authorities, the government, and learners. The report then critically reviews different contexts in which education and training are provided, including institutional and social learning environments. It explores vocational initiatives and reforms throughout history, such as the Youth Training Schemes and NVQ, and highlights the importance of teacher training and development, including strategies for addressing student behavior. The report emphasizes the significance of education and training in fostering innovation and skill development for the future, and the need for educators to adapt to changing educational landscapes.

EDUCATION AND
TRAINING

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
1. The roles and responsibilities within the education and training sector.................................1
2. Critical review on the different contexts in which the education and training in post-
compulsory are provided.............................................................................................................4
CONCLUSIONS..............................................................................................................................6
REFERENCES................................................................................................................................8

INTRODUCTION
Education and training both are distinct from each other but keeps equal importance.
Education is learning things through theories whereas training is leading by doing. This
combination not only helps in development of skills and judgement but also supports people to
be innovative (Race, 2014). Education and training in post-compulsory sector of any country, is
crucially important as it strengthens the upcoming future. This report covers these obligations
required in the country. Besides this, different contexts in which education and training are
provided in the post-compulsory sector are also discussed in the present study.
1. The roles and responsibilities within the education and training sector.
In every sector, there are certain set of roles and responsibilities which is required to be
abided by the related persons'. In context to post-compulsory sector, roles and responsibilities
are played by teachers, government and learners.
Teachers: The roles and responsibilities of a teacher are vital in the post compulsory sector.
These are the bodies that directly interact with the students and transfers knowledge to them.
There is big set of roles which is required to be played by teachers in maintaining education and
training of the sector (Duckworth and Maxwell, 2015). However, it is difficult to sum of their
responsibilities. Their: oles: Providing equal opportunities of learning to students without any
racism and discrimination. Further, teacher should possess the ability of teach across a wide
range of teaching types and levels. It is also necessary to have the required skills and standards
associated with the course with effective planning and preparation of the lessons that are to be
taught to the students. In addition to this, teachers should involve all the students in the
education and learning programme by conducting quiz or by teaching in attractive manner.
Further, there are always some disturbing students in the class and thus, teachers are required to
treat them wisely. Also, they can promote creative learning amongst the students to make the
education and training processes easier.
School Authority: The school authorities can have the direct interaction with both the teachers
and the learners. They are at the position which can help them in determining the actual
effectiveness of the training and learning programme (Ingleby and Gibby, 2016). The roles of
the school authorities involves ensuring the selection of appropriate teacher by filtering them
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through various tests regarding the teaching subject. They should also monitor the behaviour,
teaching pattern and performance of the teachers. Also, proper implementation of the relevant
government policies on the institutions. School authorities are required to provide all the
resources needed by students of post-compulsory sector.
Government and National educational departments: Roles that are played by the government
in the development of education and learning in the post-compulsory sector are recommendable.
It has been observed that it is providing all the necessary resources, annually to the organisations
relevant to the sector. Besides this, there are various legislation and policies which are imposed
on the educational centres (Beetham and Sharpe, 2013) According to this, the target for
education are predicted upon a narrow competence based NVQs. Further, government aims on
the competence based qualification framework with its policies. In addition to this, there are
various campaigns which are held by the authorities for stating the importance of post-
compulsory education and learning. Some other roles include the following: The legislation on
the education and training must respond to the needs and aspirations of the students, parents, and
community. Also, all the citizens should be provided with the equal opportunities of education
ad training despite of any race, colour or religion. Compulsory laws should be imposed
regarding the attendance of the teachers and students.
Learners: In order to make an education and training system effective, learners play a major
role. There are certain responsibilities which they are also required to be abide with (Bennett,
Lubben and Hampden-Thompson, 2013). These are as follows: They are supposed to facilitate
the knowledge from study, experience and reflection. For this, they can involve with both the
younger ad elder people in an exciting way. They should further evaluate their own performance
by taking various online tests and monitoring their performance. They are required to practice
the learning in real life while performing day-to-day operations.
This is also on considering a book written by Ashmore and Robinson (2014), it has been
found that there exist various teaching related practices which can be adopted by those who are
willing to impart knowledge in the educational sector or any other such area of learning. This
book has enlightened some best practices in a professional context of learning by demonstrating
a sustainable aspect of effective teaching and learning.
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Corder (2007) on another hand has studied the existence of Educational professional
development, also known as EPD which is nowadays referred to be a worldwide concern. This is
basically in context to the professional skills required in the teachers to further utilize them at
higher level education. In this book, event delivery measures are referred to have a prominent
importance where it has also emphasized more upon the importance of informal ways of learning
in activity systems.
2. Critical review on the different contexts in which the education and training in post-
compulsory are provided.
The development of the education and training in the post-compulsory sector is vast and
measurable. There are different contexts in which the education and training in the post-
compulsory sector has been provided. In context to the environment of the education and
training there are two major ways in which a learner can learn. These tools are institutional and
social learning. As per the views of McKenzie, (2015), the leading among them is the
Institutional context which emphasise on the skill development of the learners with the help of
the practical knowledge. In this context, physical knowledge is gained by the learned through
various institutions present in the environment. This type of learning is the most effective as it
covers both the theoretical and practical knowledge of the topic.
Further, on considering the research conducted by Spenceley (2007), it has been found
that an educator entering into the occupation of FE also known as further education plays a
significant role in teacher’s training. Considering the same, this paper has concentrated upon the
early impression of education while adopting this profession. It however reflected a comparative
investigation where the views of current educators already working in this field from a longer
time period was compared to that of the educators who has recently joined this profession. After
which, there were several conflicting opinions raised with some vital common elements among
them.
According to the Ryder, Banner and Homer, (2014), social learning is a good source of
getting knowledge on the post-compulsory fields. This context of learning does not put any
pressure on the learners and make them feel committed by themselves. Further, this method is
observed to be much more interesting than the formal classroom sessions. Besides this, the
learner can learn ion his/her acceptable pattern which will make things easier to understand. In
addition to this, the level of practical knowledge gained with this tool is unmatchable and
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recommendable. However, it may be recognised that it does not emphasise on the theoretical
aspects of the education and training in post-compulsory sector.
It has been started in in the 20th century, the early phase has observed the significance of
educations as a "preparation of work''. Thus, from this theme actual practices have been taken.
This was emphasised by the Callaghan 'Ruskin' speech in year 1976 (Avis, Bathmaker and
Parsons 2006). Later, a national curriculum has been passed for the core subjects essentially to
be studied by the students at the age of 16 for the preparation of work. Various vocational
initiatives have been taken in post-compulsory education and training between the period of
1977-1992. Some major actions of this time involve the Youth Training Schemes, in which a
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Illustration 1: Learning methods
(Source: Soni A, 2017)

day-releases provision was provided to the young people for the employment. The most
significant scheme, Technical and Vocational Educational Initiative, 1982 promoted the
introduction of elements of vocalisation. This step has influence so many universities and
colleges to implement the work experience schemes. Further, to enhance the knowledge among
the students which are recruited by the entities, various programmes ran by the business
professionals. One of them is the, Business and Technician Education Council, 1983. This action
is not only beneficial for the business by rendering entry to the qualified employee but also
useful in the personal development.
This is on considering the research undertaken by Thompson and Wolstencroft (2011)
where it has together focussed on similar revelations of new FE teacher’s experiences when they
are at their 1st year. It is due to the fact where this study has mainly concentrated on determining
the primary insight of an FE’s role to scrutinize their idea of bringing change in the life of
students. It has also been compared to the reality of operating in such type of surrounding which
is in turn determined by effective measurements, fiscal imperative and targets, etc. This study
has however shown diversified results with both negative and positive remarks by the
participants. Considering the negative responses, there were certain difficulties reported by the
participants with several positive experiences towards operating with a diversified group of
learners.
According to the perspectives of Eliahoo and Eliahoo, (2016), National Council for
Vocational qualifications (NVQ), 1986 which was sponsored by government committee is the
most beneficial tool in the field of education. This initiative is a scheme cum certificate for the
development of the post-compulsory learning. Later, a new campaign began in the country that
has changed the level of PCET. This scheme was General National Council for Vocational
qualifications (GNVQ) that came in action in year 1992. Various courses were also introduced in
this period increasing the choices before the students according to their interest. Whereas, as per
the views of Matthews and Noyes, (2016.), the early 21st century came with major reforms in
the post-compulsory education and training. In year 2001, under the Skill for life strategy,
emphasis is given on the adult literacy and numeracy. For this, various groups were prepared
having individuals possessing greater literacy and numeracy and are willing to render free
education and training to the needy. Besides this, Success for all, 2002 improved the number of
qualified teachers and trainers in the sector. Also, this reform helped them in developing
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effective plans. The UK's skills gaps with the competitors were aimed to close with the help of a
programme, 21st Century Skills, 2003.
However, the teachers are also required to undertake some efficient measures for
sustaining their position for a long-time period and in a successful way. There could arise many
unfavourable situations at the time of teaching where the instructors may face several number of
issues with a special context of students using abusive language by together being troublesome
to the entire class (Bad Behaviour, 2011). Beside this, they are also seen attempting to surprise
the tutors as a way of impressing their peers by together not willing to create any relationship
with their peers.
Another step for the teacher for tackling such type of situation is to address the reasons
behind it. This is due to the fact where such kind of behaviour may occur due to a necessity of
status and attention or deficit social skills where they are not able to control their rage and so on.
After both these tactics of observing such students and determining the causes behind such
disruptive behaviour from their side, lastly, the tutor is advisable to take some relevant set of
actions that further consists of certain do and don’ts’s.
Another vital necessity for the tutor dealing with such type of students is to remain calm and
composed when the student is troubling the class and calmly repeat them about the fact where
such type of languages is not acceptable in any case. Lastly, the tutor should also relate the
pertaining issue with that to the external world by giving real instances and retell the individual
that he or she is there to help them (Holland, 2016).
CONCLUSIONS
In this report, various roles and responsibilities that should be played by the different
components of the sector are explained so that effective teaching method can be implemented.
Besides this, in order to observe development of education and training of post-compulsory
sector, different contexts had been analysed.
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REFERENCES
Books and Journals
Ashmore, L. and Robinson, D., 2014. Learning, Teaching and Development: Strategies for
Action. London Sage.
Beetham, H. and Sharpe, R., 2013. An introduction to rethinking pedagogy. Rethinking
pedagogy for a digital age: Designing for 21st century learning. pp.41-61.
Bennett, J., Lubben, F. and Hampden-Thompson, G., 2013. Schools that make a difference to
post-compulsory uptake of physical science subjects: Some comparative case studies in
England. International Journal of Science Education. 35(4). pp.663-689.
Corder, N., 2007. Learning to Teach Adults London. Routledge Falmer.
Duckworth, V. and Maxwell, B., 2015. Extending the mentor role in initial teacher education:
embracing social justice. International Journal of Mentoring and Coaching in
Education. 4(1). pp.4-20.
Eliahoo, R. and Eliahoo, R., 2016. An analysis of beginning mentors’ critical incidents in
English post-compulsory education: navigating stormy waters. International Journal of
Mentoring and Coaching in Education. 5(4). pp.304-317.
Ingleby, E. and Gibby, C., 2016. Law and ethics: problematising the role of the foundation
degree and paralegal education in English post-compulsory education. Research in Post-
Compulsory Education. 21(1-2). pp.151-162.
Matthews, R. and Noyes, A., 2016. To grade or not to grade: balancing formative and summative
assessment in post-16 teacher trainee observations. Journal of Further and Higher
Education. 40(2). pp.247-261.
McKenzie, L., 2015. Trainee teachers’ experience of reflection. Journal of further and higher
education. 39(5). pp.645-664.
Race, P., 2014. Making learning happen: A guide for post-compulsory education. Sage.
Ryder, J., Banner, I. and Homer, M. S., 2014. Teachers’ experiences of science curriculum
reform. School Science Review. 95(352). pp.126-130.
Spenceley, L., 2007. “Walking into a dark room – the initial impressions of learner-educations in
further education and training”. Journal of Further and Higher Education. 31(2). pp 67-
96.
Thompson, C. and Wolstencroft, P., 2011. “A year on the frontline: Dispatches from new FE
teachers”. Journal of Pedagogic Development. 2(3). pp 16-23.
Online
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Avis, J., Bathmaker, A. and Parsons, J., 2006. Communities of practice and the construction of
learners in post-compulsory education and training. [PDF]. Available through:
<http://www.tandfonline.com/doi/pdf/10.1080/13636820200200186> [Accessed on 14th
October, 2017].
Bad Behaviour. 2011. [Online]. Available through: <http://www.teachers-corner.co.uk/bad-
behaviour/> [Accessed on 24th October, 2017].
Holland, S., 2016. 10 Strategies for Teachers: How to Deal with a Disruptive Class. [Online].
Available through: <https://owlcation.com/academia/10-teaching-strategies-for-a-
disruptive-class1> [Accessed on 24th October, 2017].
Soni, A., 2017. e-learning industry. [Online]. Available through:
<https://elearningindustry.com/choosing-right-elearning-methods-factors-elements>
[Accessed on 14th October, 2017].
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