Level 5 Diploma in Education and Training Unit 503 Report

This report delves into professional practices within the education and training sector, aiming to illuminate the path to becoming a highly sought-after educator and establishing quality assurance frameworks for student assessment. The report meticulously explores the multifaceted aspects of professionalism, encompassing the behaviors, operations, and attitudes crucial for educators. It examines the influence of personal values on teaching practices and the impact of social, political, and economic factors on educational policies, including curriculum design, delivery, and assessment. Stakeholder roles and accountability are scrutinized, alongside the significance of organizational policies and quality improvement arrangements. The report evaluates a learning program, identifying areas for enhancement to maintain and improve quality. It emphasizes the importance of ethical conduct, adaptability, and the integration of innovative teaching methods to meet diverse student needs, providing a comprehensive overview of the key elements for effective teaching and training in the UK educational context.

Level 5 Diploma in Education and Training
Unit 503: Wider Professional Practice and Development in Education and Training
Student Name:
Student ID:
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Table of Contents
Introduction......................................................................................................................................3
Task 1: Report..................................................................................................................................4
1.1 Concept of professionalism and dual professionalism in education and training.............4
1.2 Describing the ways that own professional values influence its practice in an area of
specialism.....................................................................................................................................5
Task 2: Report..................................................................................................................................6
2.1 Describing the social, political and economic factors that influence education policy.........6
2.2 Impact of current educational policies on curriculum and practice in own area of
specialism.....................................................................................................................................8
Task 3: Report..................................................................................................................................9
3.1 Role of the stakeholders along with external bodies in the education and training field......9
3.2 Define how being accountable to stakeholders and external bodies can impact on the
organisation in education and training.......................................................................................11
3.3 Essentialities to work in partnership with employers and other stakeholders in education
and training................................................................................................................................12
3.4 Analysing the impacts of being accountable to stakeholders and external bodies in terms of
curriculum design, delivery and assessment on own area of specialism...................................13
Task 4: Report................................................................................................................................14
4.1 An organisation key aspect of critical policies, codes of practice and guidelines...............14
4.2 Impact of organisational requirements and expectations on curriculum practice in own area
of specialism..............................................................................................................................15
Task 5: Report................................................................................................................................16
5.1 Examining the quality improvement and quality assurance arrangements in the own
organisation................................................................................................................................16
5.2 The function of self-assessment and self-evaluation and the quality cycle.........................18
5.3 Evaluate a learning program taking account of the quality maintenance of own
organisation................................................................................................................................19
5.4 Identify areas for improvement in the learning program taking account of the outcome of
the evaluation.............................................................................................................................20
Conclusion.....................................................................................................................................21
References......................................................................................................................................22
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Introduction
The report is based on professional practices in the education and training sector. The aim of this
report to fabricate the ways to become a demandable teacher by students. Moreover, in this
report, it is also going to be invented those approaches for accomplishing quality assurance
framework in assessing students. According to educational institute and training sector, all the
conditions are going to be accomplished. Several approaches and requirements of education and
training are going to be narrated. All the procedures, strategies and initiatives are introduced for
the development of teaching and also the development of the students. As a teacher, in various
situation, the professional practices in education and training filed are going to be enlightened in
this report.
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Task 1: Report
1.1 Concept of professionalism and dual professionalism in education and training
Professionalism means the behaviour, operation, and attitude of an individual in a specific work
or an environment. It has consisted of good judgment, skills, polite behaviour that is excepted
from an individual (Stern, 2017). The professionalism term is engaged with the practice,
conduct, or attitude of any person in the work station or a business environment (Board, 2019).
The lawyer is an example of professionalism who showcases his or her customary skills for an
attorney. A person isn't required to do a job in a specific profession to showcase the essential
qualities and characteristics of a professional (Klein et al., 2018). The main goal of
professionalism is to assist teachers and trainers for development and improvement in their skills.
The teachers have knowledge and understanding regarding the educational curriculum. The three
components of professionalism are knowledge and belief, talents and values, and attributes.
Knowledge and understanding mean when a professional requires to gather subject matter
expertise along with pedagogical experience.
Moreover, a professional is also required to understand the learners and the way that learners can
easily understand. Adequate skills should be adopted by a professional. An expert is needed to
have some skills like interpersonal skills, teamwork, adaptability, creativity, etc. In terms of
values, a professional is required to be accountable for their actions, maintain quality standards
and timescales, work ethically, honesty and integrity, etc. For being professionalism, a
professional is required to acquire some professionals’ attributes like competent, committed,
communicator, reliable, poised, etc. As a teacher of the educational institution of the UK, these
components should be present. The primary purpose of professionalism in the education and
training sector to enhance and develop the skills and personal standards. For a teacher of the
UK, a vast of professional standards based on the teachers’ collaboration and interaction with
colleagues, students, staff, parents, etc.
Moreover, they are also well acknowledged on how to teach and deliver the knowledge to the
students. Furthermore, the teachers even know and understand the fundamental concepts,
structure, and various learning programs that they teach. Teaching correctly, maintaining the
code of values, following the guidelines, are some of the systems of practice for a teacher in
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terms of professionalism. For the improvement of the law of practice, a teacher has to provide
priority to the learners. The teachers should arrange every possible program for a better
understanding of the learners. Ethics, values, honesty, integrity, and accountability to the work
essentialities should be acknowledged to the teachers. It will help to improve the professionalism
code of practice. As an example, in the math department, teachers are so much renowned in
several institutions. They teach their students with practical examples like buying things from the
market, counting change at stores, and thus more.
Conceptual understanding, in-depth knowledge, and expertise in the process of teaching and
learning processes are known as dual professionalism (Jaakkola, 2018). Dual professionalism in
education and training is called when teachers or trainers have vocational expertise, along with
training or teaching expertise (Peel, 2018). Teachers and trainers are the perfect examples of dual
professionalism. When A professional teacher always provides emphasizes on both listening and
speaking. This kind of professional teacher still has excellent communication skills, including
verbal and non-verbal communication. There are some more professional skills like leadership,
mentoring project management, conflict resolution, and so on. There are some teachers in the
English departments whose characteristics consist of all the mentioned skills. For a professional
teacher, there should be some professional values and attributes such as social justice, integrity,
trust and respect, commitment, etc. Working as a professor, they need to be trustworthy, honest,
and accountable to their works (Swann et al., 2020). Several teachers in many educational
institutes were still promoting and maintain both teaching and training, along with keeping their
ethical values.
For quality service, teachers should have a good command of professional standards. Those
professional standards are based mostly on with colleagues, parents, community members,
students, staff, etc. In this case, the first step for a teacher to get a degree in education and also
meet the state licensing standards. In-depth knowledge and concentration on an understanding of
the subject, these are required to be present inner a teacher in the education and training field.
High standards integrity, honesty, trustworthy and these kinds of attributes are needed for a
teacher as the code of conduct. The professional body is another concept of professionalism and
dual professionalism in the education training field. It means to regulate the teaching standard on
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a particular subject in the area of both education and training (Jaakkola, 2018). They can act as a
charted accountant, professional bodies, and so on, that may specify a specific field of discipline.
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1.2 Describing the ways that own professional values influence its practice in an area of
specialism
As a teacher, some essential values can impact on professional relationships and practices. It is
very crucial for a teacher in terms of becoming specialised in practices; adopting the organisation
value is very necessary. Social justice, integrity, trust, honesty, respect, and personal
commitments are the core personal values of a teacher. These are the values that are necessary to
have in a teaching profession. These values influence the practices of work, such as meeting
organisation policies, confirming the legal requirements for providing including learning
atmosphere and also to promote equality. It will help to demonstrate the policies and procedures
of educational institutions like for good practices through their teaching profession values.
Organizational policies and procedures help the staff members to acknowledge the views and
values of specific issues in the educational institution. Following the policy and procedures, it
will also help the staff members to know what is not offered to accomplish. As a teacher and
having a value like “being honest” will help to follow the policies and procedures of the
organisation. It will influence a teacher to be in the guidelines. Honesty and integrity will help to
create a good relationship with others. By these people can trust easily trust and will embed a
sharing practice atmosphere. Adaptability will help a teacher to cope up with the current
awarding organisation requirements. Better communication skills and a supportive attitude will
influence a teacher to promote quality in both teaching and learning. A teacher is required to
update specialized knowledge and expertise regarding the subject, which is as part of the
ongoing CPD. Through this, The teacher will get to know regarding as their students are
receiving up to date information or not. Brexit is going to make a significant change in the
operation of business procedures and taxation in upcoming days. Being a teacher is required to
establish a high standard for their students and provide knowledge through reading journals,
business papers that are needed as a part of the CPD.
Mentioned values like above can also assist to self-audit and reflection of individual competence.
By analysing a personal capability, one can acknowledge with drawbacks in its delivery of
teaching. Knowing the weakness, an individual can able to have a scope to turn over the gap into
a strength. There, one person can have the opportunity to improve his or her fault (Howkins and
Ewens, 2019). Furthermore, an individual can able to understand also for the betterment of his or
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her practice. That practice will impact on the enhancement of the quality teaching cycle. It is
high time that teachers should take the necessary steps to bring new creative lessons and plans
and inventive delivery ways to meet the learning needs of the students.
Furthermore, the delivery of teaching should be with enthusiasm. Having depth knowledge of the
subjects will boost up the confidence of the teachers. By this, they can do prior planning on the
teaching subjects towards the students. Teachers should take steps to make students interest from
a dual professional, including practice experience. The live scenarios should also be present there
so that they can discuss effectively for a better understanding of the students (Greenbank, 2019).
Additionally, the teachers are required to respond to the changes in both macro and micro
environments, teaching subjects.
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Task 2: Report
2.1 Describing the social, political and economic factors that influence education policy
Social factors
The views of society can also impact on the education policy of the UK. The primary aim of the
government of the UK to prevent societal unrest. As the media plays a significant role in the
public views and if the media do any heinous act like negatively spreading a message, then there
will be hassle create in society. When there is a hassle created, then the public will come down to
the road for protesting and demanding their rights. In this case, the government will be in a
critical situation of fixing those issues. It can hamper the education policy also of the UK
Immigrant families who have different values, lifestyles, and diverse cultures (Vachon and
Menz, 2018). Every year a large number of immigrants create an impact on the national and
regional educational policy. Maximum impact occurred on providing educational platforms to
immigrant children and also offer adult courses in English. Changing the lifestyle of people will
increase the desire for satisfaction. At that time, people will love to get higher standard things.
When the students' lifestyle changes in the USA, then they will demand more higher standard
education. Changes in the lifestyle can influence education policy to increase education policy.
Therefore, they can meet their skill gaps through working and moving into education or training
programs.
Different people have different religions and cultures. In terms of educational policy, those are
required to keep in mind. So cultural factor also influences in the education policy. Education
policy is needed to embed in a way so that learning standards and learning objectives can meet
the demand of the students (BaileyShea, 2019). There is some religious group in the society, and
for their resistance, it becomes difficult to include those subjects which have gender education
and political economy. Health consciousness is another social factor that also influences the
education policy. It has to be ensured that the education policy has to focus on the health
consciousness of the learners.
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Political factors
It is true that Political factors mostly influence in education policy in cases of availability of
different types of courses. The government has developed a system which is that people have to
stay in full-time education to 18 age. Moreover, the government has also introduced different
schemes intending to create skills for young people before joining in the labour market
(Sahlberg, 2017). For example, as school leavers are becoming unemployed, and also there is a
declined line in the skilled manual worker's sector. The government policy also stated that
students of under 19 age must have GCSE English and maths before going on level 3 courses.
Changes in government legislation will impact on education policy. According to government
legislation, then education policy is required to set. The federal standards and stability are very
much crucial for educational policy. If the local, state and national political standards aren't
stabled, then an effective curriculum won't be embedded. If the tax policy is changed, then it will
affect a lot of people. Some parents will change their children's institutions if the tax rate is
increased (BaileyShea, 2019). Sometimes local politicians are bound with corruption and
misappropriation. In terms of developing the institute, those local politicians use the fund for
their personal use. For this, the plan of education policy isn't embedded and also didn't follow by
every institute.
Economic factors
For the government's saving, every year, there is a decreasing ratio of the national budget in the
educational sector. Furthermore, this act is also reducing the amount of funding. Dropping in the
federal budget provides evidence of fewer resources and fewer funds in terms of giving efficient
support in the specialisation (Sharkansky and Hofferbert, 2019). As the economic factor is
pressuring the government for saving but another hand, it is hampering in the education policy
by reducing the national budget for the educational sector. By these, those students who couldn't
continue their course for logical reasons, there are getting into suffering.
Funding for education mainly depends on the economic growth of a nation. If there is economic
growth happens then, it will develop the education policy. Family income level depends on
sending their children to a high-quality educational institute (BaileyShea, 2019). When the
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family income is less, then they won't be able to send their children to the high-quality
educational institute, and therefore, family income influences the education policy. Exchange
rates also change education policy. Education policy also varies on the exchange rates as a lot of
international students come to the UK for study purposes. When the demographic workforce is
changed, then there will be new requirements that will appear. For filling the conditions at that
time, its influence on the education policy. When the economic growth of the UK is in a good
position, then it will promote employment opportunities which will impact on education policy.
At that time, education policy may require to develop for responding and expanding employment
opportunities.
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2.2 Impact of current educational policies on curriculum and practice in own area of
specialism
Education policy is the program that is based on the decisions of educational administrators or
legislators for providing guidelines and conducting the education of the students. The purpose of
the education policy is to seek higher learning skills. This policy has consisted of the principles
and government policies in the educational aspect and laws and regulations.
Functional skills establishment in all levels of educational institutions is providing more benefits
currently. These practical skills at all levels are creating each student a future employee in future
job markets. But this policy is becoming hard for the teachers and curriculum planners for
developing curriculum and lesson plans. Vocational education and technical education also
implemented from secondary school to higher education. Social needs are essential for everyone,
and current social needs are critical. The current educational system of the UK should make the
statement that the learners from every discipline aren't bound with disadvantages. Establishing
functional skills in the educational institution can help the students in their future. Technical
qualifications or meeting the skills gap can be a positive move for the outcome of a specific.
There is an incident of a student who has severe dyslexia, and, at that time, he couldn't pass level
1 English. In that case, the student has to study the level 2 courses (Timperley et al., 2018). The
student could never pass English if the student couldn't be able to write or spell. Assuming, if the
student involved himself in a workplace, the employer had to arrange reasonable changes like
introducing read-write software according to the per Equalities act. Unfortunately, this kind of
matter doesn't seem applicable in education.
In 2007, the labour government had accomplished a whopping change in the education system,
along with the policy. It was done through a high emphasis on all assessment levels along with
leave tables and complaining about the school inspectorate OFSTED. Labour policy has
impacted the reduction of class sizes, provided extra funding's in educational action zones,
increased funding for education, etc. All level functional skills are introduced by the current
educational policy of the UK. Technical skills help the students to gather and acknowledge skills
more effectively. There is another education policy of the UK, which is the Coalition
government (Gallacher and Raffe, 2018). This policy has produced the coalition agreement for
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