Cardiff University - Wider Professional Practice Report: Tasks 2 and 4

This report, focusing on Wider Professional Practice, examines the influence of national, local, and institutional policies on schools and colleges, particularly within the context of Cardiff University in the UK. It delves into current educational policies, social, political, and economic factors impacting the education sector, including discussions on student performance, funding, and government regulations. The report also covers organizational policies, codes of practice, and guidelines, such as the Children Act (2004), and their impact on educational institutions. Furthermore, it describes the concepts of quality assurance and quality improvement, including the roles of the Quality Assurance Agency, OFSTED, and OFQUAL, along with their impact on primary schools in the UK. The report concludes by summarizing the key findings and emphasizing the crucial role of professional practice in the education system, providing a comprehensive overview of the factors shaping educational practices and quality.

Wider Professional Practice-
Task 2,4

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 2 ...........................................................................................................................................1
Current educational policies...................................................................................................1
Social, political and economic factors....................................................................................1
Organization policies, codes of practice and guidelines........................................................2
TASK 4............................................................................................................................................2
Describing the quality Assurance and Quality improvement.................................................2
Discourse Quality assurance Agency.....................................................................................2
Discourse OFSTED ...............................................................................................................3
Discourse OFQUAL ..............................................................................................................3
Quality assurance and quality improvement in primary school in the UK............................3
CONCLUSION ...............................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
Developing understanding of professional practice is very essential for teachers and
learner providers in education skills sector. Further, task will be presenting the impact of
national, local and institutional policies on schools and colleges in their practice. This is majorly
focused on the current issues educational, policies & social factors and political factors. Further,
it will also explain the learners, current educational, organization and code practices (Silva, Klein
and Cavazotti, 2015). Present report will be based on some educational topic which helps to
create long term channel and growth. Moreover, it will explain current educational policies &
social and political and economic factors as well. This will also help in describing the quality
assurance and quality improvement meaning to improvise leading goals. For this study Cardiff
University will be taken into action which is situated in Wales UK.
TASK 2
Current educational policies
One of the major issue in UK is to improve student performance and reduce performance
gap between students of different social economic background. Along with that, main aim of the
firm is to control uncertain goals in education sector. The main purpose of their task is to carry
out research to derive impact of local, institutional policies on schools and colleges. Education is
highly influential sector which is governed by government policies, code of practice and
guidelines (Sallis, Owen and Fisher, 2015). Cardiff University of UK follows all necessary
United Kingdom educational legislation and qualification policies. The main purpose
qualification policies is to keep the quality of education and departmental goals. UK government
adopts advanced technology and assessment criteria to derive new educational performance
level. According to England's Pupil Premium programmer (2011) the aim of association is to
reduce discrimination among students by providing additional funding to provide support to poor
students.
Social, political and economic factors
Social factor
Social factor that affect the education sector by some major effects such as people
thoughts towards teaching, their standard of living and positive among people. This might be
generic and specific as per the challenging goals. Social factors affect educational policy in terms
of decline in birth rate and reflection in national trends as well. These factors change the needs of
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the person as an individual. On the other hand, social factors are influenced by demographic
changes which also get effect by the nature of pupils and growth (Peltier, 2016).
Political factor
Political factors get affect education sector by changing in policies structure of education
sector. Through all organization or company institutions required to adopt all regulations as per
the government regulations. This also changes due to impact full factors. That affect the
education sector directly (Zietlow and et.al., 2018).
Economic factors
Economic factor is the another influential factor that impact on education sector. Funding
decisions of Central or local government affect policies of education sector. Education institute
required to adopt all economic changes as per the defined quality assurance to make sure the
proper working of education implementation plan. (Parsons, 2017).
Organization policies, codes of practice and guidelines
This discussion is focused on current legislation and policies that has impacted education
sector. This described into two factors of education generic and specific. Generic is factor that is
related to the teachers (Boiko and et.al., 2015). Besides, specific concentrate on teacher’s
specialist subject area. It is important for the Cardiff University to adopt updated regulation as
per the government regulations. Generally, UK education sector get influenced from two factors
such as labor and the conservative association. These parties gets influenced by the educational
codes of recitation. Through these effects' education sector has become more qualitative and
challenging grabbing new future opportunities. Children Act (2004) is the another code of
practice that needs to be considered by the education sector to be more protective and
challenging. Besides, code of professional practice is the mandatory to be followed by all
education institutions. This makes the more complicated and challenging material growth. This
will get affect the new more effective goal making task.
TASK 4
Describing the quality Assurance and Quality improvement
COVERED in PPT
Discourse Quality assurance Agency
COVERED in PPT
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Discourse OFSTED
COVERED in PPT
Discourse OFQUAL
COVERED in PPT
Quality assurance and quality improvement in primary school in the UK.
COVERED in PPT
CONCLUSION
By summing up above report, it has been concluded that professional practice plays an
important role in every education system. The report presents current educational policies and
influence of social, political as well as economic factors on organizational policies, codes of
practices with guidelines. The report also helps to understand the quality assurance as well as
quality improvement. It also describes the discourse of quality assurance agency, OFSTED and
OFQUAL. The report helps to provide brief about lines of responsibility that contributes to
Cardiff University and also provide analysis of quality improvement in an organization.
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REFERENCES
Books and Journals
Ball, S. J., 2017. The education debate. Policy Press.
Bellei, C., Cabalin, C. and Orellana, V., 2014. The 2011 Chilean student movement against
neoliberal educational policies. Studies in Higher Education. 39(3). pp.426-440.
Boiko, O. and et.al., 2015. The role of patient experience surveys in quality assurance and
improvement: a focus group study in English general practice. Health Expectations. 18(6).
pp.1982-1994.
Lim, D., 2018. Quality Assurance in Higher Education: A Study of Developing Countries: A
Study of Developing Countries. Routledge.
Nwachukwu, C. L. and Husayn, M., 2018. QUALITY ASSURANCE IN BUSINESS
TEACHER EDUCATION IN COLLEGES OF EDUCATION IN NIGERIAN. Nigerian
Journal of Business Education (NIGJBED). 1(2). pp.351-361.
Parsons, C., 2017. Quality improvement in education: case studies in schools, colleges and
universities. Routledge.
Peltier, T. R., 2016. Information Security Policies, Procedures, and Standards: guidelines for
effective information security management. Auerbach Publications.
Sallis, J. F., Owen, N. and Fisher, E., 2015. Ecological models of health behavior. Health
behavior: Theory, research, and practice. 5. pp.43-64.
Silva, M. B., Klein, L. R. and Cavazotti, M. A., 2015. Implications of current educational
policies in the Physical Education teachers’ training&58; a study on the teacher’s
subjectivity. Práxis Educativa. 10(1). pp.103-126.
Stiglitz, J. E. and Rosengard, J. K., 2015. Economics of the public sector: Fourth international
student edition. WW Norton & Company.
Takala, T. and et.al., 2018. One Size for All? Policy Advice of the World Bank and the OECD
on Quality Assurance and Evaluation of School Education in Russia, Brazil, and China 1.
In Cross-nationally Comparative, Evidence-based Educational Policymaking and
Reform (pp. 301-319). Emerald Publishing Limited.
von Karsa, L. and et.al., 2015. European guidelines for quality assurance in cervical cancer
screening. Summary of the supplements on HPV screening and
vaccination. Papillomavirus research. 1. pp.22-31.
Wendot, S. and et.al., 2018. Evaluating the impact of a quality management intervention on
post-abortion contraceptive uptake in private sector clinics in western Kenya: a pre-and
post-intervention study. Reproductive health. 15(1). p.10.
Winter, C., 2018. Disrupting colonial discourses in the geography curriculum during the
introduction of British Values policy in schools. Journal of Curriculum Studies, pp.1-20.
Zietlow, J. and et.al., 2018. Financial management for nonprofit organizations: Policies and
practices. John Wiley & Sons.
Online
Ofsted issues annual point-in-time online surveys. 2018. [Online]. Available
through :<https://www.devdiscourse.com/Article/53195-ofsted-issues-annual-point-in-
time-online-surveys>.