Professional Practice and Development in Education & Training

This report delves into the multifaceted aspects of the teaching profession within business management, providing a comprehensive analysis of professionalism, stakeholder accountability, quality improvement, and educational policies. Task A defines professionalism and dual professionalism, emphasizing the importance of competence, integrity, and continuous professional development, while also exploring the foundational values of education and training. Factors influencing educational policy, including social, economic, and political elements, are examined, alongside key organizational aspects such as policies, codes of practice, and guidelines. Task B focuses on working with stakeholders, highlighting their roles and the impact of stakeholder accountability on teaching and learning, emphasizing the importance of collaborative partnerships. Task C assesses the impact of government policies and initiatives on curriculum and professional practice, as well as stakeholder and external body accountability, and organizational requirements and expectations. Finally, Task D analyzes quality improvement and assurance processes, including self-assessment, peer observations, and evaluation of learning programs, identifying areas for improvement to enhance the overall educational experience. The report underscores the significance of creating a positive and equitable learning environment for students, supported by effective policies and stakeholder engagement.

Professional Practice and
Development in
Education and Training

Table of Contents
INTRODUCTION ..........................................................................................................................1
TASK A ..........................................................................................................................................1
a) Professionalism and dual professionalism .............................................................................1
b) Education and training foundation values..............................................................................2
c) Factors which influence educational policy ...........................................................................2
d) Key aspects of organization ...................................................................................................3
TASK B...........................................................................................................................................4
a) Working with stakeholders ....................................................................................................4
b) Impact stakeholder accountability .........................................................................................4
c) Importance of partnering and working with stakeholders .....................................................5
TASK C...........................................................................................................................................6
a) Impact of government policies and initiatives........................................................................6
b) Stakeholder and external body accountability .......................................................................6
c) Organizational requirements and expectations ......................................................................7
TASK D...........................................................................................................................................7
a) Analysing quality improvement .............................................................................................7
b) Self assessment and self-evaluation in quality cycle .............................................................8
c) Evaluation of learning programme ........................................................................................8
d) Identification for areas for improvement ...............................................................................8
CONCLUSION ...............................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
Teaching profession is complicated and challenging because it involves offering students
services so that they are able to completely understand various topics. This report is based on the
area of teaching in business management and offers account of professionalism, stakeholder
accountability, quality improvement and educational policies.
TASK A
a) Professionalism and dual professionalism
Professionalism is defined as the conduct, qualities and characteristic which make an
individual professional in their workplace. Professionalism goes beyond the responsibilities of
their job role and behaves in formal manner to ensure that objectives of the job role are attained
with perfect quality and professional environment is created at all times.
Some of the common characteristics of professional behaviour include competence,
knowledge, conceitedness, integrity, respect, emotional intelligence, appropriateness and
confidence. A quote which reflects the foundational elements of professionals is stated by the
British American writer Alistair Cooke “ A professional is someone who can do his best work
when he does not feel like it ( A professional is someone who can do his best work when he does
not feel like it, 2022.)”. This quote sums up professionalism as professional individuals are
always dedicated to their work and aim to produce quality work even if they don't feel like it.
Dual professionalism is defined as teachers and trainers with the capabilities related to
occupational expertise and experience and ability to continue excellent teaching and leaning.
Dual professionalism in the field of business management teaching, requires teachers to learn
specific skills and credentials in order to attain the level of dual professionalism. This involves
gaining a teacher training qualification in business management such as Diploma in education
and training (Dearing and Cox, 2018) .
Diploma in education and training in business management is a common teacher training
qualification which is completed by individuals who wish to seek dual professionalism in the
teaching field of business management. The business management diploma in teaching and
education helps individuals participate in lifelong learning and gain employment at teaching role
of business management field. In addition to this another necessity for achieving dual
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professionalism in teaching area of business management is to complete 30 hours of continuous
professionalism development on an annual basis.
Assessor qualification in business management also supports individuals in gaining dual
professionalism status. Assessor qualification is required to become national vocational
qualification assessor and helps reach dual professionalism status. The internal quality assurance
qualification is another credential needed to seek the position of dual professionalism in business
management field of teaching (Farashahi and Tajeddin, 2018). The internal quality assurance
enables teaching staff in the business management field to monitor the activitie4s of assessor in
the educational institution so that all assessments are completed in a fair manner.
b) Education and training foundation values
The five values stated in the education and training foundation are explained below:
 Responsive: We listen and provide effective solutions
 Striving for Excellence: We aim for the highest standards in everything we do
 Inclusive: We reflect your views in our thinking and in our actions
 Expert: We base our decisions on evidence and expertise
 Trustworthy: We are open, honest and act with integrity.
c) Factors which influence educational policy
Socially Economically Politically
The area where the institution
is located affects its
educational policy. This is
because rural educational
institutions have different
requirements than urban
institutions which are closer to
educational facilities than
rural institutions (Frank and
et.al, 2017).
The specific type of education institution
like distance learning education
institution, life long learning education
institution, community leaning education
institution, work based learning
education institution or offender learning
education institution affects the financial
resources required by the institution
which influences the educational policy
for the institution in terms of economic
elements.
Offering
concessional or free
courses to
unemployed is
political factor
affecting educational
policy. Boris
Johnson has quoted
to deliver “ radical
plans” for free
education in UK (UK
Prime Minister
2

Unveils Free College
Courses Plan For
Covid-Hit Workers,
2020).
The demographic of the area
where the institution is located
affects the educational policy
of the area as some social
demographic are
disadvantaged in terms of
social mobility which requires
formation of suitable policy.
The specific delivery method used for
offering student education in business
management field affects the economic
elements of education policy because
different delivery methods require
different educational infrastructure. This
includes delivery methods such as online
sessions, day sessions, night sessions,
full time sessions or part time sessions.
Lack of funding from
government
institution affects
educational policy as
various elements of
educational policy
need to be restricted.
d) Key aspects of organization
Policy Codes of Practice Guidelines
The company
focus on
complying with
teaching
legislation of the
UK government.
Society of education and training codes of practice are
followed This includes respecting rights of learners,
looking at diversity as an asset etc. It is important to follow
code which respects students because it increases their
creativity and stats faction in leaning. This is reflected by
Albert Einstein quote “It is the supreme art of the teacher to
awaken joy in creative expression and knowledge (It is the
supreme art of the teacher to awaken joy in creative
expression and knowledge, 2022).”
Following staff
handbook
policies
including
consultancy
policies, gift
and hospitality
policies.
Regularly
reviewing
policies for
continuous
Implementation of organizational policies is important part
of codes of practice.
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improvement.
TASK B
a) Working with stakeholders
Stakeholder Key Role in Education and Training
 Student Providing support ad guidance to students
 Parents/Guardians/
Carers
Assisting students in their educational growth through
financial and mental support
 Work Placement
Company
Offering students professional skills
 Governors Ensuring compliance with educational legislations
 Society for Education
and Training (SET)
Maintaining high standards of education
 Support Staff Offering specialized educational services
 Internal Quality
Assurers
Ensuring high quality assessment is completed in school
regarding quality of education
 External Quality
Assurers
Enduring unbiased assessment takes place
 Standards Verification
UK (SVUK)
Verify teacher training
 Administrative Staff Smooth functioning of the company
 Regulatory Bodies Supervising compliance with UK laws
 Awarding Bodies Measuring quality of education
 Quality Agencies Offering quality assessment
 OFSTED (Office of
Standards for
Education)
Regulating educational services
 Funding Agencies Providing financial assistance
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b) Impact stakeholder accountability
Teaching and leaning of students is improved by participation of stakeholders. This is
because stakeholders are able to help the institution and teaching faculty in creation the best
environment for students (IHayes and Hofmann, 2018). It is important to ensure that the services
provided to learners are of highest quality to high priority stakeholders such as through various
methods which are explained below: Observations of Teaching/Learning (OTL): This assessment looks the level of quality of
education which is delivered to student and helps the institution in insight about strength
and weakness of educational policies in business management field. Internal Reviews: This is conducted with the supervision of internal quality assurance
assessor so that the internal performance of the company in delivering best business
management education is completed in an unbiased manner. This provides the
stakeholders professional assurances that quality practices and procedures are being
followed for providing education.
 Learner Voice Feedback: This involves using questionnaires and surveys to ensure that
students are able to provide learning feedback to teaching faculty on how business
management education is going (Heckman, Roselius and Smith, 2019). This is suitable
way to inform stakeholders about education performance because it provides quantifiable
results which are easy to interpret and understand by different stakeholders.
c) Importance of partnering and working with stakeholders Maintaining Reputation of the Institution: It is important to create collaborative
environment for students and high satisfaction is provided to learners. This helps he
company reach high reputation. This is essential for succeeding as educational institution
as reputation is important for brands. This is stated by global entrepreneur Richard
Branson “ Your brand name is only as good as your reputation.” To apply Supporting Systems required by Stakeholders: Communication and
collaboration between stakeholder and employers helps prepare channels through which
required systems can be gained by stakeholders to deliver bets educational services.
 For maintaining Quality within the Institution: High quality excruciation in business
management can be attained through proper and continual collaboration between
stakeholders and employers (Henry, Hill and Leitch, 2017).
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 For keeping up-to-date with Employer Requirements: Stakeholders in business
management teaching are updated with stakeholder requirement through collaboration
with employers
TASK C
a) Impact of government policies and initiatives
Government Policies and Initiatives and how they impact our Curriculum and
Professional Practice
Government Policy and
Initiative
Ways they impact our Curriculum and Professional
Practice
Equality Act (2010) Curriculum need to be focused on promoting inclusion
Safeguarding Actions are included in curriculum to safeguard
students against explantation
14-18 Education Reform Complying with diploma system
The Leitch Report Developing transferable skills to increase competence
of students n globalized world
NEET’s Initiative Offering growth and employment opportunities to
students at risk.
The Alison Wolf Report Examining vocational qualifications
14-19 Agenda Diplomas Providing options for leaning diploma
b) Stakeholder and external body accountability
Curriculum Design Delivery Assessment
ETF standards are followed
for maintaining high quality
standard of education and
assessment. This affects the
curriculum deign in
business management.
Specialist knowledge and skills are
developed in staff to ensure that
students with disabilities face no
challenges in receiving quality
education. Creating egalitarian
environment while delivering
education is important which is
explained by this quote of Sonia
Informing learners about
the investment increases
accountability to
stakeholders (EHilpert
and Marchand, 2018).
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Sotomayor “Until we get equality in
education, we won't have an equal
society (Until we get equality in
education, we won't have an equal
society, 2022.)”.
Preparing scheme of work
and lesson plan is an
important part of delivering
stockholders accountability.
The positive impact is that
preparing leaning plans and
scheme of work makes
curriculum design
systematized and easier to
implement.
Different teaching and learning
techniques were utilized to ensure that
each student gains proper and equal
learning environment for gaining
business management education.
Periodic completion of
summative and formative
assessment which is
informed to students helps
enhance stakeholder
accountability as students
engage in continuous
learning and
development.
c) Organizational requirements and expectations
The expectation of the firm in context of effective business management education is to
ensure that students gain positive learning environment and are bale to gain continuous progress
through effective deliver of educational services. Focusing on student education is complicated
which is also stated in the quote by Aristotle “Teachers, who educate children, deserve more
honor than parents, who merely gave them birth; for the latter provided mere life, while the
former ensured a good life (Teachers, who educate children, deserve more honor than parents,
who merely gave them birth; for the latter provided mere life, while the former ensured a good
life, 2020).”
TASK D
a) Analysing quality improvement
Quality Improvement and Quality Assurance Processes used within Practice
Quality Improvement Processes Quality Assurance Processes
Surveys and questionnaires from
students are used to check the quality of
Informed peer observations are used for
quality assurance because it is an effective
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educational services. This helps
understand the individual challenges
faced by students to make education
more personalized.
way of checking quality assurances in an
unbiased manner (Holland, 2019).
Standardization of assessment
committee is another way of improving
quality process because it helps
complete quality improvement in timely
manner.
Quality of business management education is
assured through formal teams. It makes the
process more systematizes and less
vulnerable to exploitation which makes it
advantageous.
b) Self assessment and self-evaluation in quality cycle
Self assessment helps reflect on personal strengths and weaknesses while self evaluation
find the root cause of weaknesses so that action can be taken to improve performance in
delivering business management education.
c) Evaluation of learning programme
The learning programme at the organization is effective with the strengths of flexibility and
inclusion for students. The quality improvement process and quality assurance is used to ensure
that each student is able to gain best services and their individual concerns are addressed
effectively.
d) Identification for areas for improvement
Online education is becoming more popular assist is safer and more accessible (Markova
and et. al., 2017). The area for improvement in case of business management leaning programme
is usage of advanced technologies to ensure that students are able to gain better services. This
neds to be improved to provide quality education using online channels.
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CONCLUSION
From the above report it is determined that working with stakeholders and ensuring high
quality of education is important which can be accomplished by collaborating with external
stakeholders such as SET. In addition to this succeeding in business management educational
field requires dual professionalism which can be achieved through diploma and other options.
9

REFERENCES
Books and Journals
Dearing, J.W. and Cox, J.G., 2018. Diffusion of innovations theory, principles, and practice.
Health Affairs, 37(2), pp.183-190.
Farashahi, M. and Tajeddin, M., 2018. Effectiveness of teaching methods in business education:
A comparison study on the learning outcomes of lectures, case studies and simulations.
The International Journal of Management Education, 16(1), pp.131-142.
Frank and et.al, 2017. Implementing competency-based medical education: Moving forward.
Medical teacher, 39(6), pp.568-573.
Hayes, S.C. and Hofmann, S.G. eds., 2018. Process-based CBT: The science and core clinical
competencies of cognitive behavioral therapy. New Harbinger Publications.
Heckman, J.J., Roselius, R.L. and Smith, J.A., 2019. US Education and Training Policy: A Re-
evaluation of the Underlying Assumptions Behind the" New Consensus" (pp. 83-152).
Routledge.
Henry, C., Hill, F. and Leitch, C., 2017. Entrepreneurship education and training: the issue of
effectiveness. Routledge.
Hilpert, J.C. and Marchand, G.C., 2018. Complex systems research in educational psychology:
Aligning theory and method. Educational Psychologist, 53(3), pp.185-202.
Holland, A.A., 2019. Effective principles of informal online learning design: A theory-building
metasynthesis of qualitative research. Computers & Education, 128, pp.214-226.
Markova and et. al., 2017, July. Perspective trends of development of professional pedagogics as
a science. In International conference on Humans as an Object of Study by Modern
Science (pp. 129-135). Springer, Cham.
Online
A professional is someone who can do his best work when he does not feel like it, 2022.
[Online] Available through
<https://www.brainyquote.com/quotes/alistair_cooke_121237#:~:text=Alistair
%20Cooke%20Quotes&text=A%20professional%20is%20someone%20who%20can
%20do%20his%20best%20work,doesn't%20feel%20like%20it.>
It is the supreme art of the teacher to awaken joy in creative expression and knowledge, 2022.
[Online] Available through
<https://www.brainyquote.com/quotes/albert_einstein_122147>
Teachers, who educate children, deserve more honor than parents, who merely gave them birth;
for the latter provided mere life, while the former ensured a good life, 2020. [Online]
Available through <https://funsaaz.com/quotes/good-teacher/teachers-who-educate-
children-deserve-more-honor-than-parents-who-merely/>
UK Prime Minister Unveils Free College Courses Plan For Covid-Hit Workers, 2020. [Online]
Available through <https://www.ndtv.com/world-news/uk-prime-minister-boris-
johnson-unveils-free-college-courses-plan-for-covid-19-hit-workers-2302868>
Until we get equality in education, we won't have an equal society, 2022. [Online] Available
through <https://www.brainyquote.com/quotes/sonia_sotomayor_454926>
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