Wider Professional Practice in Education: Quality Assurance Report

This report explores quality assurance and improvement within education and training, emphasizing the importance of self-evaluation, feedback, and continuous improvement. It discusses quality assurance arrangements managed by quality control teams, incorporating teaching observations ...Read More

Wider Professional Practice
in Education and Training
TASK 4

INTROUCTION
 Quality assurance is vital for
encouraging the growth, learning
and development of children as well
as for promoting professional
expertise of educators as well.
 The evaluation of self and learning
programs can assist educators to
enhance the quality of training
programs and deliverable outcomes.

5.1 QUALITY ASSURANCE AND IMPROVEMENT
 In order to assure the quality of teaching organisations used to
evaluate individual sessions, entire course or program against
legislations, teaching outcomes and standards so that learning
process can be improved.
 In the teaching organizations, the quality assurance arrangements
are managed by quality control team having senior management.
Information regarding the same has been collected through
regular teaching observations and self assessment method.
 Within the organizations, the performances has been verified
throughout the year, with predicted grades through external and
internal quality assurance method.
 Organisations also provide opportunities to educators so that
they can self-evaluate themselves and internal verification and
self-assessment can be done.
 For assuring the quality organisations used to review the course
files and standard preform so that performance gaps can be
identified.

CONTD.
• The tracking and prediction of performance, observation schemes as well as review of individual and
staff performance is also used by organisation to identify the improvement and quality areas.
• For improving the quality best practices are shared among educators and they are given in service
training as well.
• The organisations used to motivate educators and help in achieving goals of professional development
plan so that essential improvements can be introduced.
• The students of the organizations are given formal opportunity to provide feedback for the courses and
units studies by them. The feedback forms involves the questions that are appropriate enough to provide
idea how the students found the units and their experience regarding teaching. The poor feedbacks are
further investigate to get more detailed information and final improvement sessions have been generated
to enhance the experiences in fruitful manner.
• Each course and tutor have their own key performance indicators that highly able to provide objectives
for their staff to work upon.
• The areas identified and require quality improvements will need to take inspection, comparison over the
findings against their own self assessment to identify things that were going great and what needs
improvements. Hence, the inspection self judge the quality of the providers own self assessment.

CONTD.
 For instance, to maintain quality in institute, varied practices are required to be implemented
in order to develop standards that has been used to improve the education delivery system.
 Practices includes quality assurance and quality improvements to deliver proper education to
students.
 Feedbacks from stakeholders has been considered for further quality improvements along
with its regular analysis which improve quality standards.

5.2 FUNCTION OF QUALITY CYCLE AND SELF-EVALUATION
 Self-assessment and evaluation aims at evaluating own action, performance
and expected goals sot that performance gaps can be identified and
improved.
 For self-assessment feedback, course evaluation and other informal sessions
can be used. The tracking of quality cycle can help individual as well as
organisation to improve the educational delivery.
 With the help of Strand SAR’s senior management effectively able to
distribute the goals of the teaching established down with the help of
management to individual course leads.
 Such actions make the course lead accountable for actions and –
performance over their course, likely to push them to make the course
perform better at the time of providing voice for staff members directly to
their senior management.
 Managers also get benefits from SAR’s as they are also able to provide a
summary of information for each and every course into the department
along with allow effectual monitoring of courses as well as provide an easy
assessment into the success and failure of course.

CONTD.
 Within quality cycle with self-evaluation and feedbacks individuals can receive opportunity to
change. Organisations must provide necessary resources and support for improvement. With future
delivery of education changes are implemented and measures so that their impact can be assessed.
 The new teaching practices and resources are again evaluated on the basis of student feedback and
assessment so that further improvements can be identified and performance can be assured.
 However, for quality improvement it is required that self-evaluation and feedbacks must be fair and
accepted openly without any bias.

5.3 EVALUATION OF LEARNING PROGRAMME
 The learning program to teach 2-digit multiplication for age group of
9-13 years include resources like playing blocks and time duration of 2
weeks.
 The effectiveness of this learning program can be measured by taking
reviews from the learners that if they enjoyed the activity or not. For
better evaluation a survey or group test can be taken so that their
learning and teaching effectiveness can be measured.
 Formal and informal feedback is a critical element into a learning
procedure. This establishes into varied forms with feedback allowing
students to reflect over their learning along with clarifies areas in
which students and delivery can be improved.
 This also provides students the opportunity to self assess their skills as
well as capabilities from module to module at the time of adjusting
towards different style of delivery. Feedback can be provided
individually or to groups not only by academic staff members but also
by fellow students as well.
 There are different types of feedback which includes one to one
sessions, generic feedback, peer feedback, informal feedback, oral
feedback, etc.

CONTD.
• The effectiveness must also be measured if the learning was completed in eh given time period
and if it provides any opportunities for further action planning. For instance, with
multiplication learning if learners are able to apply the technique in other word problems or
not.
• Effective learning can also be promoted if concerns of learners are addressed quickly and meet
their expectations. For this purpose, reviews and learner survey are considered as the best
means.
• Learners achievement records are the online mode of compilation of people learning along
with achievement records collected by the institutes of the UK. This specific program requires
all the students who are 14 plus. The list related to personal learning record will enlist verified
qualifications obtained from students which is highly notable that students are able to opt out
of PLR data sharing if they wish to.
• By maintaining a centralized education and training records students are able to get benefits in
order to access individuals training record but will not provide vital information related to
circumstances in which the grades were obtained. Conflict among students and employers
could have a future uncovering over grades and hence making a record less attractive in nature.

5.4 IMPROVEMENT AREAS IN LEARNING PROGRAMME
 The improvement areas are not only identified with the self-review
but also from the feedback from stakeholders, learners, benchmarking
retention as well as organisational expectations.
 The improvement areas identified on the basis of learner and self-
evaluation are then proposed to line or organisational manager.
 Students survey data has become an integral part of further and higher
educating quality assurance system. This helps in collecting National
Student Survey undergraduate feedback since long years.
 NSS collects students opinion over quality of courses and help inform
the choice of other prospective students at the time of providing data
that assist in education and training while provide data that provide
appropriate assistance.
 Performance indicators of UK interest into wide range of bodies
including universities, colleges and other funding bodies to create
benchmark.
 The higher education academy have developed quality standard
program for fellowship beginning with the associate fellow of higher
education academy, senior fellow of higher education academy and
also finally the fellow of higher education.

CONTD.
• The proposed improvement areas are then assessed on the basis of their suitability, resources,
curriculum and are then planned to implement. They are also informed to various stakeholders such
as investors, parents and learners, teachers.
• Appropriate training is given to educators so that they can implement the quality area and then their
new practices are evaluated to measure the change.
• Again feedback and reviews are taken to assure that suggested improvement areas are implemented in
the same way as they were proposed.
• Higher education academy offer courses in CPD as their new fellowship program. Their certification
process make sure about the fact that higher education lecturers are able to consistently offers high
quality teaching standards.

CONCLUSION
 It can be concluded from the discussion that self-evaluation and quality cycle
are integral element of teaching process as they incorporate continuous
improvement in the training process.
 It can also be concluded that organisations must upgrade and monitor their
quality assurance practices so that best teaching and learning practices can be
implemented in organisational settings.

REFERNCES
 Mattia, B.J., Kleba, M.E. and Prado, M.L.D., 2018. Nursing training and professional
practice: an integrative review of literature. Revista Brasileira de Enfermagem. 71.
pp.2039-2049.
 Rahayu, S., Ladamay, I. and Vincent, S.S., 2021. The Indirect Influence of Teachers
Emotional Intelligence on School Effectiveness. Review of International Geographical
Education Online, 11(8), pp.1936-1946.
 Salajan, F.D. and Duffield, S.K., 2019. Enhancing pre-service teachers’ professional
practice through reflection on the action of others: the development of the
heterospective reflection framework informed by virtual field experiences. The Teacher
Educator, 54(4), pp.333-358.