Enhancing Professionalism and Quality Assurance in Education and Training: Unit 4: Wider Professional Practice And Development
This assignment sample focuses on the key concepts of professionalism, dual professionalism, organizational and policy contexts, and the roles of stakeholders in education and training. It discusses quality assurance and improvement frameworks that support effective learning delivery. Designed for students seeking Online assignment writing help in Uk, this resource provides comprehensive guidance on Unit 4: Wider Professional Practice And Development . Whether you need assistance understanding complex concepts or structuring your work, professional assignment writing services are available to help you excel academically and meet your learning goals effectively.
The definition of professionalism can then be stated as the behaviour, goals, or attributes peculiar to a given occupation or individual practising in that field (Diamond and Bulfin, 2023). Professionalism in the setting of education and training includes the issues of ethics, the issues of training standards, and the issues of implementing high standards of teaching.
While dual professionalism is a concept that relates to the role that a professional must undertake, it refers to the fact that educators are usually working in two different capacities (Fitzgerald, 2020). Besides being trained in instruction and assessment strategies, they are also content specialists. The need for content and process knowledge makes these educators regain their knowledge and skills periodically within the two specialization areas of focus and teaching.
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AC 1. 1: Comparing professionalism with peer group.
On comparing the two, the following are found; These reflect my understanding of the professionalism of my colleagues in other sectors of teaching (Toropova, Myrberg and Johansson, 2020). The level of delegation, it is crucial in my specialist area since it enables me to make most of the decisions independently and adjust particular teaching approaches to successful students (Toropova, Myrberg and Johansson, 2020). My peer, on the other hand, is in a comparatively regulated setting where while there is the freedom to manage one’s classroom, a strict standard practice has to be followed concerning pre-set curriculums.
As for the code of conduct, my peer and I work according to the ethical norms that determine our behaviour in professional activities. However, the emphasis may vary; for example, while I pay utmost regard to the issue of integrity and discretion in handling a student’s personal information, my peer has more significance in the issue of professional conduct in a classroom.
Accountabilities are also different depending on the area we are in. Of course, in my specialist field, my work also implies not only a teacher but also a mentor, a curriculum maker, and a participant in the formation of institutional policies (Shaista Salman Guraya et al., 2023). My peer, however, has a more defined responsibility mainly teaching subject matter to students. This difference defines our professional roles and the perception that we have of our obligations.
Leadership ideas are also not similar. In this area, there is delegation of leadership and promotion of a learning community among colleagues and students (Huang et al., 2022). My peer who tutors learners in a more autocratic environment sees leadership as a process in which power is vested at the top and decisions are made at the top (Huang et al., 2022). These different leadership models affect the way we both envisage our professional responsibilities.
Both our fields can vouch for professionalism from national bodies and professional standards (Abdul-Aziz, Suresh and Renukappa, 2020). However, these standards may not exercise the same level of influence. Originally, respect for national professional standards allowed me to identify my teaching practices with major educational goals. On the other hand, my peer may feel that these standards are more prescribed, and afford less leeway for creativity.
Last but not least, the degree of recognition and higher qualifications among professionals today are perceived quite differently by those working in our fields (Abdul-Aziz, Suresh and Renukappa, 2020). In my area, maintaining professional status depends on professional development and gaining higher qualifications. My peer may not consider accreditation so relevant as he or she opts for experience and in-service training.
Comparing Dual professionalism against peers (AC 1. 1)
Specialist knowledge must then run parallel to the educational practices, and dual professionalism emerges from this (Salo, Francisco and Olin, 2024). In my case, it means not only a constant following of the updates in my area of knowledge but also consistent practice in teaching skills enhancement. My peer may experience distinct difficulties in the regulation of these two tendencies, especially if the sphere of his/her discipline is progressive, and new materials and approaches should be introduced during the course.
Another area that comes out clearly as having a dual professionalism problem is membership in professional bodies (Salo, Francisco and Olin, 2024). To me, belonging to these bodies allows me to enjoy resource support, contacts, and training possibilities that improve my professional position as both an expert in the subject matter and as an instructor. My peer may have similar positive gains as myself; however, the professional associations of the two may not be the same due to the differences of the field.
National professional standards are also part of how we uphold dual professionalism (Kravchenko et al., 2020). In the areas where I work, these standards dictate both my approaches to teaching and the subject matter, thus meeting both the sector’s requirements and that of my specialisation (Kravchenko et al., 2020). My peer, however, might consider them more suitable to their teaching environment, that is, there are different requirements for mastering subjects and methods of teaching.
As this paper has illustrated, it is critical to look at the work organization in which education and training take place as it influences the delivery and efficiency of teaching. It is important to understand the context within which educators work, which involves the institutional environment in which the educators practice in, the resources available to them, the structure of the organization in which they work, and the culture of the organization (Moore, Landa and Azad, 2021). In my specialist area, the organizational context is that it is based on the creation of an environment that can ensure the learning needs of the targeted client base. This requires not only the supply of adequate requirements and environment for learning and practice but also the promotion of an organisational climate and culture that embraces lifelong learning, teamwork and personal rather than professional growth.
The structure of the organisation is most important when it comes to defining the role and responsibility of educators (Rauch, 2020). For example, within my institution, the power relations that define the decision-making procedures are well articulated and do not complicate the procedural organizational framework for the successful implementation of the strategies developed within the field of education. This structure also determines how autonomy is displayed by educators. Even though it is possible to have considerable freedom in the planning and delivering of lessons, it has to be within the confines of the set organizational objectives and policies.
Further, the findings revealed that there exist some organised interaction patterns among the members of staff, which are influenced by the organisational context (Khaw et al., 2022). There is more chance for people to share and discover the most effective practices, discuss professional matters learn from other people’s experiences and participate in mentorship schemes (Elliott, 2020) . This is a culture that is important for the professional development of teachers and for creating and providing standard education to children.
The environment and policy within which education and training are given is relevant in establishing the framework for running educational institutions and delivery of education and training (Parker, Thomsen and Berry, 2022). National and regional educational policies and institutional policies influence almost all the facets of policy-making in the institution such as curriculum, Methods of evaluation and assessment, teachers’ Certification, and students’ Care.
In my specialist area, the policy context involves national educational policies as well as organisational policies that are in line with the overall educational objectives (Ainscow, 2020). Curriculum standards, audits, and recruitment, selection, and training of teachers bind education policy nationally to predetermined or established standards (Ainscow, 2020). Such policies also, stress equal and non-discriminatory rights to education, where every student right to quality education without discriminating against the background.
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At the organisational level, policies may concern professional development, services for students or the use of technology in teaching and learning. For instance, there can be rules that demand that teachers should always update themselves on their practice as they teach (Ainscow, 2020). These policies not only help in developing educators professionally but also aid in delivering up-to-date and more relevant knowledge to students.
Political educational policies have a significant influence on the curriculum and teaching methods for certain areas of specialisation (Bell, 2020). In my specialist area, policies that exist today significantly influence how the content of the curriculum is both packaged and presented.
As for the curriculum, the national policies have laid down certain patterns which have been followed to formulate and implement modern curriculum services in schools and colleges (Tine Sophie Prøitz, Aasen and Wieland Wermke, 2023). Policies like vocational qualifications have a way of affecting the curriculum by assisting in the development of those skills that will enhance employment and also encourage the learning process at different stages in life (Tine Sophie Prøitz, Aasen and Wieland Wermke, 2023). Furthermore, there are some elaborate policies towards enhancing and cultivating educations in generic skills like critical thinking and information technology skills, to prepare the students for the contemporary employment market.
In the aspect of practice, educational policies bring conformity in terms of the qualifications and testing of students, guaranteeing that students receive Set standards of education (Tai et al., 2022). This standardization shapes practices in that it forces teachers to conform to these expectations (Wijngaards-de Meij and Merx, 2018). Additionally, participation in decision-making through policy formulation of quality assurance and improvement affects teaching practices since individuals are driven by the need to embrace the best practices in addition to updating their professional practice (Tai et al., 2022). The setting of inspection standards and targets by policy also compels educators to achieve some sort of benchmark hence affecting the day-to-day teaching and the assessment process.
Education policy is a product of social, political and economic realities and it determines the focus of educational institutions, including the specialist area of my concerns. Social factors include the need to increase standards in education hence government policies that work towards now elevating the standard in education (Suresh and Shobana, 2023). Any policies that are made to provide participation of underprivileged groups enhance the concept of equitable access to education. The aspect of migration has also affected the demographic nature of people and in turn educational systems, for instance in the provision of education for students of different groups.
Policies in the educational system stem from the political system, especially the need for economic growth hence most of the policies drafted involve the development of skills and vocational training (Prøitz et al., 2023b). Social policies in prospect related to community regeneration is in a way meant to cross over to revitalize the local economy through educational endeavors. National and devolved government roles in economic and business development also influence educational responsibilities and priorities, by the political platform.
Economic considerations are also relevant in determining the provisions of education policies because these are crafted in a manner to answer existing employment demands and enable learners to complete the programs with skills that are required in the markets of their respective regions (Wiedermann et al., 2023). Education policies are affected by globalization in that it support competitive and relevant skills of a global economy. Also, the policies made to bring harmony to the education system with the job market enhance collaboration between educational institutions and companies towards economic as well as educational benefits (Wiedermann et al., 2023).
Social factors take charge of social needs and expectations in the formation of education policy (Thomsen, 2023). For instance, the recently embarked on the enhancement of educational quality has transformed into policies to increase learners’ literacy and numerical competency in all classes. Moreover, the idea to increase enrolment for education has led to the formation of Policies to enrol minority groups in educational systems since every form of the minority should embrace education (Muthanna and Sang, 2023). Even in matters of immigration; where people move from one country to another, policies in education are affected due to the difference in students in the institutions, where the schools and institutions have to adopt methods such as bilingual education or culturally sensitive methods of educating the students.
It can be said that the political factor is one of the most influential in the decision on education policy since governments introduce changes in the sphere of education to achieve certain political objectives (Thomsen, 2023). For example, the policies that fit the economic growth and prosperity paradigm tend to focus on skills that are most desirable in the labour market, such as vocational training. Another factor relating to education policies is political orientation; a conservative political regime will probably adopt the policies of traditional curriculums and examinations, in contrast to the policies of a progressive political regime where policies of integration inclusive education and full character development of the learners are adopted (Qu, 2024). Furthermore, those at the national and devolved levels are primarily governing education at the strategic level and that is visible through policies, when translating them into operational documents, their priorities are identified, in economic development, business and community regeneration among others.
The economy has the strongest bearing to the education policy because it defines the allocation of resources to education and the kind of skills that are valued. Socio-economic needs win, for example, in efforts to match education to employment deficits in certain regions or the nation as a whole. This may comprise the enrollment drive to STEM (Science, Technology, Engineering, and Mathematics) to cater for shortages of human resources in these sectors (Hung, 2022). Here again, globalization forces the education policy because it creates the need for education that prepares workers to compete with workers from around the world through policies that encourage language learning, use of technology and international cooperation (Hung, 2022). Moreover, the economic pressurises the schools to make them more answerable for the use of money sourcing steering the education institutions to place more value in the performance indicators and efficient ways of operating.
It was ascertained that organizational requirements and expectations have a significant influence on curriculum practice in academic organisations especially in specialized fields (Shust et al., 2022). As such these contribute to how curricula are developed, taught and evaluated in coherence with other institutional objectives and quality assurance frameworks.
It was evident that between the various organisational needs, there is a pressing need for handling responsibilities on an individual and a group basis within the curriculum. In my area of specialism, this is a crucial shift of meaning as it becomes an endeavour to produce a curriculum that not only teaches a set of academic contents but also fosters students’ responsibility and, more broadly, ethical subjectivity (Carstensen and Emmenegger, 2023). It may involve including such modules as professional ethics, social responsibility, and community engagement which are in line with the mission of the organization to cultivate individuals with positive attitudes towards the society.
Other organizational expectation that affect curriculum practice includes health and safety. When there is a necessity to include practical work or field activities in the curriculum in special subjects, for instance, scientific and technical specialities, it is impossible to avoid orientation on safety training and measures. This makes sure that while students receive education in their fields they also learn aspects of occupational health and safety (Ochieng and Yeonsung, 2021). These requirements mean that the curriculum has to be reviewed and updated on an almost yearly basis so as to incorporate the current developments in health and safety practices.
Ensuring that diversity and equality of opportunity are created and maintained is one of the requirements that learning institutions impose on organisations hence shaping curricula (Ozawa, Durrani and Thibault, 2024). In my specialist area, this entails having to make sure that the curriculum that I set does not marginalise or undermine other backgrounds and viewpoints. This may include incorporating material that discusses the topics that concern various cultural, gender or socio-economic status students or the development of tests that will be executable by all students. Thus, it often becomes necessary for an organization to constantly review its learning curriculum to address the policy on diversity.
Education and training stakeholders and other bodies support the different dimensions of education and training. They can be divided into external, such as customers, suppliers, internal employees, top managers, parents, students, awarding bodies, employers, further or higher education institutions, training or apprenticeship providers, and the SLC (Savga, Krykliy and Kyrychenko, 2018). All of them occupy particular positions in the overall process. For instance, learners are the end users of education and their requirements inform the curriculum. They also offer feedback that enables the improvement of educational programs. The parents can assist in the learning process and/or in determining educational policies, for instance, as members of boards of governors or P.T.A.
Another essential stakeholder is the employers since they facilitate the checking of the curriculum to meet the market requirements. They sometimes deliver experience related to paid employment and further study prospects for the students (Nghia, 2017). Awarding organisations establish the national standards of qualifications and quality of education that is being delivered in order to meet vocational needs. For this, they are expected to ensure that all the assessment processes that are used are fair and credible as well.
Some of the duties of internal staff and senior management include putting into practice educational policies and seeing to it that the objectives of the organization have been achieved (Marshall, 2018). They have a key role in matters to do with resource management, staff training and evaluation and the overall quality of education. The organisation’s suppliers and external customers deliver vital resources which are the teaching aid; textbooks, IT support and equipment amongst others.
An important effect of this possession is the pressure to have an adherence to targets inevitable with external accreditation agencies for instance, awarding bodies or government agencies. These targets may be the level of achievement in students, attrition rate or graduation rate as may be considered proper (Lindsten, Auvinen and Juuti, 2019). These targets should be achieved with the help of qualified and experienced staff because the quality of education defines students’ achievements in educational organizations.
These controls have to be set so that there becomes some structure of how things will be done or how much of everything will be offered. They assist in providing report clarity especially when presenting to stakeholders as the parents, employer, and funding body among others (McCann, Hutchison and Adair, 2021). For instance, national vocational standards developed by awarding organization underpin the recognition of the qualifications provided and assists in building the image of the organization.
Responsiveness is also one of the responsibilities that an organization needs to discharge in order to be accountable. This responsiveness might involve the design and delivery of specific qualifications which can fulfil the local needs of industries or communities (Daly-Smith et al., 2020). Just as important is the development of connections with industry in the areas of placements for work-based learning and staff development for professional or vocational updating in order to sustain these links so that the education offered is current.
One of the effects is to have deadlines to meet as mandated by other external organizations including awarding institutions or the government. Such targets could be intended and may include such factors as achievement, student enrollment rate or graduation rates (Mahmudah et al., 2022). To achieve these goals and objectives, it is only important that educational organizations should employ qualified and experienced staff since quality education is directly proportional to the quality of students produced by the organizations.
This means that standard operating procedures and policies that are apparent and well-drawn must be in the organization. These policies assist in the clarification of reporting especially when the school is reporting to the parents, employers and funding bodies (Ladislaus Semali, 2024). For instance, national vocational standards developed by awarding organizations guarantee that the qualifications issued are accepted across the country, which is important in the development of the organization.
Or that being accountable also entails being able to listen and act on stakeholders’ concerns. This responsiveness might include the provision of specialized qualifications that would respond to the local demand in industries or other civic organizations (Mann, Rehill and Kashefpakdel, 2018). Other important aspects of maintaining relations with the industry and guaranteeing that the education offered to students remains valid and whilst aligned to professional learning are being offered in their work-based learning and staff development for professional or vocational updates.
Presentation Guide
Quality Improvement (QI) and Quality Assurance (QA) Arrangements of Own Organisation
LO5 Be able to contribute to the quality improvement and quality assurance arrangements of own organisation
The key aspects of this presentation include acquiring knowledge in aspects to do with quality improvement and quality assurance of educational organisation The first strategy entails carrying out an assessment of the status of the organization in terms of QI and QA structures that are in place at the moment. To undertake this analysis, it is necessary to assess how the organization guarantees the delivery of quality education and search for ways of improvement. Studying these arrangements will enable an understanding of how the organizational arrangements affect organizational performance and the way in which the goals and objectives of education are realised.
The second aim focuses on the activity of self-assessment and self-evaluation within the quality cycle. The application of self-assessment and self-evaluation proves effective in Large-scale quality assurance of education since it can reveal relative areas of success and failure. In this way, the quality cycle, a never-ending cycle of planning and implementing, assessing and improving, guarantees that such assessments are incorporated into the business on a cyclical basis. This is important in the development of a culture that supports ongoing improvement, as it enables the organisation to anticipate and pre-empt as well as seize opportunities.
The last purpose is rather to assess a learning programme in terms of its quality with a view to its continuous enhancement. This includes an evaluation of the programme against set standards within the organization which could involve self and peer evaluations, as well as the learner's feedback, performance indicator data etc. Through criticisms of the programme, the organization is able to understand some areas which need improvement for instance; curriculum content, teaching approach or availability and use of resources. From this evaluation, the action strategy can then pick the correct changes that the programme should undertake to meet present and future educational needs and expectations.
I: Definition of QA and QI
QA is concerned with continuity of quality assurance, continued evaluation, and reporting in order to support the practices of the organization in regard to its stated goals and relevant compliance standards. QI, in contrast to the act of mere sustenance of standard, aims at enhancing the quality of educational practice by defining what is wrong and requires improvement, as well as ways of reducing variations between outcomes and intended goals. QI is always anticipatory and includes assessments, feedback and where necessary, the introduction of new approaches or an innovation worth adopting in the teaching-learning process for enhanced learning.
The principal use of the SAR is to define areas of relative success and those that are in relative need of enhancement in relation to the organisation’s quality improvement initiatives. This makes it possible for the practice of education to be constantly assessed and improved on as the Quality Cycle is a never-ending cycle. It typically involves four stages: that align with the four phases of project management: planning, implementation, evaluation, and improvement. During the planning stage, the goals and standards of the performance are determined depending on past assessments and current requirements.
However, some learners have mentioned that perhaps more time could be spent on practical sessions, and they want more online tools to use for extra study. In the current quality improvement process I participate in the making of self-assessments related to my teaching practices. Thus, I learned that I am quite strong in such skills as managing students and modifying the material and its presentation in order to make it easily understandable.
What do you use to evaluate your programme? What are the strengths and areas to improve on your programme?
There are several advantages to the programme evaluation; one of these is that there are several sources of feedback and data that are utilised in the process. This evaluation is done using the Annual Programme Monitoring Report (APMR). It sources information from several important areas that include; Student Feedback, Programme Evaluation Form, the External Verifier (EV) and the Internal Verifier (IV). Together all these elements compose an integrated protocol that provides an understanding of the utility and potency of the program.
The self-checking of assignments and assessments is one of the most significant steps when it comes to quality assurance in learning institutions. It makes certain that the knowledge gathered is accurate and unprejudiced regarding the subject that it is also fair when comparing the results obtained in different groups of students and that it corresponds with the learning outcomes. Internal validation is often done through sampling and reviewing at least some student work in all the levels, subjects or modules studied and comparing such work against the set assessment criteria. This review protects against external validity concerns if diverse means of grading result in the same overall picture and if the assessment tasks practically do what they are intended to do. This is a good practice that assists in maintaining the integrity of the academic records and guarantees students equal treatment in assessment.
The diagram succeeds in displaying how the organization’s quality assurance model is underpinned by structured roles of staff, clear communication, and a cyclical quality process.
This presentation aimed at undertaking an evaluation of the quality improvement process of the organization as well as the quality assurance process. It also showed how the current self-assessment and the quality development cycle help in defining strengths and aspects requiring improvement for organisational development. Moreover, the presentation assessed the learning programme against the organizational requirements to name proposals for improvement of the programme depending of the evaluation results. These are important for creating a sustainable organizational culture that is shaped to be in line with the goals of the educational practices of the organization to support organizational learning and growth amid the changing demands continually.
Conclusion
This assignment provides an in-depth analysis of professionalism, educational policies, and quality assurance practices within education and training. It highlights the significance of dual professionalism, the impact of social, political, and economic factors, and the necessity of collaboration with stakeholders. Emphasizing continuous evaluation and improvement, it supports best practices in Unit 4: Wider Professional Practice And Development, enabling educators to meet evolving educational demands effectively.
Bibliography
References
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