UNIT 4. WIDER PROFESSIONAL PRACTICE IN EDUCATION AND TRAINING

TASK 1

Concept of professionalism and dual professionalism

Professionalism is about the characteristics and qualities of individuals who are trained and skilled in a professional ground. Professionalism in education and training requires having skills based on “theoretical knowledge” (Armitage et al. 2008). I realized that the teacher needs to be intellectually trained and educated, which allows performing well in the professional sector. Professionalism encourages them to develop quality and be competent to fulfil the job requirements. The participants must follow a specific “code of conduct” in their teaching profession. Performing actions with integrity and reflecting courtesy in actions develops a person’s reputation in an educational institute (Henning and Brand, 2019). Professionalism builds good relationships with students and parents, producing great teacher development opportunities. Working as a teacher, one is required to be professional and also be professional in the field of study he is teaching. Maintaining professionalism also encourages students to concentrate more through an inspiring teacher.

Figure 1: Professionalism
(Source: Weiss et al. 2019)

Reflecting integrity toward teaching assures the institute’s authorities and parents regarding the teacher’s ability to teach the students properly. Vocational teaching is a knowledgeable learning process for students, empowering them with knowledge based on their field of study (Weiss et al. 2019). I have noticed that a teacher requires to have the quality of trainer and teacher equally. Being an expert in a specific field allows teachers to teach effectively, resulting in the students receiving the information understandably (Avis et al. 2009). Educational organizations recruit people from a specific field of expertise, which will help to deliver better knowledge in ongoing courses. These practitioners provide expertise and knowledge to the teaching team to enhance their teaching quality. These efforts have a chance to be useless if the teachers are not capable enough to effectively deliver knowledge, which indicates they are not operating as “dual professionals”.

Explanation of professional values influences own practice

Teachers must meet the expected standard, such as relevant research based on their practice and maintaining standards and ethics in their professional sectors. “Professionalism” and “dual professionals” are two slightly different concepts; as “professionalism” is the basis of “dual professionals”, the conceptual difference is in-depth as it requires more expertise and knowledge.
Autonomy and code of conduct
Autonomy influences teaching jobs significantly; teachers require as much autonomy as possible. It helps the teacher to determine instructional planning, “academic support”, and “curriculum”. Insufficient autonomy produces factors that negatively impact students’ education and teacher job satisfaction (Al-Haqan et al. 2021). The teacher’s dissatisfaction with the jobs disturbs the institute’s stability, which eventually harms the institution’s name and reputation. I assumed that the rules, regulations, and autonomy partially influenced teaching jobs. Teachers’ rights and responsibilities come under the “code of conduct,” providing security and job satisfaction. “Code of conduct” ensures the stability between teachers and students, colleges, authorities, and parents (Books Armitage et al. 2008). The rules guide everyone to act according to the situation, allowing teachers autonomy and preventing unethical activity.
Roles and responsibilities and higher qualifications
As per my understanding, roles and responsibilities come under the “rules and regulations” of educational institutes. Responsibilities influence the teacher’s jobs, as the student’s educational growth and physical security lie under them (Duffee et al. 2021). I have assumed teachers must be polite and sophisticated toward their students’ thoughts and opinions. Students developing minds capture the teacher’s behaviour; also, any indiscipline behaviour from a teacher and avoiding responsibility affect the students’ thoughts. Higher education provides several teacher opportunities, allowing them to get positions in the institution’s leadership. I observed that teachers’ “higher education” enhanced their teaching quality, significantly benefiting students.
Concept of leadership and national bodies
The concept of leadership in education is a process of directing the talents and qualities of students, teachers, and parents. I think the essential requirement of the process is to develop the education system. The process influences the students and their families to behave in a particular manner. Leadership indicates and provides ways to achieve the students’ success and the institution’s and parents’ shared goals (Brookfield, 2005). The idea of leadership is a combined process of enhancing the quality of students, teachers, and parents by leading them in the right direction. The approach of leadership and teaching methods in an academic way make the followers and leaders equally important.
I believe the thinking process of every individual is similar in certain situations, which helps teacher perform their work better with full cooperation. National bodies are essential for all educational institutes, as they provide funds, subsidies, and a better educational structure (Griffioen, 2019). Teacher job security depends on the private educational organization; national bodies have fewer worries in this scenario.
Professional recognition and national professional standard
The award “Professional Recognition” highlights the qualities of the teacher who has completed a significant study in a particular area. Recognition improves the teacher’s confidence and value, which helps the person get a job and show one’s quality (Pedersen and Sayette, 2020). It describes the professional knowledge and expertise the teacher has gained and continues developing. It highlighted the teacher’s ability and proved that the person has the quality to deliver jobs and will have an impact in the workplace. In my opinion, recognition plays a vital part in recruitment and promotion in the workplace. The expertise achieved from the research and studies also helps teachers perform at their best (Musa, 2019). It also builds a personal brand with an educational, academic designation; the brand is a badge of “professionalism”. I assumed “Professional recognition” provides an extra advantage in a teacher’s competitive field of requirements.
The “National Professional Standard or NPS” is a public statement of consideration of teacher quality, which reflects the teacher’s work and highlights the qualities. NPS significantly helps to improve the teacher’s personal and professional life by providing the necessary based on their performance (Corder, 2007). I observed that NPS also focuses on improving the teacher’s lifestyle. It supports and promotes positive attitudes, learners, and well-being, encouraging teaching and increasing positive energy. A variety of expert skills is required in “dual professionals”, which allows it to provide a quality education through training (Hamilton et al. 2019). There are professional values that influence “dual professionals” in both negative and positive ways.
Specialist area and specialist teaching
The specialist is responsible for identifying problems and resolving the current situation. “Dual professionals” produce advantages in teaching by providing specialities in a specific area with training (Korkut and Sinclair, 2020). I think the specialists are more capable in comparison to casual teachers. A teacher with special training and knowledge can provide better opportunities for students to learn the process. The specialist can improve the education system and the environment, encouraging students and parents to participate (Curzon, 2004). The idea also helps students to plan better in curriculum activities and other personal planning. Specific teaching qualities enhance the teaching process at different grade levels, increasing students’ interest to concentrate more. The aim is to make better coordination and communication between educators and students, which motivates students and develops the educational environment.
Membership in professional bodies
Professional bodies encourage teachers to be involved in training programs to enhance their quality. The program includes the teachers by membership, which makes it an official part of the educational institutions (Prihidayanti et al. 2019). I observed every professional body possesses different requirements, which increases the recruitment process for teachers. Higher demands on teachers increase the possibility of having more job opportunities, which is why people are getting extra training and education within the same field to compete (Griffioen, 2019). The membership option influences the teacher to attach to the institution, increasing the demand for advanced-quality teachers. “Professional bodies” provide several benefits for dual professional teachers to enhance their education system.
Institute for Learning
The institute provides a “high-quality” education system and “high-quality” text, which helps “dual professional” teachers to enhance their quality. The institute enhanced the training and practice quality, which improved the standards of the teachers and the institution. I observed that the “Institute for Learning or IFL” provided opportunities to develop their personal quality and practices. IFL intended to encourage the teacher to improve themself by providing them with life-changing opportunities (Ecclestone, 2010). Besides providing several benefits, IFL could not continue its operation as the membership price got high and decreased membership number. The teachers on training and pre-services can join IFL with membership, allowing them access to a “high-quality” education system (Passalacqua and Pilloud 2020). The institute had four types of membership which provide different types of benefits.
Qualified teacher learning and skills status
The teachers above level 5 are eligible for the approach and get recognition for being professional, which helps the teachers get jobs and provide quality assurance. In my opinion, it also provides opportunities for the teacher to share the ability to institute’s official. It is essential to ongoing professional development in the teaching sector as it develops various qualities (McDevitt, 2021). I observed qualified teachers are capable of delivering knowledge effectively.
National professional standard
A public declaration of teacher quality known as the NPS recognizes teachers’ qualities and work. By offering the necessary based on their performance, NPS substantially improves the teacher’s personal and professional life. I noticed that NPS also prioritizes enhancing teachers’ quality of life. The standard reflects the quality of a person with expertise in specific fields, which aided the teachers in showing their qualities during the selection (Singh et al. 2019). I have noticed that the standard provided by organizations is valuable and plays a crucial role in judging a person’s quality.

TASK 2

Ways social, political and economic factors influence education policy

A wide range of factors generally influences educational policy, which includes social, economic and political aspects. Political factors are associated with governmental policy and practices, whereas social factors inspire many individuals. On the other hand, economic factors have a significant impact on the financial aspects of individuals (Field, 2006). For instance, only 17% of women are currently working in the technology sector, which highlights challenges in societal aspects, such as a reduced number of girls interested in Technology and math at school. Moreover, Technology related employment is often deemed unsuitable for parenthood and fear of sexual harassment and rape within the IT industry (Rueben et al. 2020). The UK government has initiated activities encouraging and facilitating female participation in technology-related fields. As a result, the local authorities have been provided with adequate funds to provide a higher opportunity for an educational institution to conduct specialist courses for women to influence interest and participation.
The UK has acquired a rank of 27th for Maths and 21st for English in PISA or Programme for International Student Assessment. It is an essential political factor for the UK government, which can harm the election campaign. The Government’s funding system influences the colleges to put through the aspirant’s various qualifications; however, it has less influence in facilitating continuous improvement in their Math and English skills. Therefore, compulsory English and Math classes have been introduced by the Department of Education for students who do not have GCSE in English and Math at Grade C or above (Hillier, 2005). It has been integrated by making it mandatory in teaching institutions to acquire financial support from the Education and Skills Funding Agency or ESFA (Christidis, 2019). If a student has not attended their compulsory English and Math classes or is not attending their classes, the institution does not receive funds for that student.

Impact of current educational policies

It has facilitated an evident change in the accumulated number of GCSEs achieved by students before the age of 16. The number of students with a GCSE has doubled, which has been 9%, estimated to be around 21,721 students with a GCSE in 2014. The number has reached 21%, which accounts for nearly 46,886 aspirants with a GCSE before the age of 16 in 2018 (Chuan and Ramlogan, 2019). The economic factor playing a vital role in education can be observed as a small number of low-income students aspiring for further education. With the help of the Labour Party in 1999, the Government introduced the “Education Maintenance Allowance or EMA”. Under this scheme, students could receive £30 every two weeks based on their household income (Forsetlund et al. 2021). This policy had three tiers of assessment, as the student with a household income below £20,817 was entitled to receive £30/week.
On the other hand, students with a household income above £20,817 and under £25,521 received £20/week. The individual with a “household income” under £30,810 and above £25,521 received £10. The only requirement was the student needed to present for their dictation 12 hours a week, and missing classes resulted in void payments. This “Education Maintenance Allowance” has been terminated in England; however, it is still functional in Wales, Northern Ireland, and Scotland. Several bursaries have replaced the allowance of students in England (Hodgson and Spours, 1997). The impact of “Education Maintenance Allowance” has been observed to be positive as the number of students styling in the education system increased by 5.9%. However, the Conservative Party and the “Liberal Democrats Party” had accused the “Labour Party” of bribing the young aspirants.

Key aspects of policies, codes of practice and guidelines

The economic recession in 2008 indicated the growing concern of the UK government over the large number of young people who are not included in the education system. The number of students in “Education, Employment or Training or NEET” has observed a growing number of individuals, reaching around 16.9%, which amounts to nearly 1.25 million students between the ages of 16 and 24 (Keeley-Browne, 2007). However, NEET can negatively impact people’s physical and mental health due to increased wages, unemployment and inferior quality of work. The UK government enacted the “Education and Skills Act 2008”, which increased the age of school leaving to 18 years in 2013. There has been a positive impact of the new legislation, whereas the country has observed a higher number of 15-19-year-olds in NEET than in the OECD average.
However, it was less than the average for the OECD for 15-29 years and 20-24-year-olds. The new education system has a damaging impact on individual life as many young individuals are enrolling into colleges who previously worked in various jobs feeling forced to stay in education (Wamsley et al. 2020). It has resulted in inadequate motivation and choice, decreasing the likelihood of powerful performances. The UK government has also introduced the “Counter-Terrorism and Security Act 2015”, which involves people with a specific authority having the responsibility to prevent others from drawing towards terrorism. This legislation includes universities, colleges and schools if the institution has more than 250 students (Glick et al. 2020). The law’s impact can be observed in the introduction of a helpline through which an individual can voice their concern over the people or individuals who have been embracing and subjected to “extremist opinions”.
In addition, teachers also have been subjected to training such as specific prevention and safeguarding, which has become a requirement in educational institutions. The training aims to deliver teachers with adequate knowledge to spot warning signs in the aspirants and use the Government-provided helpline (Assad et al. 2021). “Office for Standards in Education or Ofsted” generally overviews and ensures the educational sectors comply with the ‘Prevent and the Counter-Terrorism and Security Act 2015″. Many students in the UK are enrolling and completing vocational courses, which are not leading to successful employment or further education in universities (Moon, 2000). It informs many vocational courses that do not reflect the current education system’s requirements or the industry’s needs. As a result, the colleges have introduced a course for the students, which helps them in modifying the courses for each student, complying with their individual needs.

Impact of organisational requirements and expectations

The “program of study” concentrates on providing the students with authentic, in-depth and practical knowledge emphasizing employability in the global market. It has been achieved by ensuring the student a core aim such as music or computer, eradicating the requirement of a series of qualifications aspirants need to have (Rubo et al. 2020). It has also introduced several non-educational practices, such as volunteering and work experience, along with the programme of the study. In 2011, the Government further introduced the “Localism Act”, delegating decision-making to the local authorities (Papen, 2005). It has facilitated multiple bids for individual contracts, and local authorities have provided financial assistance to the local firms, spreading their business through various divisions. It has reduced government regulation in the local educational institutes allowing them to create their standard. For example, the removal of the “teaching qualification requirement” in further education resulted in the devaluation of the employability of “Further Education lecturers”. However, many colleges still require substantial teaching qualifications (Garousi et al. 2019). The conservatives have introduced another essential education act, “Education Reform Act – 1988,” to prepare students for professional life and to maintain the same curriculum throughout the country. The law has introduced “SATs or Standardised Attainment Tests” for science, English and math students 7-16 years of age. The SAT results have been published in the league boards for the parents to influence the students to maximize their effort.
Moreover, this act has introduced Open enrollment, allowing parents to send their children to schools outside their “catchment area”. It has increased competition among students, which marketization has introduced as the competition between schools. It has resulted in schools acquiring more high-ability students and offloading aspirants with low ability (Nießen et al. 2020). It has established the “National Curriculum” for 5-16-year-olds, which state schools follow. English, science and Math have been introduced as the core subjects and are expected to contribute nearly 30-40% of the total teaching time.
Additionally, “Formula funding” has been introduced to many schools, which helps the institution get financial support based on the enrolled number of students. The schools which could attract more pupils received more funds to expand their curriculum, whereas the schools with a low number of students closed down due to the lack of funds. Inclusion in educational schemes has been introduced by the “GiST or Girls in Science and Technology” to influence gender diversity in the choice of subjects (Petty, 2009). The “WiSE or Women in Science and Engineering campaign” has encouraged female aspirants in science and technology-related subjects to facilitate female students in these courses. The “Higher Education Act – of 1997” has provided monetary funds for students belonging to low-income families to encourage further education.

TASK 3

The role of the stakeholder and external bodies in education and training

All organization has various stakeholder and external bodies, which are similar in educational sectors as well, including the third parties who have a significant role in the teaching sector. [Refer to Appendix 1]
ESTA
The “Education Skills Funding Agency” is usually responsible for funding all educational institutions and provides nearly £58 billion in financial aid for training and educational sectors. It helps in regulating and ensuring the proper utilization of public funds. For example, in case of changing legislation in funding means, ESFA will not provide financial support to students who are not able to pass GCSE English and Maths at grade C. The students will be excluded from the level one course in this instance (Roffey-Barentsen and Malthouse, 2009). A significant change in ESFA has already integrated a rule which ensures a 16-19 years of age needs to possess or study for GCSE Math and English to receive funds for the student. If a student does not meet these criteria, the educational institute does not receive funds for the aspirant. The condition regarding Math and English ensures that the students of that particular age have a good chance of achieving this standard and substantial support to achieve this target (Ioakimidis and Sookraj, 2021). It has a massive impact on the students of the educational institution as most aspirants join in courses to study subjects they are most interested in; however, they are automatically enrolled in GCSE Math and English if they do not have a “Grade C” in Math and English. It has observed a high amount of resistance from the students as they feel forced to attend these classes resulting in low attendance and inferior achievements.
Ofsted
The “Office for Standards in Education, Children’s Services and Skills or Ofsted” is responsible for various educational training institutes, including further education, not higher education. The organization investigate various activities of the educational sectors, such as the way of training and teaching and the process of quality management. It significantly impacts the educational actors by providing strict rules regarding the organization’s operational process and teaching and training strategies (Aftab and Waterman, 2021). An apparent effect can be observed when Ofsted announces their upcoming inspection, and the educational organization start a previously established plan. The senior management informs all the students and the staff regarding the inspection. It gives the staff a checklist to determine the essential tasks being completed before the visit. It can also include ensuring the group profile is up to date to meet all of Ofsted’s criteria.
HERE
The “Higher Education Funding Council for England” was established in 1992, and the organization’s primary purpose was to invest on behalf of the public and the aspirants to endorse excellence and innovation in teaching and training. The organization was closed down in 2018. The organization has been investing public funds into the educational institute, ensuring accountability for the financial support (Rogers and Horrocks, 2010). Along with that, it has also helped in maintaining the proper implementation of governmental policies. Recently. The responsibility of the HEFCE has been distributed between “Research England (UKRI)” and “Office for Students (OfS)” (Gessler and Siemer, 2020). The OfS has been ensuring proper funds for the students in the educational organization and conducts a “teaching excellence framework or TEF”, which helps analyze the quality of training and teaching in universities in the country.
QAA
The “Quality Assurance Agency or QAA” has been working closely with the “Office for Students” and the “Teaching Excellence Framework”. They are relied upon for monitoring the quality of the teaching standard. They also help improve learning and teaching processes along with the assessment in higher education (Garibaldi et al. 2021). The HE institutions have been used to conduct peer reviews with the help of a systematic programme to assess the quality of learning among the students as well as the teaching process of the universities.
OFQUAL
The awarding bodies such as Edexcel, OCR and AQA provide awareness based on the level of education, which informs maintenance of adequate quality and consistency of qualification. The “Office of Qualifications and Examinations Regulation or OFQUAL” helps ensure that the awarding bodies provide vocational qualifications that meet the “regulatory requirements”. It highlights “rigour”, “fairness”, “quality”, and “consistency”.
Partners
The local businesses also assist the educational institutions with gaining financial support in the form of donations and equipment. It helps the educational sectors get additional funding to improve student facilities and deliver quality education materials (Benedicte et al. 2019). Sometimes the provided equipment has the business brand on the provided material, which ensures the promotion of the business.

Impact of accountable stakeholders and external bodies on the educational institute

Accountability stakeholders refer to individuals who interact with the educational institution, including the well-being of the students and educational achievements. The stakeholders have acquired diverse forms reflecting on the local activities of the school and maintaining its national image. A typical impact can be observed in the stakeholders in an educational organization, a difference in meeting time to various commitments (Wood and Dickinson, 2011). The lack of information and the ill-maintenance of timely data result in stakeholders’ miscommunication. It can be overcome through the implementation of email communication techniques which can help the individual provide and gain relevant information. It can also help maintain a proper timeline for gaining data regarding the educational process enabling everyone to participate in the meeting with significant insight regarding the discussed topic.
Additionally, the information must indicate the situation to help the stakeholder comprehend the condition. It can help them evaluate their options and ensure the enactment of proper protocols. The stakeholders in training and education are those with a vested interest in educative provision (Osman and Kamis, 2019). The stakeholders are affected and affect the educational system in institutions. The stakeholders in an education system can range from the policymakers to the learners. The stakeholders of the educational institutions have diverse ways of engaging, such as direct engagement as the parents who attend progress reviews with their children. On the other hand, indirect engagement can be observed in the governmental department, which can change legislation affecting a subject’s syllabus and curriculum.

Impact of being accountable to stakeholders and external bodies

Learners can be viewed as stakeholders actively interested in providing an adequate educational experience. It helps the learners achieve further education in their field of study and helps them make suitable progress in working life. Suppose the learner is considered the primary consumer of educational institutions (McIntyre and Grudens-Schuck, 2020). In that case, the parents and guardians are the secondary consumers as they are also interested in providing their child with substantial knowledge. The teacher is also regarded as a stakeholder as they are directly involved in the education and training process, which is governed by various “legislative requirements” and “organizational guidance”.

Importance of partnership with employers and other stakeholders

The partnership helps acknowledge the individual’s diverse roles in certain situations, helping build a positive connection. Having adequate skills, competencies, and significant knowledge is essential to the student’s learning process. Communication is the key to achieving awareness regarding the roles and responsibilities of individuals in case of changes. Everyone needs to be provided with complete information in verbal or written form. It can help acquire maximum adherence and positive outcomes for all the employees and staff (Keeley-Browne, 2007). Daily plans, communication books and diaries have been used regularly to increase communication among colleagues. It has helped the teaching staff effectively interact with the parents, co-workers and other clients who need to be informed about the student’s daily activities. Partnership with colleagues helps attain currency and qualification validity according to the industry standard (Tractenberg et al. 2020). It also helps assess the situation’s opportunities and share resources provided by the governmental agencies, resulting in good optimization.
Additionally, it assists in realizing the students’ needs more adequately and reducing the risks of placements. I currently work in a school for children with special needs and have also worked with mainstream schools. The mainstream school has removed the specially-abled child from their school to maintain a standard score for the overall institution (Al-Haqan et al. 2021). The educational organization is generally worried that a low grade for a single child can affect the organization’s overall score. I think the test delivers massive stress on the students as they are forced to sit on the examination despite not being ready to take the exams. It sometimes results in depression and panic attacks, significantly negatively impacting children’s mental health. The teachers are also under massive pressure to ensure all students pass the tests and acquire the grades needed for the school.

TASK 4

The quality improvement and quality assurance arrangements

Quality assurance refers to measuring progress against a particular standard or requirement. These standards are generally created based on the targeted goals or previous results. Quality improvement uses information from the “quality assurance process” to continually improve the organization and realize the organizational goals (Greco, 2019). In the teaching organization, quality assurance arrangements are generally established by the quality team, which contains senior management. The “quality assurance” data is generally collected through various methods that extend throughout the year (Hillier, 2005). The information is also collected from “teaching observations” and “annual teaching establishment Self-Assessment Review (SAR)” and other opportunities as well. The frequency of quality assurance helps ensure that the students get a quality education.

Figure 2: Quality assurance cycle
(Source: Abrassart and Wolter, 2020)

The observed performances are recorded and used at the staff reviews to identify the areas of improvement. Staff review is generally conducted twice a year and provides scope for the managers to assess the performance of the employees (Abrassart and Wolter, 2020). The senior management also provides their objective to the staff via the managers, and the staff can also provide their opinion and feedback. A rating is usually common in the staff meeting, which is associated with the payscale and promotional opportunities for the staff members. The student’s performance is generally monitored throughout the year with the help of attendance, predicted grades and retention (Gavine et al. 2019). The awarding organizations generally appoint an external verifier for “External Quality Assurance or EQA”; the external verifiers ensure that the internal verification process is adequately conducted and followed.
In some cases, external verifiers also assess marking qualities to ensure the students receive an adequate education. The “Internal Quality Assurance (IQA)” contains “marking verification”, “double-blind marking”, and “assignment briefs”, which are analyzed throughout the year. This process is to deliver fairness, accountability and credibility for the marks awarded by the students (Nießen et al. 2020). The students are given opportunities twice a year to provide feedback on the units and courses they are currently learning. The feedback I have distributed to the students contains questions such as “I can see how this unit contributes to my overall programme of study” and “The teaching was effective in helping me learn”.The feedback generally delivers an idea about the opinion of the students regarding the unit and the experience regarding teaching (Ioakimidis and Sookraj, 2021). The data can help build an overall display of specific units’ performance and lecturers’ performance. The impact of inferior student feedback facilitates investigation and additional “teaching observation”. Each course and lecturer will be provided with “Key Performance Indicators or KPIs” to deliver the teachers with strict objectives to work towards, which can be provided in thoughtful, objective form. It can be another method of communication between the senior management and the staff by assigning KPIs to various courses and units.

The function of self-assessment and self-evaluation and the quality cycle

A “Self-Assessment Review or SAR” is the process of evaluation of the teaching institution against its Ofsted requirements and own internal criteria. The department SARs accept the data from the individual strand SARs and provide it to the “teaching establishment” of SAR. The governors are responsible for giving SAR approval (Aftab and Waterman, 2021). Strand SARs are a perfect way for high administration to broadcast the purposes of the teaching facility to the individual course to facilitate the entire management. The course leads will be encouraged to improve by taking ownership of various courses as the higher management is finishing their SAR to enhance their administrative control (Gessler and Siemer, 2020). It will also give them a superior positive as they have complete knowledge of the class activity, including the everyday challenges. I have selected the ABC course for evaluation as this is the course I often teach. The predicted results are around 90% which is relatively high compared to other teaching organizations in the locality. At the end of the unit, the results were similar to the predicted results, as one student had been suspended from the unit and could not complete the course this year.
Additionally, teachers play a vital role in developmental and academic standards in an educational institute. Self-evaluation and self-assessment help teachers recognize excellence and ways to improve their competencies. It helps the teacher select improvement goals with their students and deliver them with a specific standard in teaching (Ivashchenko et al. 2020). Additionally, it helps determine gaps between desired and actual opportunities along with a series of available options. It increases the interaction of the teachers and their students, maximizing the impact of the “external change agent” on the teachers’ practice. “Self-assessment” and “Self-evaluation” are often referred to as constructive strategies for enhancing the adequacy of the services, which is part of “professional growth” (Garibaldi et al. 2021). Professional growth is an integral part of observation induced by the “external change agent” and “peer coaching”. It is generally concentrated on the improvement process of the “quality assurance programme”, which in turn constitutes the quality cycle. The “Quality cycle” is a systematic sequence of activities predetermined by the higher authorities focusing on enhancing the quality process. The cycle begins with the “Plan step”, which highlights the organization’s objective and forms a theory to take adequate action. The second phase is the “Do step”, which informs the systematic implementation of the plans. The “Study step” ensures the monitoring of the outcome to assess the plan’s validity to calculate signs of challenges and success. [Refer to Appendix 2]

Evaluation of a learning program

Formal and informal feedback has been a crucial part of the learning programs as it helps the students reflect on the learning experience. Summative feedback is guided learning and helps emphasize a student’s strengths and drawbacks. It is generally module-specific, as the feedback provided to the student is after observing the outcome of a specific module. Feedback generally has a two-way advantage as it increases the learning program quality and increases communication motivating the students in the learning process (Benedicte et al. 2019). The students usually need “non-formal” and formal feedback during each module. At the same time, they require support in using the provided guidance adequately in their learning unit. The teachers must ensure students know the teacher is providing feedback on their module. It is always apparent in the case of written feedback, whereas formative feedback is not always clear. The educational institute also recognizes the need to provide the students with the scope to provide the teacher with feedback on their courses (Osman and Kamis, 2019). It helps the teacher in learning their lectures and guidance, helping the aspirants, and teaching delivery can be adjusted to the needs of the students for areas that are not clear to them. As a result, formal and “informal feedback” can be referred to as a continuous improvement process.
Moreover, feedback can be integrated into broader course design and can be incorporated into formative assessments with a definite structure of the courses. It can allow the students to reflect on their learning and utilize the gained guidance in the module. Feedback can be of different types; “One-to-one individual feedback”, “Generic feedback”, “Informal feedback”, “Peer feedback”, “Written feedback”, “Oral feedback”, “Seminar discussion”, and “Conversation with research supervisor” (McIntyre and Grudens-Schuck, 2020). The “Learner achievement records or LRS” is an online compilation of individual learning and records of achievements collected by the UK educational bodies. It holds the information of “formative feedback notes” and “personal notes” along with “assignment marks”, which helps in arranging an “Individual learning plan or ILP” for the students.

Identify areas for improvement in the learning program

Student surveys have become an integral part of the further higher education system’ “quality assurance process”. The “National Student Survey or NSS” has been responsible for accumulating students’ opinions and has been collecting feedback since 2008. The NSS accumulates feedback on the course quality and focuses on the public accountability of the learning institutes. It helps depict the choices of other perspective aspirants while delivering information which aids the training and educational institutions in improving their courses and campus experiences (Tractenberg et al. 2020). The data collected from the survey process has helped the authority make various decisions related to the future of the educational institute. The student retention needs to be 90%, which provides the student with an overall satisfactory experience during the courses.
Additionally, the institute needs to provide around 97% of students with suitable “full-time further education” and increase the attendance of the regular students to 90% or above. The success rate of further education needs to be 89%, and the overall retention rate needs to be above 90%. The institute also needs to achieve a “Good” “Ofsted inspection grade” with the improvement of the “conversion rate” of the students between 16-18 years with an enrollment rate of 85%. At the same time, the teacher and the lecturers must take the student’s feedback seriously to provide them with a proper environment and scope for knowledge with adequate motivation and interest.

References

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