Education and Training. UNIT-503 Professional Practices in Education and Training.

UNIT-503 Professional Practices in Education and Training
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UNIT-503 Professional Practices in Education and Training
Task 1
1.1 The concept of professionalism and dual professionalism in education and training
Professionalism and dual professionalisms are critical education and training aspects, which I find inevitable in a lecturing or teaching career. However, their application and comprehension are essential in nearly all careers, especially those that require a formal approach to performing assigned duties and assignments. Professionalism serves to assist trainers and teachers in developing and improves skills that enhance their standing, quality of service delivery, and recognition. Regardless of a teacher's level, they are expected to demonstrate outstanding professional values and ethics that present them as being competent and innovative to combat the challenges they meet in their everyday activities. Turk and Ledić (2016, p.99) acknowledge the myriad of challenges facing teachers, which range from emotional distress and the need to handling different issues from learners. Given such cases, they must exhibit a specific ingenuity and autonomy level to apply diverse methods that serve the interests of students from a diverse background.
The degree of professionalism in a teacher is shown by how fast they can adjust and embrace distinct learning styles, integrating them with the modern learning tools in an inclusive manner that befits students with different abilities. Different professional bodies purpose to promote teaching service delivery to suit the current world needs. Indeed, their policies have been drafted based on the experienced challenges that continue to hinder teachers' ability to be effective and efficient to counter every day's problems. For instance, the Qualified Teacher Learning Skills (QTLS) exists to ensure its members meet a particular threshold and capacity to showcase effective knowledge use and skills application in their professional practice (Education and Training Foundation, 2020). Other bodies include Senior Fellow of Higher Education Academy (SFHEA) and Fellow of Higher Education Academy (FHEA).
Notwithstanding, professional teachers share in five primary standards, which have also been observed in my university. For example, they are knowledgeable of the curriculum, which they often rely on to pass knowledge to learners in education and training institutions. Considering a university professor with mastery of a specific field, they can ensure they disseminate the course content to learners, using the curriculum that provides the roadmap for achieving this objective. Professional teachers also have a noticeable standard shown in their communication skills, which helps them balance their listening and speaking while applying appropriate nonverbal cues to deliver content effectively. Besides, professional teachers can collaborate and portray learning. Lastly, they exhibit a rich understanding of diversity, which helps them embrace the differences in cultural experiences among students.
On the other hand, dual professionalism presents a unique case where, in this context, it is comparable to a learning professional who enjoys specialism and being a professional teacher simultaneously. Some studies have questioned its effectiveness, pointing out the possibility of impacting commitment alongside other potential ethical issues. Conversely, some researches hint that learners have a twofold gain from such professionals because of the doubled abilities. For example, they gain relevant knowledge in behaviors and attitudes while getting experience on how to address or respond to different situations (Park & Kim 2020, p.91). given this assertion, dual professionalism is an essential concept in the understanding of a teaching career, which has a significant bearing on the achievement of learning objectives.
1.2 Ways in which own professional values influence own practice in an area of specialism
Professional values remain a vital yardstick that dictates an individual's dependability and to act as a specialist within a particular career. These values are set beforehand and subsequently passed on from an individual or group of people to another. In this case, professional education values determine the curriculum content, which a teacher is expected to deliver on. In the process, the values help them remain impartial despite the presented diversities among the students who have varying abilities and challenges. Frequently, there are options of ideas and theories that they need to apply to comprehend and review lesson content, which they are bound to apply in decision-making.
To be a successful teacher, one must exhibit innovative and creative capabilities, which they must apply in drawing lesson plans. This specific ability that is significantly influenced by professional teaching values helps to evoke enthusiasm during teaching and learning activities. As a result, students are more likely to show confidence towards the teacher, which maximizes absorption and retention. By extension, most students tend to be inclined toward dual professionals because they stand a better chance of updating their knowledge content. Theall and Graham (2017, p.59) acknowledge some of the professional values in the teaching career include personal commitment, trust, respect, and integrity. As such, it becomes crucial for teaching professionals.
Professional values are the underpinning for standards on which the teaching specialism is based. As mentioned above, communication, collaboration, knowledge, and understanding of diversity are some of the standards that teachers exhibit professionalism. Hence, this relationship is evidence of the influence of teaching values on how teachers carry themselves in their career practice. Also, the values are the fundamental basis for self-evaluation and self-assessment in teaching practice. That is, the said evaluation is anchored on the belief of the existing perception of what the values of a teaching professional should be. In this sense, it is critical when one considers improving their efficiency and ability to deliver their teaching values. Moreover, teaching values influence teaching practice by determining identity (General Teaching Council for Scotland, 2020). This assertion also recognizes that professional values are widely used in the drafting of policies that regulate a specific field. Therefore, it is more likely for a professional to act and perform their tasks while remaining compliant with the related policies. For example, as teaching, one is regularly led by the education policies with the U.K. boundaries.
Task 2
2.1 Ways in which social, political, and economic factors influence education policy
While the interdependence between education policy and the social, political, and economic factors are often overlooked, they have a significant impact on a country's education by influencing the policy drafts. For example, a nation's ruling party may impose specific guidelines that other people may be opposed to, just like a spreading social view may inform a particular decision. When the community has an overall view regarding the formulation of a particular section or whole of education policy, the government may be compelled to make amendments to prevent a potential agitation that may result in unexpected instability. According to MacDonald-Vemic and Portelli (2020, p.299), these public views are much controlled by the media's position. For example, presenting an education policy-related issue may elicit mixed reactions among people in the United Kingdom (U.K.), leading to an unprecedented adjustment to serve the public interest.
Political interests present an indispensable influence on education policy because of the nature of service for which most governments enjoy a monopoly. Most countries stipulate that people be part of the education system. Additionally, they may adopt policies making it compulsory for college students to undergo apprenticeship or internships, especially when it considers that necessary as part of preparing a productive future workforce. In the U.K., the government insists on people having GCSE for Mathematics and English subjects before enrolling for particular courses. Similarly, this decision may include trained teachers or lecturers experiencing a teaching practice program after their graduation before they enter the labor market.
Finally, economic factors also influence education policy in different ways. This aspect relates to the availability of adequate budgetary allocations to finance education projects. Indeed, a government boasts of being able to implement the various policy elements; otherwise, the document becomes unnecessary. For example, when the U.K. government wishes to offer compulsory training for new teachers in response to a planned program rollout in schools, success will rely on the availability of funds to support the fiscal budget. Given this reason, economic strength is a vital factor that policymakers consider when in the formulation stage, especially in matters of education.
2.2 The impact of current educational policies on curriculum and practice in own area of specialism
While the existing policies continue to attract good praises, there are various consequences for which they have been the leading cause. Indeed, some of the policies are anchored on the specific Acts of Parliament, which spell legal liabilities on people who violate them. Overall, the impacts range from social and political to economic, with notable changes witnessed in the entire teaching profession, as a specialism. For instance, I have witnessed increased diversity in the students who can now access education, with the curriculum adjusted to cater to their distinct needs. Apart from the racial and gender demographics, the present curriculum is designed to serve children with special needs who require specialized attention because they have learning difficulties. Some of the disabilities include dyslexia, dyscalculia, and dysgraphia, which adversely affect their knowledge acquisition. Additionally, current educational policies on curriculum and practice have led to equality among various people and reduced the initial discrimination some groups faced. Notably, there is an adverse effect on the low number of specialism areas, which does not match the vast number of needs that are currently experienced.
Task 3
3.1 Role of stakeholders and external bodies in education and training
The extensiveness of the education field makes it have a broad spectrum consisting of parties whose impacts are significant in the attainment of the overall goals and objectives. Often, the contributions vary from one stakeholder to another, depending on the part they occupy on the broader scope. Therefore, given their interest, they influence education and training directly in different ways. According to Marshall (2018, p.89), some of the stakeholders include teachers, students, parents, curriculum planners, administrators, donors, governments, and local authorities. Students are the education and training customers who influence the content they learn in colleges and universities. Parents play a critical role in meeting the cost of education, helping to facilitate the various activities and processes that are involved in the learning setting. In the broader scope, the two stakeholders present the salient societal needs that education and training seek to help the community solve.
Teachers play an indispensable role in the transfer of knowledge and skills to the students. Atlagic et al. (2016, p.138) acknowledge teachers' vitality and the related effect in determining the quality of education. In this sense, their contribution is comparable to the services of employees, who are critical in attaining customer satisfaction. For example, well-trained and experienced teachers are more likely to impart skills and knowledge to learners more effectively because they easily realize different students' abilities, talents, and interests, which they need to optimize. Curriculum planners help to develop and organize the various elements and aspects of education and training, which are the guiding tools. For instance, they draft definitions, intended learning objectives, activities involved, relevant resources, and assessments. Indeed, they work with the administrators, who are inevitable in the smooth running of these training institutions.
Despite the government, donors, and local authorities being external stakeholders, their influences are worth noting. In some jurisdictions, the national government stipulates and dictate the limits within which the local authorities must operate. Such restrictions are meant to improve efficiency and quality while ensuring that people have equal access to education. Governments draft policies that control the activities of public education and training institutions while providing the necessary resources in the state-owned colleges and universities. Regarding this level of involvement and interest, education and certain types of training have been enshrined in national constitutions for most countries, including the United Kingdom (U.K.), among other countries. Donors help to fund specific activities, depending on their underlying interests. For example, they may finance research-based activities, especially when they expect to benefit from it. Hence, jointly, they help shape how the elaborate system works.
3.2 How being accountable to stakeholders and external bodies impacts organizations in education and training
Over time, organizations are driven by a compelling need to remain accountable to all the critical stakeholders. The case is more relevant in training and education because of the potential impact on the larger community that depends on learners' acquired knowledge to improve the value and standard of living. Most studies have shown a significant correlation between accountability and respective outputs. The stakeholder's role concerning the overall stakeholder strategy determines variation that is often witnessed in accountability and influence. Therefore, the interest may be classified as high or low, depending on the degree of association. For example, while students and parents are of high interest are of low influence (but a high interest), Office for Standards in Education (OFSTED) is of strong influence and high interest, making it determine the broader stakeholder strategy.
Accountability helps maintain detailed records, which are essential in streamlining the training and education affairs, depending on the stakeholders' influence and interest level. This development is strengthened with the regular and continuous assessment by the Quality Assurance Agency (QAA), which has an immense contribution in promoting high-quality teaching standardization and curriculum delivery. The information used for this purpose is deemed to be valid and reliable, making it essential to exercise accountability among the stakeholders involved. For example, it is specifically essential to ensure that qualification awarding and examination bodies participate in influencing organizational curriculum through periodic student examination and regular assessments. This assertion is also true, according to Mbiti (2016, p.113), who maintains that accountability is fundamental in such established partnerships, as seen in most community polytechnics and colleges.
Moreover, accountability exploits the opportunity to strengthen linkages and partnerships with the involved stakeholders. Marshall (2018, p.87) asserts that the depth of such relationships is a function of established trust between or among various stakeholders. For instance, recent times have seen weaker bond colleges or universities and the local industries. Notwithstanding this fact, there is an ever-growing need for specific courses, which career specialists consider critical in solving most societal problems because they dictate community needs. Accountability comes in handy in ascertaining such collaborations, which may also be an avenue for education and training institutions to access funding opportunities. Even so, it is general knowledge that the quality of courses a college or university offers determines its reputation, which stakeholders can assist to shape when they perceive institutions are accountable to them.
3.3 Why it is important to work in partnership with employers and other stakeholders in education and training
It has become crucial for universities and colleges to reflect on their role in society and assess how they relate to different partnerships with other stakeholders, including employers. For this reason. They are gradually recognizing why they should consider collaboration as part of developing students' skills to suit future employers. Therefore, working in partnership is significantly enriching learning programs that develop skills required to bridge the growing skills gap. Previous learning and skills development agencies concentrated on researching the modest modalities for employers and the education and training providers through best practice partnerships. More in-depth literature review and extensive research on the partnership theories done through case studies further reveal the authenticate of this assertion. As such, there have been increased workplace assessments designed to incorporate work experience in students' course works. This shift is a strong indicator of the interdependence of business and education, which are bound to suffer adverse effects when they operate in isolation becaus...