Standards & Concepts in Education and Training Assignment Sample

Introduction of Professional Practice & Development In Education & Training Assignment

Task A: Research Report

1.1 Concepts of dual professionalism and professionalism in education and training

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Professionalism is associated with developing working behaviour in a professional field that emphasises constantly increasing standards to impress and inspire others. As cited by Sa et al., (2019), professionalism in the workplace is characterized by several components such as competence, consciousness, knowledge, emotional intelligence, integrity, appropriateness, respect and confidence toward work. In this aspect, professionalism refers to a significant way of approaching and behaving in the workplace with subordinates and hierarchy that contribute to signifies professional fitness considering interpersonal skill set. In another word, training for professionalism and the learning process helps to provide a skill set for judgements and develop polite behaviour of trainees that helps to achieve expected job effectively through impressing the hiring authority of different organisations.

As described by Singh et al., (2019), judgemental behaviours are associated with influencing decision-making, critical thinking and problem-solving capability. Moreover, this judgemental behaviour also includes increasing capability considering innovation-centric behaviour in an organisation that can be identified through examining cognitive intelligence. Professional training helps to improve employability and interpersonal skill that includes increasing knowledge and skill set in a particular area (Jackson, 2020). Improving knowledge and skill set includes gaining a proper understanding of communication and making professional relationships in the workplace that contribute to creating proficiency in working effectively.

Dual professionalism is a training and learning process that helps to determine occupational behaviours by expertise and experience. As studied by Dymock and Tyler (2018), dual professionalism is an emerging concept of training and teaching that helps to influence the employability of a person to increase opportunities for career development. Here, dual professionalism is concerned with developing and including three important aspects in a backer's skill set that includes enhancing the capability to deal with decided roles and responsibilities, managing the working process effectively and managing risk considering guidelines in the workplace. Professional development emphasises increasing the capability to contract potential work ethic by practitioners that contribute to achieving a managerial post in the professional field.

Concerning the development of working environments and organisational performance, a strategic implementation plan helps to focus on an action plan. According to Fernández-Batanero et al., (2020), professional practice can be improved appropriately by providing both theoretical learning and experience in the professional field to candidates that contribute to delivering a proper understanding of the working process and working culture effectively with a specification of policies and guidelines. Apart from that, it can be stated that duel professionalism is a developed and updated version of professional practice and development process that contribute to implementing the employability of a candidate by providing them with a proper understanding of theoretical concepts and practical knowledge about the professional field that will help to deal effectively by workers in the workplace.

1.2 Ways for influencing professional values

Professionals' business value can be improved by considering diversity and maintaining impartiality behaviour in workplace management processes that contribute to developing a collaborative and supportive working environment. Impartiality helps to increase the trust of workers in employer and workplace policies because impartiality only gives value to the talents, and experiences of the working capability of employees help to influence workers to work effectively and consider an opportunity for career growth. As observed by Niati et al., (2021), professional value emphasises top encouraging innovation and creativity in the workplace through using critical thinking and analysing capability that helps to provide opportunities for workers.

In the case of professional development training students are emphasised to use their theoretical and practical knowledge for proving their professional excellence that tries to encourage innovative and creative ideas in their working practice in the training process. Similarly, as researched by Zhang et al., (2018), employees focus to achieve opportunities for reaching the ultimate positions through a career development process that depends on continuous involvement in working practice and accountability. Therefore, impartiality and accepting diversity contribute to establishing an innovation-centric working environment in the workplace which is a significant factor in professional value implementation.

For example, receiving adequate knowledge in Baking helps to signify speciality in manufacturing and equipment handling process of backing that contributes to the personalised effectiveness of candidates in a professional field through innovation of different techniques of the baking process.

2.1 Factors influence educational policy

Social, political and economical factors are recognised key components for developing and restructuring educational policies in a nation and local place. As understood by Högberg (2019), the government emphasises improving education policies for achieving an identical reputation in the political world and local community including identifying lacking in the educational system and criticising them. Those incidents led to makes many problematic situations for youth and students as well as giving some beneficial facilities for them. The British government has developed new educational policies that lead to leaving youth full-time education. NEET is known as an employee training that helps to increase the employability of candidates considering specific areas such as baking.

However, due to economical issues, a maximum number of unemployed candidates are unable to participate in this training process. Considering those issues governments emphasise improving educational policies and systems by providing opportunities to increase employment skills to reduce unemployment across the nation. Apart from that, it can be stated that political aspects enable to impact of educational policies effectively. Moreover, economic issues are a significant aspect that leads to makes problematic situations for gaining educational facilities by people. A large population in the UK is placed in immigrant families that lead to specific language gaps among people. They are unable to speak and understand a second language English.

In that case, language barriers lead to makes issues in taking education that contribute to modifying educational policies by governments. As stated by Toshkov et al., (2022), educational policies depend on social factors effectively because language barriers and diversity in culture contribute to change in educational policies and systems.

4.1 Accountability of external bodies and stakeholders in curriculum delivery, design and own area specialism

Educational reformers mainly lie in the first quadrant of curriculum design and delivery as their involvement effectively accelerated the educational decision-making process. Accountable stakeholders are those, who have involvement and interaction in the educational process as well as the well-being of its key people. Based on the study by Jongbloed et al. (2018), it can add that it is pivotal to consider the requirements and opinions of stakeholders and external bodies to draw prospective curricula in the aspect of delivering more value to them. Universities or college curricula often reflect a potential assortment of courses that aimed to grow the areas of business.

Accountability towards external bodies also has a positive impact on the gaining of relevant information as well as a better understanding of the learner's needs. It is stated that group email, messages, meetings and others in that context allow the individuals to stay connected with the external bodies as well as funding bodies. Furthermore, the main purpose of curriculum design in any academic organisation is to enrich career enhancement skills besides subject knowledge development. In this way delivering education in an inclusive pattern as well as maintaining a holistic framework is the foremost effective one that comes from the proper incorporation of educational policies as well as a potential investment in the educational infrastructure.

Henceforth, it is stated that the basic principle of curriculum delivery or design is grounded on the criteria of external funding bodies as well as in this path stakeholders have effective potency.

Apart from that, it is also essential to take suggestions from the parents, as other external stakeholders, in order to ascertain the learner's needs so that curriculum framing can be very much purposeful to rightly meet their needs that boost a positive experience as well. Working with teachers gives a different view; they have the responsibility to pass the students in their exams.

The teachers have a lot of pressure on their students to not only pass but also pass with good marks. In addition, consultation with the stakeholders and other external bodies allows educators to gain insights into the use of various models in the training and education process. On the other hand, learners also come under entitle of stakeholders and consideration of their engagement also helps to develop a value-driven curriculum in the educational area.

Task B: Evidence-Based Report

3.1 Role of external bodies, and stakeholders in the process of training and education

Stakeholders or a community that a university is expected to respond that comprises groups and organizations of individuals. Several common characteristics will often be passed. Most of the stakeholders have a human scale. Common identities like sharing the same location or culture or a sense of belonging together are often shared by the stakeholders. Students should be the most important stakeholders in higher education. If the students do not access then they become unable to do anything. Government is another stakeholder. The main funder of higher education is that progressive education can meet the foremost interest of society and students.

As Government is an important stakeholder it does not mean that government should represent a clear-cut and defined acceleration of higher education institutions. As the primary purpose of higher education is to transmit knowledge and information to the current generation and development of fundamental knowledge the main thing is now a day higher education interludes the other public domains. So it is implying that the representation of the Government is many other communities with interest. Besides R&D in higher education might be interacted with culture, industry, health, tutorial development, the labour market, etc (Benneworth and Arbo, 2006).

In another aspect, a profound public responsibility or character to society is been had by higher education institutions. They have received significant amounts to meet this responsibility. Through government and law, society reflects its responsibilities. Present days, their social and economic responsibility is near to scrutiny. The main function is that higher education organisations are changing their processes. They are an opportunity to assess their function related to teaching and research in particular depending upon the contribution that they make to the well-being of their environment that is social-economic (Neave, 2000).

In the education and training of baking, some internal stakeholders include the owners, investors, employees, and decision-makers. The external stakeholders are employees, government agencies, competitors, clients and the communities.

3.2 Impact of accountability to stakeholders in training and education

Each stakeholder has both a positive and negative impact on organizations in training and education. In the time of making any changes within the organizations, the stakeholders also have varying influences. The understanding of multiple incorrect levels and relationships is brought by the power of the concept. It includes information sharing regarding instance work issues, educational matters, and mental initiatives all of the points are aligned to the groups, organizations, communities, and individuals, and comprises occupy less power manifestation. It has been seen that a company that strives for engaging low-power stakeholders mainly access their effect, asymmetries power and empowering actions.

The motto of empowering the stakeholders is to make them capable to express their speech and become stronger as well as competent counterparts to establish an effective dialogue and active partnership for the development of a trust-bounded long-term relationship. The stakeholders should need to be capable of recognising the organizational addressed rights as well as the area of interests fairly without any unexpected behaviour. By doing a link will be created between the concept of stakeholder value and empowerment. In the area of social science, empowerment has shown a construct that correlated individual competencies and strengths, natural helping systems, and proactive behaviour to social policies and social changes.

In the management literature, the concept of empowerment is referred to as decentralization of the organisational decision-making, a delegation of authority, and a shifting the responsibilities to those who have less power than those who have formal power. The philanthropy of power is a common category in both social science and management. From a perspective of stakeholder theory, it is underutilized as well as conceptualized, that the selected theory primarily focuses on the potential influence of regional and stakeholder engagement. Moreover, in the linkage between fair practices, stakeholder engagement, and balanced and trust-bounded relationships; it is acknowledged that the nature of the relationship can be influenced by power.

Therefore it is an important step for effective engagement. If the power of asymmetries of marginalized and venerable stakeholders is reduced then the relationship along with the supply chain can be improved.

3.3 Importance of partnership work style in training and education

Numerous reasons are there that is directly co-related to the importance of work in other agencies like other process providers, the specialist in certain courses. The reasons are

1. Providing every possible type of support is impossible.
2. Barriers to progression are removed.
3. Able to easily access a diverse pool of courses.
4. Provision of Holistic service to learners to make them enabled.
5. Ensures that support for learners is flexible.
6. Potentially increase the capacity of the learners.
7. It assists to generate new ideas and initiatives
8. Make able to work effectively with specific individual needs and ensure that these are adequately met.

It is important to work with the members of the regulatory group and founders to be sure that services can continue and the quality of services is consistent, appropriate, and high. Working with these groups will help clarify acceptable standards. It also helps to raise the quality of service delivery. It is also important to work with employers as work-based placement can be provided by them which give the learners relevant work experience. It also increases the skill and assisting power of their employability. Even if a learner is unpaid work experience makes them willing to work.

It is also good to work with clients in the course development as it is ensured that there is a standard of communication in place. Standard communication may include preferred methods of communication, availability, and frequency. A standard communication between owner and client also helps to follow the exception of each party in the development and promote a steady workflow.

Task C: Impact Analysis

2.2 Current education policies on curriculum and practice in their area of specialism

The educational sector is recognised as a business and staffs is employees that gave to follow key codes of practice and policies considering the legislative significance of nationalism. Legislative significance for a business development process in educational sectors is associated with several acts such as "The equality act 2010", "Employment Relations Act 1999" and "Health and Safety at work act 1974" (Croner.co.uk, 2020). Sexual discrimination is concerned with matter status and sexual orientation of an employee that might be a reason for being unemployed by a candidate for the sexual discrimination act 2000 has been amended by the UK government.

As researched by Stachová et al., (2019), diversity and disability are recognised as key aspects that affect the capability to become an employee for equality acts are concerned with the elimination of unlawful activity considering disability and diversity in the workplace. As cited by Silvestre and ?îrc? (2019), health and safety measure is important factors in the workplace that include employee benefits. Governments have focused on ensuring safety and health measures in duty place by amending the "Health and Safety at work act 1974". Reasonable practice for health and safety works as a privation part for people that also concerned with ensuring safety for students in an educational institute of baking.

Moreover, the "Data protection act 1988" is associated with significant guidance in the workplace and educational institutes of baking concerning protecting internal information with privacy policies (Shaturaev, 2021). Data protection emphasises ensuring security for staff, students, shares, and stores controlled by the "Information commissioner's office" to minimise the criminal offence. Through this, it can be stated that a code of practice and policies are required for ensuring security in the workplace and delivering safety in an educational institute of baking for both staff and students. In professional development, coaching is playing a vital role nowadays.

People are searching for relevant institutes and coaching centres to earn better carrier options in their professional life. To get a challenging and responsible job in the future life, a well-formed institute with a better educational system is necessary. Systematic educational rules and policies are always required for a bright professional life. Especially in the two years of the COVID-19 pandemic situation digital skills are used mostly. Current educational policies were changed in these years. In the UK's total educational system, students in several streams are doing online study. But also people are learning by going there.

National policies and government guidance has been introduced in the UK to guide the students properly and check their enhancing power. It embraces the concept of students' capability to catch and gain knowledge. Pupils in all participating schools and institutes students reported experiencing their proper education. So they led learners and consider individual capabilities regarding environmental factors. The number of lessons varied widely and its content tended to cover partial elements of the national curriculum, in food education the quality and produce material varied like bakers when baking foods it is ensured that better quality has to provide must.

The national educational policy was approved by the union cabinet of India in 2020. The national educational policy will universalize like students can choose language according to their interests from pre to secondary schools. To modify the higher education system they brought various changes, her union government is going to include the NCC course as an optional subject. The parents will be given counselling for early childhood care. The students will be able to think logically and critically after studying analytic-based studies. The UK has a basic skill problem; middle age worker in the UK performs on average as compared to other countries.

The policy design aims to re-establish teaching as one of the well-respected professions in society. Over 90% of primary-age children in low-income countries and 75% in lower middle income are not able to read, in this shocking government demands urgent action on it.UK educational policy also took an effort on poor and marginalized students. With this policy, they will continue to champion hard-to-reach girls and promote 12 years of quality education.

3.4 Impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism

In search of an expert instructional designer, stakeholders can help often. That's why it is also important to work with stakeholders. A stakeholder may be an expert in their particular field but may not have the same expertise with learning theories and applications to deliver their content to a mass audience. In the UK primary, secondary and further higher education has their governmental policies. The older national educational policies have changed recently under the chairman of ISRO (Gov. UK, 2022). Outer hierarchical and proficient improvement endeavours to support hierarchical capacity and instrumental assessment support, more extensive hierarchical help and assessment assets.

According to Hetherington et al. (2019), at an essential level, assessment prerequisites as well as hierarchical detailing request that outer experts show to partners whether clients or drew in crowds were influenced and arrived at in the ways assigned by the developed program or not. To be sure partners frequently have various models for what they pronounce to be dependable on their own program's quality. These partners additionally give assets to the program and the conveyance of the projects to members among different individuals. In trying to develop an association's ability to find and use significant proof and tenable proof, one should sharpen in on the particular troubles required and expected of individual staff.

4.2 Organisational expectations and requirements on practice and curriculum in the area of specialism

Curriculum framing is susceptible to the requirements and expectations of any educational organisation. In the path of curriculum practice, it is pivotal to be knowledgeable about different principles and guidelines in order to streamline organisational requirements. The promotion of diversity and equality in the educational process is one of the organisational requirements that need to be considered while practising the own area of specialism. It is stated that the promotion of diversity and equality is foremost significant as it not only ensures equal access to learning as well as encourages learners to share their vision which boosts the building of a supportive culture effectively.

To develop diversity and good quality, a joint initiative is hosted by “Higher Education Academy (HEA)” and “The equality Challenge Unit (ECU)” and educational organisations need to encourage their staff to take part in this initiative (ECU.ac.UK). Organisational expectations also include fostering good mental health of the learners for their cognitive and other motor skills development. In this aspect incorporation of the health and safety act, the equality act and others need to be considered while meeting the curriculum requirements. Furthermore, the development of good communication and active participation of the learners in the educational process as a part of organisational expectations or requirements help the educators to effectively foster the curriculum practice as well as develop a positive essence in that path.

Task D: Analytical Report

5.1 Analysis of quality improvement and quality assurance

Peer observation of teaching is an effective way for integrating the quality of the learning process included in higher education. As researched by Seyfried and Pohlenz (2018), the implementation of quality standards in the teaching and learning process as a baker is focused on developing teaching techniques as per recommendation and feedback maintenance. Managing feedback is a great self-assessment process that contributes to identifying lacking and effectiveness in each area that leads to developing capability and skill set. The peer observation process also includes developing skills with a philosophy style that is a good initiative for the professional practice of teachers and practitioners as well.

Encouraging innovation is a fundamental factor of equality assessments and development processes that depends on critical observation and analysis processes. Apart from that, it can be stated that the peer observation process leads to empowering professional capability through self-analysis and consulting others. A quality assurance agency is needed in organisations to identify quality levels and suggest an effective way for further developments in a professional field.

5.2 Function of self-assessment and self-evaluation for improving quality

Self-assessment and self-evaluation are critical components for achieving high-quality education and improving the professional fitness of a practitioner. Seeking gaps and lacking in actual and desired performance is segmented in the self-assessment process that contributes to providing an opportunity to further implementation of professional behaviour. According to Yan et al., (2022), communication is a medium that influences external changes and improvements in professional practice as a baker. Self-evaluation is recognised as a significant strategy for self-constructing to become a baker that includes peer coaching, and self-assessment processes. In this aspect, the practitioner prefers to follow a plan set and action steps.

The planning step is associated with identifying objectives and ultimate goals and making a plan for further action. The action step is concerned to integrate learning capability in the baking process and change goals as per response.

5.3 Evaluation of the learning programme for improving quality

Evaluation of the learning process as a backer emphasises following formal and informal feedback that helps to learn about lacking in the self-development process of the professional field (La Velle et al., 2020). Feedback focuses on increasing the learning capability of the baking process through increasing self-awareness that helps to signify effective and significant requirements to become an efficient backer in the professional development process. Moreover, ongoing formal and informal feedback helps to provide an opportunity to increase internal proficiency in working practitioners that is recognised as a continuous development process in a professional field. Feed forward defines highlights aspects that interact for looking next and achieving ultimate requirements through accompanying a significant performance of professional development.

5.4 Areas for improvement

Through analysing feedback it can be identified that technical proficiency is required for being an efficient backer and encouraging more innovation in the baking process (Bryson and Andres, 2020). Technical ability is concerned with handling different equipment and machinery of the baking process that helps to reduce applied efforts and increase the capability to manage work in time. Excellent coordination of hand and eye in the baking process is important that can be improved through continuous practice. Moreover, understanding significant tests and textures help the invention of new products with a unique test that helps to represent proficiency in the baking and production process.

Apart from that, it can be stated that the self-assessment and evaluation process helps to specify proficiency in hand and eye movements and ineffectiveness in the baking process that can be improved through regular practice and using proper technology.

References

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