PROFESSIONAL PRACTICES IN

EDUCATION AND TRAINING

UNIT-503

[DATE]
[COMPANY NAME]
[Company address]
Contents
Introduction .................................................................................................................................................. 2
Task 01 .......................................................................................................................................................... 2
1.1 Definition of professionalism and dual Professionalism in education and training .................... 2
1.2 Explanation of ways in which own professional values influence own practice in an area of
specialism ................................................................................................................................................. 3
Task 02 .......................................................................................................................................................... 3
2.1Explanation of ways in which social, political and economic factors influence education policy
.................................................................................................................................................................. 3
2.2 The impact of current educational policies on curriculum and practice in own area of
specialism ................................................................................................................................................. 4
Task 03 .......................................................................................................................................................... 5
3.1 The roles of stakeholders and external bodies in education and training.................................... 5
3.2 Explanation of how being accountable to stakeholders and external bodies impacts on
organizations in Education and training .............................................................................................. 6
3.3 The importance to work in partnership with employers and other stakeholders in education
and training ............................................................................................................................................. 7
3.4 The impact of being accountable to stakeholders and external bodies on curriculum design,
delivery and assessment in own area of specialism .............................................................................. 7
Task 04 .......................................................................................................................................................... 8
4.1 Explain key aspects of key policies, codes of practice and guidelines of an organization. ......... 8
4.2 The impact of organizational requirements and expectations on curriculum practice in own
area of Specialism. .................................................................................................................................. 8
Task 05 .......................................................................................................................................................... 9
5.1 Analysis of the quality improvement and quality assurance arrangements of own
organization. ............................................................................................................................................ 9
5.2 Explain the function of self-assessment and self-evaluation and the quality cycle. .................. 10
5.3 Evaluation of a learning program taking account of the quality maintenance of own
organization. .......................................................................................................................................... 10
5.4 Identification of areas for improvement in the learning program taking account of the
outcomes of evaluation. ........................................................................................................................ 11
Conclusion .................................................................................................................................................. 12
References .................................................................................................................................................. 13
Introduction
The educator plays a critical role in education and training. An educator or trainer must know the
learners need as well as develop his professional practicing. This report depicts the essential
concepts of professional practices in training and education and explains ways in which
professional values impact the practice field of specialism. In this study, I am assumed to be
working in the ESOL program. As a trainee teacher, I am responsible for educating diverse
students in the class who have learning difficulties in some aspects. Also, my main objective is to
be a staff member who is in great demand by the students.

Task 01

1.1 Definition of professionalism and dual Professionalism in education and

training
The purpose of professionalism is to help teachers and trainers refine and strengthen their abilities
to enhance their own personal status and, with it to boost the broader quality and reputation of the
education and training framework (Danielson, 2007). Teachers have an extensive range of
professional standards based on their relationships with parents, teachers and friends, members of
the governing body, supervisors and workers. The very first step to become a professional depends
on obtaining a degree in education and comply with the requirements of state licensing. Although
there are certain basic acts that reflect professionalism, they can vary. But there are five standards
that are common to most professional teachers which are knowledge, being aware of the diversity,
ability to plan, strong communication skills and the ability to collaborate.

Dual professionalism consists predominantly of practical comprehension, in-depth experience and

expertise in teaching and learning processes as well as contexts, matched professional skills and
knowledge. High-quality curriculum and preparation clearly means more than outstanding Ofsted
ratings and metrics that apply to employers and students. Trainers and teachers are dual
professionals and both subject and vocational trainers, as well as teaching professionals, are
devoted to preserving and improving their skills in both areas of their position to ensure that the
best outcomes are achieved by the learners. Throwing light on the topic above, it can be stated
that dual professionalism in education is when a teacher have primarily an expertise in the subject
along with the teaching experience (Vermunt & Endedijk, 2011).

1.2 Explanation of ways in which own professional values influence own

practice in an area of specialism
There are various ways in which professional values can impact own practices in the area of
specialism. Professional values are perceived as the core of standards. Values are generally
completed. It is possible to represent these values through professional relationships and practices.
Again it is necessary to understand the relation between values and practices in terms of specialism.
An educator should consider adopting organizational value in the job. This is an essential aspect
of the vital reflection in the field of professional practices. There are some key professional values,
such as accountability, excellence, dignity, professional obligation, etc. It is essential for
professionals to effectively follow all roles and responsibilities when offering teaching facilities
in an effective manner. In order to make progress, it is necessary to ensure that proper feedback is
obtained from relevant sources. Educators can also attempt to continually develop their practice
so that students can have excellent classroom facilities. Moreover, ethical values and norms such
as honesty while doing work, truthfulness while speaking, etc. are necessary for professionals to
follow.

Task 02

2.1Explanation of ways in which social, political and economic factors

influence education policy
Education policy consists of ethics laws that shape all roles and practices in the education sector
(Bottery, 2000). Educational policies are a series of laws and regulations that govern education
and development, and thereof societal, economic and political factors form these policies. There
are different ways in which social, political and economic forces can influence education policy,
and they are interconnected. These aspects are discussed below for further understanding.

Social factors influencing educational policy

There is an assumption that education policy must represent the social environment and relate it to
it (Jorgensen, 2012). Education is an instrument for social progress and social improvement is
typically the product of quality educational content. Therefore when formulating education
policies, the policymaker must strive to plan a leaner solution to satisfy outside demand,
considering societal norms and social contexts. According to Lancaster University, unlike adult
literacy, ESOL has never had a National assigned agency to the promotion of its objectives.
Furthermore, ESOL learners make up half of the learner community within Skills for Life.

Political factors influencing educational policy

Political variables are present at all stages of education of directing policy by program influence
at national and local level. Education is still high on the government manifesto list, recognizing
that the voting population and industry are involved in decisions taken by a strong vested industry.
Public views about immigrants and political expediency in handling them are the main drivers of
ESOL policy.

Economic factors influencing educational policy

It is argued that Investing in education and training is a significant factor of economic

development. Accordingly, educational policy is meant to foster economic growth goals. The
ESOL is vulnerable to lawmakers' and funders' whims. The FE sector is responsible to the tax
payer and liable for public spending. Moreover, the FE sector is responsible for developing a
skilled workforce to fulfill the requirements of employers and improve the economy.

2.2 The impact of current educational policies on curriculum and practice in

own area of specialism
In England, the larger framework of post-compulsory education, referred to as the 'learning and
skills' or 'life-long learning' sector is extremely complex. Five government departments contribute
to ESOL policy. Three core policy agendas are currently driving post-compulsory ESOL policy.
They are shown briefly.

The agenda of 'World Class Skills' is the first and most significant. In this policy, the government
proposes to hit level 2 for 95 percent of adults. Funding prioritizes provision that helps learners to
meet Leitch goals (i.e. level 2) and as a consequence, lower level provision is being diminished.

The community cohesion agenda is the second key policy area. In the view of the government, the
two agendas, community cohesion and speaking English, are inextricably linked (Osler, 2011).
The policy proposes a total shift in the way ESOL is structured, in which local areas can prioritize
and guide funds to what they deem to be 'excluded' communities for their areas.

Finally, immigration is a crucial policy factor that influences learners of ESOL. New laws adopted
in 2008 make it nearly impossible for unskilled employees, unless they are from the European
Union, to enter the United Kingdom. It is also likely that ESOL students will be limited in the
future to some spouses of current British citizens and to a few EU residents who already have very
low levels of literacy.

Task 03

3.1 The roles of stakeholders and external bodies in education and training
The stakeholders are those individuals or groups who are influenced by or may impact on
education and training, including students, government, local administration and media awarding
body, funders and others (Sebastian & Allensworth, 2012). Commonly stakeholders take internal
or external forms with varying levels of influence, depending on the school, college or university's
ongoing needs. There is an internal stakeholder role in educators, students, administrators,
curriculum planners and parents etc. State councils, governments, donors, stationary distributors,
transport providers, etc. all have an external interest in the institution. Here is a discussion of some
of the key stakeholders.
Students are said to be major stakeholders. If the feedback of the student is taken into account, it
will help analyses programs, and these reviews would in turn help teachers transform feedback
into concrete evolution of the course material.

In addition to students, the society has played a part as stakeholders and the influences of the
community do impact on education and training.

Again, external bodies, such as the joint council for qualification, determines that the evaluation
is carried out in compliance with consistent standards, and include general rules and guidance for
all fields of education and training (Stufflebeam & Coryn, 2014). The government also works to
ensure that these criteria are met with by the different awarding body.

Another external body that has an impact on education and training is the Qualifications Advisory
Group. It is made up of members and stakeholders including the Department of Education, Special
Needs Awarding Body Federation, Small Business Federation, Further Education Sector and
Employers Group.

3.2 Explanation of how being accountable to stakeholders and external bodies

impacts on organizations in Education and training
The role and involvement of stakeholders can be organized in a combination of high or low and
positive or negative influences on the education and training and can also have a varying impact
on whether changes are made within or out of the organization.

For example, regulatory authorities and funders may be more influential than other organizations
and have the authority to legitimately demand quality enhancements, failure to comply will have
negative impacts and can lead to legal action against the organization. Again the organization
strategy may point to a student's parent having a strong interest but little influence as a stakeholder,
however the caterer provider will have low interest and low influence, OFSTED will be considered
high interest and high influence. Furthermore, accountability to learners is also important, since
they can source substitute providers or likely withhold participation from all programs entirely
when the organization do not offer a service they want or need.
3.3 The importance to work in partnership with employers and other
stakeholders in education and training
Colleges and universities are required to understand their social roles and analyze relationships
with diverse partnerships with employers and other stakeholders (Mainardes, Alves & Raposo,
2010). For a number of reasons, it is necessary to operate in collaboration with other organizations,
such as other course developers and expert support agencies. One of them is working
simultaneously with other regulatory bodies and donors to ensure that programs will continue and
that service quality is satisfactory, reliable and efficient. Working with these organizations can
help explain appropriate norms and help to increase the standard of service delivery benchmark.

Again, working with employers is important, so that they can deliver work-based placements,
which then provide relevant work experience for learners. It can improve abilities and continue to
boost their employability. We can also break down the negative stereotypes they may have in
relation to this group of people if we work with employers before placement.

3.4 The impact of being accountable to stakeholders and external bodies on

curriculum design, delivery and assessment in own area of specialism
In ESOL, being responsible to stakeholders and external bodies has a massive influence on
curriculum design, implementation and evaluation. Requirements of learners initially shape the
courses outline and criteria. If we were already running classes that students didn't like, they
wouldn't be attending. Individual expectations of learners also shape the course's design and
delivery. The educational resources such as providing written content and demonstrations have
been rendered of cookery adaptations. We also make modifications for particular dietary needs. .
As part of the QAA, regular reviews and feedback ensure that the organization satisfies the
stakeholders' and external bodies' expectations while ensuring high pass marks and standards of
student retention. ESOL is accountable to various external bodies to provide proof that the course
providers comply with proper curriculum and quality and that the students completely understand
what is being taught. They set standards and targets, which are monitored through inspection.
Furthermore, accountability to stakeholders boosts reputation and results in more referrals to our
service.
Task 04

4.1 Explain key aspects of key policies, codes of practice and guidelines of an
organization.
As an ESOL trainer, it is my duty to be conscious of and comply with the existing regulatory
standards and codes of conduct as anticipated in my job role. Here are some of the key policy.

Health and Safety at work act 1974

Also referred to as HASAW id, an Act of the UK Parliament requiring all employers to ensure the
health, safety and wellbeing at work of all their employees to the extent reasonably possible.

The Equality act 2010

Under the Equity Act 2010, disability is considered to be a "protected characteristic". Deeming it
illegal in the field of education for a provider to discriminate directly or indirectly against a pupil
on the subject to their disability

The sex discrimination act 1975

It is an act of Parliament in the United Kingdom that defends men and women from discrimination
depending on their gender or marital status.

Race Relations act 2000

The Act entered into force in 2001, imposing a constitutional proactive general responsibility on
public agencies that is central to public services, including education to eradicate unlawful racial
prejudice and encourage better race relations.

4.2 The impact of organizational requirements and expectations on

curriculum practice in own area of Specialism.
Curriculum development is not undertaken in isolation, but is part of a cycle of preparation,
development, execution and analysis. To form the base of curriculum design, there are different
models that can be introduced.
Basically there are 4 steps to curriculum design

1. Identify the general goals and concrete priorities

2. Constructing the course so that targets can be reached
3. Checking the course's potential to accomplish targets
4. Explain to educators the program and priorities

However, based on their value to the learning organization, the complexity of expectations and
requirements of stakeholders can vary, which may place all participants in challenging
circumstances. Some may be entirely altruistic or entirely self-interested for the well-being of the
company and community it represents, which would be understood within the matrix of
stakeholder strategy. ESOL stakeholders also response to new possibilities and create workers with
strong communication and leadership capabilities that are technologically astute.

Task 05

5.1 Analysis of the quality improvement and quality assurance arrangements

of own organization.
Quality is defined as the characteristics of a function, procedure, method or entity that is fulfilled
in relation to predefined objectives or requirements, whereas quality assurance is defined as a
means to guarantee that the predefined standards are met (Femmer & others, 2017). Throughout
the year, ESOL addresses the needs of learners and guarantees that quality testing is carried out at
an acceptable stage in the period. The main goals of the Quality Assurance Plan for Further and
Adult Education are laid out in Quality Improvement, Standards Raising, Further Education and
Work-based Learning. Verification of ESOL Standards is the way we guarantee that all facilities
are:

1. Operating effectively
2. Implementing assessments securely.
3. Assessing to national standards correctly
Moreover, standards verification involves ensuring that analyses have been delivered under
'Quality Assurance Guidelines' in compliance with the Instructions for Conducting Controlled
Assessments for ESOL.

5.2 Explain the function of self-assessment and self-evaluation and the quality
cycle.
According to Ross and Bruce (2006), State Self-assessment and self-evaluation illustrates change
by challenging the educator to understand the concept of teaching excellence and improve their
capability to comprehend experience mastery. It also allows the educators to improve the targets
for their students, providing them effective learning.

Again in higher education, the word quality cycle is a pre-planned series of systematic tasks carried
out by a group of committees with the primary goal of optimizing the quality process (McLaughlin,
Johnson, and Sollecito, 2011). The quality cycle starts with a strategy phase that establishes a target
or a goal that formulates a theory of what is perceived to be a success as well as develops an action
plan. It is then followed by analyzing the elements of the plan. The study step is the third part of
the process where outcomes are monitored as part of the strategy to evaluate plan to measure signs
of progress and success or of any problem areas that need improving. Finally the Act step in the
cycle incorporates the learning produced by the whole process, which can be used to modify the
set target, alter or even reframe a theory of the methods used. As part of a never-ending cycle of
ongoing development, the four steps are repeated over and again.

5.3 Evaluation of a learning program taking account of the quality

maintenance of own organization.
Formal and implicit feedback is a core part of the ESOL learning process. It manifests in several
ways of feedback that helps students to focus on their learning and to explain situations where
students and performance can develop. A model developed by Donald Kirkpatrick in 1959
identifies four levels of evaluation.
 1. Reaction

The most fundamental approach to test learning is to assess the response of the participant. In
certain instances, this may include the trainer asking the learners to complete a feedback process
at the conclusion of the session, as well as the trainer may also include surveys, questionnaires or
verbal feedback.

2. Learning

The next step includes calculating the improvement in the knowledge, skills and abilities of
learners that can be evaluated by exams, assessments, interviews or observation.

3. Behavior

The third stage of evaluation represents the way to monitor a set of behaviors before and after and
rate them against the learning goals of the course.

4. Result

At the end of the day, we need to determine, what specific business measures or KPIs (key
performance indicators) do we want to change or improve as a result of the training? After all the
step is about evaluating the return on investment.

5.4 Identification of areas for improvement in the learning program taking

account of the outcomes of evaluation.
Competition for higher education students requires providers to work to identify common
challenges and share learning and best practice in collaborative retention projects (Gan, Menkhoff
& Smith, 2015). ESOL's objective is to develop robust strategies to ensure student retention. The
strategic program of ESOL sets out its targets set against the national average using previous
performance indicators, considering the diverse locations.

Targets for Improvement

1. 97% of full-time further education (FE) students are on or above the goal of attending
students at the end of the year to consistently exceed 90%
2. 95% of students to state course helps them advance towards their future
 3. The overall retention rate of students to exceed 90 percent
4. The overall rate of FE achievement to be at least 85 percent
5. Apprenticeship performance rates must be at least 83%
6. Reach an average of 68% 'good degree' award
7. Exceptional and decent (1&2) rates in studying & teaching observation should be above
90 per cent etc.

Conclusion
Teaching, learning and assessment in education and training are important both learners and
educator. Educator uses different kinds of approaches in learning and teaching to make inclusive
teaching and learning environment, to meet the needs of learners and to make the course effective.
Learners gather knowledge and skills through inclusive learning and teaching. Educator uses
various technologies and resources to ensure equality and value diversity to all learner, as learners
needs are not same. After all, a course becomes effective through the cooperation both learners
and educator.
References
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Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

Femmer, H., Fernández, D. M., Wagner, S., and Eder, S. (2017). Rapid quality assurance with
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Gan, B., Menkhoff, T., and Smith, R. (2015). Enhancing students’ learning process through interactive
digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652-663.

Jorgensen, M. B. (2012). The diverging logics of integration policy making at national and city
level. International Migration Review, 46(1), 244-278.

Mainardes, E. W., Alves, H., and Raposo, M. (2010). An exploratory research on the stakeholders of a
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Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the
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