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Submission ID trn:oid:::1:2910105096
Unit 1: Contemporary Issues in Education:
Theory, Policy and Practice (T/617/4998)
Submission Cover Sheet
Learner Name Suklatithi Chakraborty
Learner Registration No.
Study Centre Name
OTHM Level 7 Diploma in Education Management and

Qualification Title
Leadership
Unit Reference No. T/617/4998
Unit Title Contemporary Issues in Education: Theory, Policy and Practice
Word Count 5500
Submission Date 15/04/2023
Declaration of authenticity:
1. I declare that the attached submission is my own original work. No significant part of it
has been submitted for any other assignment, and I have acknowledged in my notes and
bibliography all written and electronic sources used.
2. I acknowledge that my assignment will be subject to electronic scrutiny for academic
honesty.
3. I understand that failure to meet these guidelines may instigate the centre’s malpractice
procedures and risk failure of the unit and / or qualification.
____S. Chakraborty
Learner signature _________________
Date: 25/04/2024 Assessor signature
Date:
Level 7 Diploma in Education L7DEML/U1B/07211
Management and Leadership

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Assessment Marking Sheet

OTHM Level 7 Diploma in Education Management and Leadership
Qualification Ref. No.: 603/4248/1
Contemporary Issues in Education: Theory, Policy and Practice (T/617/4998)
Learner’s Name
Final
(Pass or Fail)
Result
OTHM Reg. No.
LEARNING PASS/
OUTCOMES
ASSESSMENT CRITERIA REFER
ASSESSOR COMMENTS
1. Understand 1.1 Examine recent conceptual

contemporary changes in educational theory,
issues affecting Policy and practice.
education 1.2 Evaluate influencing factors on
policy and their education theory, Policy and
impact on practice.
organisations. 1.3 Analyse the implications of
education theory, Policy and
practice on stakeholders.
2. Understand 2.1 Discuss the impact of key

the impact of policy changes on teaching,
policy change learning and assessment.
on educational 2.2 Describe the application of
provision. continuous improvement.
2.3 Examine the measurement of
continuous improvement.
2.4 Evaluate models and theories
of quality management in
service delivery.
3. Understand 3.1 Explain the interrelationship

developments between recent developments in
in the education the education system and
system legislation.
resulting from
legislative 3.2 Evaluate current educational
practice changes as a result of

requirements. legislation.

Overall Assessor Comments:
Signature:
Print Name:
Date:

Important Notes:
1. Make sure you understand the task before starting to write. Please refer to the
‘Guide to Undertaking the Tasks’, available in the ‘Course Guides’ Section on
Moodle.
2. All elements of assessment must be the learner's own work, and any passages
quoted or paraphrased or opinions relied upon must be properly attributed and cited
using the Harvard Referencing System. Guidance on how to reference work is
available in the ‘User Guides’ section on Moodle.
3. Misconduct/Malpractice Warning: We rigorously uphold the academic

misconduct policy and strictly enforce a zero-tolerance approach to misconduct.
Please refer to the ‘BEG Academic Misconduct and Malpractice Policy and
Procedures’ available under ‘Download Policies’ section on Moodle. Any
plagiarised work will not be assessed and will be reverted straightaway. Learners
should familiarise themselves with the requirements prior to starting their assessment.
4. The books provided as part of the list of resources should be your main reference
point. However, you are welcome to buy other books. Amazon.co.uk is a good point
to buy the books where Kindle editions are also available to instantly download onto
your Kindle device or on your smartphone/desktop app if you do not own a Kindle.
5. You are encouraged to make use of images, graphs, tables, and statistics as part of
your response.
6. There are no word limits. However, you must sufficiently address the assessment
criteria.
7. You are required to complete the assignment tasks in the boxes provided.


Task 1: Contemporary issues affecting education policy and their impact on

organisations
You are required to select an area of current debate within your own education setting
and evaluate the impact and change it has had on legislator requirements. Present your
research findings within a fully referenced research essay. Your essay will cover the
following key points:
 Examination of recent conceptual changes in educational theory, Policy and

practice (1.1).
 Evaluation of influencing factors on education theory, Policy and practice (1.2).
 Analysis of the implications of education theory, Policy and practice on
stakeholders (1.3).
Please use the box below to write the essay. A rough suggested word count is 1,500-
2,000 words.
Introduction
I am the Program Leader for the Diploma in Education and Training Level 5 and a
lecturer with FSET QTLS accreditation; I help future educators in their professional
development. Being a Business Lecturer in Business Management and Sustainability
BA Hons, I help business pupils get the highest grades. This essay will focus on who
all the stakeholders are affected by higher education philosophy, Policy, and practice.
One of the keys aims of the essay is to shed light on the intricate interrelations that
drive the existing education dialogue through consideration of the determinants,
outcomes, and consequences.
Discussion
In higher education (HE), technological innovations (especially e-learning) have

become the centre of a heated debate, which eventually leads to a change in
educational theory, Policy, and practice. The improvement of this area at a theoretical
level and a practical application affects its laws and the lives of students and
educational staff. In educational theory, there is a very remarkable shift in
conceptualisation (Ferlie and Ongaro,2022). Both functionalistic and conflict
theories, stressing the role of education in achieving social equity or inequity, have
shaped the educational frameworks. The philosophical tendency today is to symbolic

interactions that demonstrate the mechanisms of dynamic interaction between people

and their environment with a focus on tech as a catalyst to transformation. This is
indicative that teachers have a good command of technological impact on teaching
and student's performance. Legal frameworks are also altered to allow electronic
learning and digital education. (Santos et al., 2020).
The Education Act 1996, which regulates education in England and Wales, has now
allowed online and distance learning. 2010 Education Acts were followed by the
Academies Act that gave more autonomy to schools, and also the authority over their
own curricula, including online learning. The COVID-19 pandemic triggered the
shift in the use of e-learning mechanisms and pushed the decision makers to consider
the digital technologies in the traditional classroom instruction. The governments, all
over the world, put out brisk emergency actions thus making sure that the classes
continued online as well (Manning, 2017). While amongst these programs was the
introduction of digital platforms, teacher training, and also the distribution of digital
devices plus the internet access to students from the poor background. The topic
which has been social injustice is the primary question which arose when the aspect
of diversity in the higher education was concerned.
In the accordance to the 2010 Equality Act which prohibits discrimination on the
grounds of race, gender, sexual orientation, or disability, certainly, the Job Centre
will not engage in such practices. Universities and learning centres pay attention to
building positive and welcoming classroom lines, which cater to the needs of a
diverse student group (Bal, 2021). Mentoring, targeted communication, and
discipline of teaching with a diversity approach are the key elements to eliminating
the systemic barriers to continued education in order to give an opportunity to all.
The rise in non-traditional students accessing higher education also prompt us to

rethink our education practices to be suitable for this pool of students. Full-time
working learners, part-time students, and those from low educational background are
commonly prohibited from and do not have enough time to pursue higher education.
Being a university to all of its possible students, it has accepted various learning paths
and learner-centered approaches (Grynyuk et al., 2022). Organisations implement
supports by providing programs via the internet, evening and weekends, so that carers
and working individuals can also have their schedules met.
Another matter which catches the eye as relevant to the issue of UCAS change of
paradigm is using a meritocratic assessment structure in it. Universities have been
facing criticism due to keeping the colleges for the rich which in turn perpetuates the
educational discrimination. The UCAS process, unlike other traditional means,
ensures that students are admitted to institutions of higher learning based on their

abilities and potential rather than examination scores. Consequently, the program is
aimed at providing each candidate with an opportunity to showcase their unique skills
and characteristics. Thus, it might decrease students' disadvantages when they apply
to higher education institutions (Daniel 2020).
Education theory, Policy, and practice are influenced by a complex array of internal
and external factors that shape the learning environment and raise important
questions about inclusivity and effectiveness. Cultural trend changes, technologies
improvement, as well as unforeseen circumstances, such as the COVID-19
pandemic, are also among the factors which play a role in education. This delicate
situation has impacts on children, teachers, policymakers and society as reported by
Tadesse and Mukuyu (2020). Education policy comprising diversity and equity have
profound impact so its imperfections can’t be overlooked. The UK Equality Act 2010
makes it illegal to discriminate on the basis of background and ability. On the other
hand, schools may face difficulties in meeting all the needs of the learner population.
This Policy Framework Supports Diversity. Teachers and administrators would need
to strike a balance of these objectives with the marginalized students and students
with special needs. It threatens everyday classroom activities, allocation of resources
and school performance (Tarkar, 2020).
Along with the technological advancements, the education is also undergoing

changes in thoughts and practices. E-learning platforms, virtual learning
environments (VLEs), online exams, and video conferring tools have replaced the
traditional classroom (Panjwani and Shili, 2020). These tools facilitate the
accessibility of educational resources at the students' pace and schedule catering to
individual learning. Khan Academy is a free, world-renowned provider of
educational materials that are of exceptional quality. On the other hand, the growth
of digital technology has created digital equity problems. Poor equipment and
unsecured internet can lead to educational inequities for students of disadvantaged
families (Haleem et al., 2022). COVID-19 pandemic, due to its complexity of the
education landscape. The shift to distance learning displayed the drawbacks of digital
infrastructure and deficiencies in teachers' and students' digital proficiency. The
online learning environments that educational organizations recently adopted were
found inadequate and had room for improvement (Raptopoulou, 2021). Such
difficulties stress upon the fact of continuous instructor training and deep technology
investments to maintain balance and give equal access to all students.
Impressively, technology including learning platforms and e-learning platforms has

made education accessible. Digitalization of the learning process has enabled
imparting education through a variety of sources and enhance individualised learning
methods. E-learning platforms help overcome traditional hurdles in education as they
enable students to learn at their own convenience (Zhang et al., 2022). The COVID-
19 pandemic fostered innovation and creativity, which fasten the educational

technology development. Digital literacy helped teachers to alter and to

accommodate during the crisis. For instance, Equality Act 2010 of the UK prohibits
discrimination and promotes diversity (Dempere et al., 2023). Although these are
good things, digital technology has highlighted the fact that there are deep gaps. The
enlargement of the digital gap causes some citizens to be left behind especially the
poorest.
This gap has led poor families to be especially burdened with boys and girls who
can’t attend school, according to the works of Qureshi et al. (2021). Online classes
point out issues related to digital literacy which show the necessity of teacher training
and its digital infrastructure. Another concern for education in cultural diversity is to
find the inclusive processes which might be hard sometimes. To teach the kids with
special needs or talent within the cultural responsiveness, the pedagogy and support
are mandatory. Polarization of views and disagreements regarding educational
philosophies and values splits the society and makes the political decision-making
process harder (Akour and Alenezi, 2022). Narrowing the digital divide, enhancing
diversity, and using a joint strategy of education should be a top priority for
politicians and educators. Technology and training investments a requisite for
guaranteeing that all students enjoy equal access to education opportunities. Synergy
contributed to changing the teaching strategies by taking into account the ideas from
different ideologies, and the outcome was a more favorable and equal education
system (Haleem et al., 2022).
Stakeholders like the practitioners, the funders, the students and the education
organisations, their opinons, expectations and the requirements have significantly
influenced the theory, Policy and practice of education. In this regard, teachers may
encounter difficulties of having to match their classroom handling with virtual
teaching situations, all the while the students might enjoy the comfort and freedom
of online learning. Likewise, the targeting of legislators and funders towards funding
the teacher's preparation and the digital infrastructure may is emphasised so as to
enable the online transition of education (Enosi, 2021).
This demands a study of how education as a theory, Policy, and practice changes the
relationships between students, educators, and administrators in higher education.
The influencers include governmental authorities, taxpayers, teachers, parents,
workers, students, and corporations (Raptopoulou, 2021). Education theories,
policies, and practices affect all stakeholders, creating a maze of issues and
opportunities. Because students drive educational institutions, higher education
ideas, policies, and practices affect students' educational experiences and academic
objectives. Diversity and inclusion in educational policies can boost learning for
disadvantaged children. It does this by fostering academic success and community.
If diversity programs are regarded as tokenism if inclusive goals are met by


sacrificing academic standards, there may be negative consequences. Ferlie and

Ongaro (2022) state that parents' perspectives and expectations shape the education
debate. Parents prefer e-learning and digital education rules because they offer
greater freedom and accessibility for their children. Online learning is excellent, but
too much screen time can harm students' health. Teachers and other school staff are
responsible for implementing educational theory, Policy, and practice. For instance,
online assessments and e-learning may need major changes in teaching methods and
teacher technology abilities. Some educators may see these changes as an opportunity
for innovation, while others would struggle to adapt to these interactions with
technology.
Education theory, Policy, and practice positively impact educational institutions to

prioritise stakeholders' interests and legal compliance. Diversity and inclusion
policies may require financing for curriculum creation, staff training, and other
support services for diverse student groups (Santos et al., 2020). These programs may
provide a more welcoming learning environment, but they may also strain
institutional resources and require extensive planning and implementation.
Educational policies and programs along with government organisations and public
money are influential. Such investments may increase educational accessibility and
creativity, but they may also raise concerns about fund allocation and long-term plan
viability (Raptopoulou, 2021).
Insiders and other interested parties in post-secondary education have seen different
effects from education philosophy, Policy, and practice. Teachers may struggle to
adapt to new tools and procedures, which may increase their workload and decrease
their enjoyment of work, but diversifying and implementing inclusion in the Policy
may help teachers create a more interactive and fun learning environment for
students. However, policymakers have more freedom to provide education, and e-
learning concerns the health risks of too much screen time for students (Raptopoulou,
2021). Diversity programs teach academics and inclusivity, but tokenism may hurt
academic pride and community. Parents like that digital schooling is accessible.
However, parents may question the efficacy of online education and its effects on
their children (Raptopoulou, 2021). Taxpayers and corporations may support
educational reform that promotes differentiation and creativity, but they may dispute
plan distribution and implementation (Santos et al., 2020). Thus, educational
theories, policies, and practices can inspire revolution but also present formidable
obstacles that must be overcome by all stakeholders.
Conclusion
Lastly, education philosophy, Policy, and practice affect higher education enrolment
metrics. These dynamics can foster innovation, diversity, and collaboration, but they
can also cause equitable issues in education, institutional capacity, and resource use.

To objectively complete the assignment, one must understand the stakeholders'

interests and viewpoints and be willing to establish conditions for cooperation and
communication to solve common challenges and possibilities.
Task 2: Impact of policy changes on educational provision
You are required to share your experience discussing the impact of changes in
educational policies and practices on teaching, learning and assessment. Also, how
can you apply these changes for continuous improvement and measure it? Discuss the
following points:
Your response should:
 Discuss the impact of key policy changes on teaching, learning and assessment
(2.1).
 Describe the application of continuous improvement (2.2).
 Examine the measurement of continuous improvement (2.3).
 Evaluate models and theories of quality management in service delivery (2.4).
Please use the box below to write your response. A rough suggested word count is
2,000-2,500 words.
The route that educational regulations are taking has a profound influence on the way
educators institute teaching, students interact with the materials, and academic
success is assessed. Significant legislative reforms in the sector of education such as
during the COVID-19 pandemic period and the GDPR, Equity Act, and Equality Act
have created both opportunities and challenges (Karakose, 2021).
On the other hand, the adoption of the Equality Act has aided the educators in the use
of inclusive teaching approaches that match the needs of the different student
populations. Therefore, for teachers to make sure that every student has equal access
to learning materials and a chance to learn, they now have to cater for the specific

needs and ideas of each and every student. The incorporation of various techniques
such as differentiated instruction and inclusive classrooms as well as personalised
plans has promoted a more supportive and inclusive learning environment for
students of all abilities. One of the effects that the enforcement of GDPR has had on
learning is the fact that there is an impact on security and privacy (Meinck et al.,
2022). The security of the student’s information becomes paramount for teachers
who use digital platforms for classroom instruction. Therefore; teachers have to
prove their worth and adhere to strict data protection regulations. While data
protection may be ensured, such rules may also increase the difficulty of handling
and complying with the data for administration as well.
Adoption of online learning methods by the COVID-19 pandemic has brought an

incredible shift of the ways in which teaching, learning, and assessment were done.
The swift change from the on-campus teaching to online instruction demands
innovative strategies for the process of the instruction. The educators are using digital
tools and virtual platforms as some of a means of keeping the students engaged in
virtual learning environments (Zancajo et al., 2022). The change has made distance
learning more flexible and convenient for students but created problems related to
digital equity, technological skills, and student involvement. The COVID-19
pandemic-related policy changes in education are ushering in the need to reconsider
the existing teaching approaches and assessment methods. And the arrival of
asynchronous lectures, online learning, and remote peer collaboration, now students
need to learn in new manner. Although there are many students who can have a good
educational experience in the online educational environment, there are also many
students who cannot have a face-to-face connection and get individual attention
(Kang, 2021) The manner in which assessments are done has also changed in
response to policy changes that came into effect due to the COVID-19 pandemic. To
grade students that work from remote learning platforms, teachers have had to come
up with other techniques. On-line testing, computer-based presentations, web-based
portfolios are some of these. These alterations, which enable ongoing assessment and
feedback, might however leave a doubt about the reliability of such assessment
results in the digital environment and refer to academic integrity (Reimers, 2022).
Data privacy is another major legislative action which is evident through the broader
coverage of laws like GDPR. Such regulations place severe limitations on educators
who must use digital media, taking into consideration student privacy and data
protection. On the one hand, compliance may provide data privacy but on the other
hand, it might increase data management and maintaining. Furthermore, virtual
learning which came by as a result of pandemic has forced the adaption of new
methods in teaching and assessment as well. Such transformation accentuates the
touchstone of egalitarianism in digital education and the need to reconsider
traditional learning methods in order to upkeep equality and academic morality in

digital environments.
Open-ended development is an inherent part of every organisation's aspiration to get

to the greatness, and includes higher education. I have notarised the implementation
of continuous improvement through various interventions in enhancing teaching,
learning, and assessment techniques as a course leader for Diploma in Education and
Training Level 5 and a registered lecturer with certification of QTLS. Identify the
area that requires change prior to the continuous improvement. Sometimes it can be
really necessary to identify faulty components, performance gaps, or unexpected
challenges that make the achievement of learning objectives difficult (Tarkar, 2020).
Through the establishment of feedback tools such as peer observations and student
evaluations, teachers could identify the spots that require further improvement. This
could include topics, concerning the way they teach, the way the curricula are
created, or the way students are evaluated. By continuous process of progressive
improvement, which main goal is to reach higher levels of performance and
efficiency, is what is meant by continuous improvement. Increments of progress
come from reflecting on the areas for improvement, making the necessary changes,
and seeing the outcome of these alterations. Tilak and Kumar (2022) define
continuous improvement in education as an approach, which lays down emphasis on
the use of data-driven decision making, a culture of innovation and experimentation
and a pledge to reflective practice.
Many models based on the continuous improvement could be used as a basis for
implementing this idea in education. Four key stages comprise the widely used Plan-
Do-Check-Act (PDCA) cycle: designing, starting, evaluating, and revising. This
sequential approach allows the teachers to assess students' progress and to evaluate
and refine the therapies in the systematic way. Besides, the methods are adjusted
depending on constructive critique and the results get. One of the vital attributes of
CIP is the development of improvement plans, which act as a map for solving the
identified requirements and reaching the established improvement goals. These
schemes provide details on exact activities to be performed, deadlines, and persons
responsible for them. This allows for accountability and provision with
organisational objectives (Werner and Woessmann, 2023). In addition, the task of
implementing development plans can be characterised by significant challenges
resistance to changes is likely to be encountered. In order to empower partnership
and the investment of stakeholders, the educators have to engage the stakeholders,
justify the reasons for change, and give the resources and support.
Continuing Professional Development (CPD) is important to ensure next-level

improvement and efficiency that can make me more effective in the role of the leader
of a study program and the licensed trainer. In order to maintain the newest methods
of teaching and in different subjects, adapting of professional development (CPD)

can involve going to classrooms, workshops, and online courses. The observers, peer
observations, and student assessments are also part of the CPD. The study of Daniel,
(2020) shows the fact that feedback in CPD matters a lot and its relevance in teachers'
effectiveness and students' achievements may be gauged. Moreover, being involved
in joint expert led learning communities through the exchange of know-how and
communal problem solving (Panjwani and Shili, 2020) leads to this effect. The
strategies of CPD such as this one made you reach your targets of very high-quality
courses and great learning environment.
While implementing changes, an organisation must carefully plan and work closely
with others in order to avoid disruptions and to achieve efficiency. Educators can
conduct small-scale pilot testing in advance of larger-scale rollout of programmes
through this approach. Thanks to this feature, step-by-step improvements in addition
to feedback from life can be made. Another fundamental aspect of the controls
implementation for improving results by individuals is setting up policies for
monitoring and evaluation of the long-term outcomes (Raptopoulou, 2021). This can
include gathering and analysing student performance data, conducting routine
assessments of the quality of instruction, and seeking the views of different
stakeholders. Finally, the developmental process in education turns in a circle, where
knowledge from one stage serves as inputs for the next stage. Through this cycle
educators develop a culture of continuous learning and improvement which promotes
a healthy change while enhancing the educational experience for all of the
educational stakeholders.
Because it comprehends the appraisal of development, the detection of areas of

improvement, and the control of decision-making procedures effective measurement
is the foundation of the ongoing excellence in higher education. I am the course
supervisor for Diploma in Education and Training Level 5, hold QTLS, and know
the critical role of carefully selected strategies of assessing in achieving feasible and
qualitative transformation of education. The first thing to be considered in continuous
improvement measurements is to determine their current levels (Panjwani and Shili,
2020). In brief, it involves an in-depth study of the current in-house strategies and
results, which will serve as a reference point for further evaluation. For example,
another likely source of data would be learner satisfaction, retention rates, student
achievements and many other measures of effectiveness for academic support
services or instruction delivery. After deciding on the current performance, working
with appropriate metrics is very important to demonstrate the progress that has been
made at a given point in time.
In addition to these criteria of high-quality education, there are others such as

pedagogical correctness, cost-effectiveness, and punctuality. Case in point, teachers
can track changes in test scores, completion rate of courses, and learning
improvement to see whether instructional interventions have an influence on

academic performance. Knowing the perception of the stakeholders about the

organisation is crucial to tracking soon coming improvement. Stakeholders in
employment, training, staff, students and others must have consultations done to
assess opinions and quality, value, and relevance (Tarkar, 2020). The introduction of
objectives, standards and criteria for evaluation is a safeguard that institutions can
use ensure the educational processes are fair and consistent (Tadesse and Muluye,
2020). Grading criteria or evaluation protocols aimed at setting a standard for
evaluation can be used to improve the fairness and consistency of assessment and
ensure meaningful cross-year comparisons of student performance. Overall, keeping
track of results is key to assessing the efficacy of current endeavors in the field of
higher education improvement. Institutionalisation of educational modifications can
be made possible by conducting a constant supervision of performance indicators,
recognising stakeholder perspectives, analysing training needs, and standardising
methods of teaching and learning all the time. As a competent and experienced
teacher and curriculum leader, I am devoted to using different kinds of methods to
assure decisions are made based on the results of the measuring, which helps
improving the educational outcomes (Daniel, 2020).
Quality management models and theories play a crucial role in service delivery
within educational institutions. Stakeholders’ satisfaction and the efficiency of
processes are the primary goals of this team. The Deming cycle, force field analysis,
TQM, lean management, and Total Quality Management (TQM) are used in
education along with other improving the quality of service concept. These models
offer valuable benefits, however, all of them have drawbacks which should be taken
into account before application. Grynyuk et al. (2022) argue that force field analysis
enables the determination of factors that may support or obstruct organizational
growth. Hence, educational institutions will be able to monitor the performance
through this approach for dealing with the change. Subjectivity of evaluation has
appeared to be its impediment, therefore, as such characteristics often tend to be
complex and difficult to distinguish. Such subjectivity can impede the effectiveness
of this framework in some educational environments and can make the acceptance
challenging.
Benchmarking refers to a quality management tool whereby firms can look up their
performance in contrast to best practices and industry standards. The facility to learn
top schools' operations can increase education effectiveness and competitiveness.
Benchmarking measures the external validation parameters, and it can be used for
information collection about the organization's performance based on Balls (2021).
The internal benchmark may not be possible due to an absence of organizational
agreement or transparency. Benchmarking could not provide all the needed answers
for the improvement of the service delivery due to the reluctance. The concepts of
lean management such as continuous flow and just-in-time production are now more

frequently implemented for educational services too. Putting these regulations into
effect imply the promotion of creativity, the reduction of waste, and the increase of
output. Although these encompass benefits, the force of organisational and cultural
change resistance can slow down lean management implementation. Lean
management requires leadership participation which is often not easy in some
educational settings.
TQM, a full-fledged quality management mechanism, focuses on employee

involvement, quality improvement and customer service. Manning (2017) notes that
TQM's approach to organizational culture and leadership contributes to its
effectiveness. However, the high cost of implementing TQM, including
infrastructure and employee training, can be a significant limitation. This cost-
intensive aspect of TQM may deter educational institutions with limited resources
from adopting it fully. The PDCA cycle, often referred to as the Deming cycle,
encompasses a systematic approach to continuous improvement. It involves four
stages: planning, implementing, checking, and acting. Santos et al. (2020) highlight
the adaptability of the PDCA cycle to different contexts, making it a versatile tool
for educational institutions. However, the requirement for ongoing commitment and
support from leadership can impact its sustainability. The success of the PDCA cycle
relies heavily on institutional backing, which may not always be consistent across
educational settings.
Force field analysis is a systemic method to identify and evaluate the factors
controlling organisational transformation. The drawbacks are complex and
subjective; the advantages on the other side are change management and finding out
the cause (Daniel, 2020). Industry comparison and external validation can be
conducted by using benchmarking; however, benchmarking internally may be a
challenge. One negative side of lean management, which promotes creativity and
productivity, is the possibility of facing resistance. TQM is relatively cost-intensive
but it centers business culture, quality, and customer focus. PDCA circle executes the
process of constant improvement however it requires relentless devotion. However,
each model possesses strengths and limitations specific to it thus, educational
institutions need to devise strategies suitable to them (Ferlie and Ongaro, 2022).
In conclusion, each quality management model and theory have unique strengths and
limitations in the context of service delivery within educational institutions. While
these models can foster organizational growth, customer satisfaction, and continuous
learning, they may also encounter resistance to change, high resource requirements,
and subjective assessments. Educational institutions must carefully evaluate these
factors when selecting the most appropriate model for their context. By
understanding these dynamics, educational leaders can make informed decisions to
enhance service delivery and meet stakeholders' expectations. Ultimately, a flexible
and adaptive approach, informed by a thorough literature review, is essential to

achieving sustained quality management in educational service delivery.
Task 3: Developments in the education system resulting from legislator requirements
You are required to evaluate the impact of legislations on current educational practice.
When evaluating, make rich use of your own experiences to support your argument.
Your response should:
 Explain the interrelationship between recent developments in the education

system and legislation (3.1).
 Evaluate current educational practice changed as a result of legislation (3.2).
Please use the box below to write your response. A rough suggested word count is
1,000-1,500 words.
Politics is the force that is behind the changing of policies, practices, and the
performance of students in the education system. This partnership depends on the
legislation which determines curriculum, instructional practice, assessment and
objectives of learning. Legislative mandates provide the guidelines to work with
which and what, the way of, inclusiveness and accountability for teachers and the
institutions. After being QTLS-certified instructor and Diploma in Education and
Training Level 5 leading Programme Leadership, I noticed the changes and impacts
on educational activities. Another sphere in which laws have had a tremendous
influence is the equalization and integration of students in education. The UK
equality law specifies that schools should uphold dignity and non-discrimination
(Werner and Woessmann, 2022).
The law of an inclusive culture means that educational institutions promote equality
in terms of gender, race, and sexual orientation. Additionally, students with
disabilities should be provided with appropriate conditions for learning. I believe my

role is to further diversify the learning environment with teachers given implicit bias
training and educational resources being thoroughly looked into to make sure they
are inclusive (Meinck et al., 2022). A curriculum that shows care for diversity and an
approach that suits all children, regardless of the race yielded the consequences.
Another mentioned legislative change is the Children and Families Act of 2014,
which has undoubtedly had a dramatic effect on the supply of SEND services (special
educational needs and disabilities). Make the educational institutions provide
appropriate helping hand and accommodations to SEND students for inclusive
education will be promoted through this law. Seeing this law in action as a certified
lecturer made me witness the rising number of collaborations between teachers,
parents, and other groups in developing IEPs for students who have special needs
(Karakose, 2021).
The result of this cooperation is an improved educational performance by providing

assistance to the students who perform worse. The legislation has also passed the
uniformity of educational course material.
Legislation has helped, in general, to harmonize the educational programmes.

National frameworks and standards, for example the UK’s National Curriculum,
have been successfully employed to standardize the content of education in the states
and institutions in consistency (Meinck et al., 2022). Thus, the stability guarantees
that all kids will get the good educational background irrespectively of their origin. I
can view how these standards bring an impact on developments, evaluation, and
lesson plans as a Programme Lead. Despite the fact that standardisation brings some
uniformity to education, institutions and their staff may experience quite some
restrictions in curriculum delivery. Educators are challenged by developing new
ways to interact with students while the academic level requirements are preserved
(Zancajo et al., 2022).
Legislation plays an important role in the functioning of education system in the

aspects of the stakeholder’s accountability and quality maintenance. In 2005, the
Education Act, which created inspection bodies like Ofsted, was introduced in
English education. These bodies assess schools on leadership, efficiency, student
outcomes and teaching, the factors mentioned by Werner and Woessmann (2023).
According to my opinion, the situation is that increased scrutiny has prompted
educational institutions to focus on the quantifiable outcomes that they can measure,
thus, leading to the appearance of the data-driven approach. Teachers need to note
down every child's growth, utilise data analytics to design the lesson and thus,
enhance their result with feedback. In contrast, the article of Santos et al. (2020)
suggests that standardized testing and accountability entail certain drawbacks. There
is a lot on the teacher's plate as far as preparing kids for the test. The core teaching is
often left out. Limiting teachers' creativity and autonomy can not only decrease

students' interest and enthusiasm but also prove to be frustrating for the teachers.
It is difficult for instructors to make the programs popular as well as engaging for the
student. A range of creative solutions are necessary to accomplish education while in
compliance with regulatory requirements. Legislation has been of essence to
integrate technology within the education systems (Ball, 2021). Policies supporting
the cyber knowledge and use of technology help turn the class into the stage of active
participation and interaction. Countries that embraced emergency laws to deal with
the COVID-19 pandemic ushered in online learning and education. As a Programme
coordinator, I have had an opportunity to see how technology is slowly integrated
into education which gives space to students to work together, go for online classes
and easily getting internet materials. The result of this development is that fairness
in digital then becomes a matter of concern because not all students have the means
of accessing the technology or have a home environment conducive for learning.
However, the implication of legislature on child protection and safety has been
somewhat ground-breaking for the educational practices (Manning 2017).
To keep the little ones safe in education (KCSIE) guidelines mandate educational
institutions to abide by the elaborate safeguarding protocols. In the capacity of the
issued lecturer these bills have a major role in changing reporting protocols,
protecting leaders, and training. It has also helped to raise the level of awareness
among staff about child protection duties. In addition to this, the GDPR and Data
Protection Act of 2018 enhanced the rules on how educational institutions should
deal with personal data (Daniel, 2020). As a programme leader, I have witnessed
agencies increase data communication standards and protect student data with more
security.
Creation of more secure digital platforms and educating teachers on data security and
privacy training give rise to new educational models. Such legislative initiatives have
a tremendous value for the improvement of educational practices that bring about an
inclusive and safe learning environment. These technologies require the updating of
competencies, resources of supervision, and complex legal rules (Tarkar, 2020).
Notwithstanding this, the ultimate influence/outcome of the legislation as it pertains
to the education system is a better accountable and more equal education system. As
a certified lecturer and Programme Leader it is necessary to have the ability to
accommodate these changes which also involve lifelong learning and student-
centered education. However, the task is to get the right balance considering
legislative obligations and at the same time devise creative and inclusive approaches
that aim at lifelong learning and comprehensive development.


Bibliography
Books:
Ball, S.J., 2021. The education debate. Policy Press.
Ferlie, E. and Ongaro, E., 2022. Strategic management in public services

organizations: Concepts, schools and contemporary issues. Routledge.
Manning, K., 2017. Organizational theory in higher education. Routledge.
Werner, K. and Woessmann, L., 2023. The legacy of COVID-19 in

education. Economic Policy, p.eiad016.
Journals:
Daniel, S.J., 2020. Education and the COVID-19 pandemic. Prospects, 49(1), pp.91-
96.
Grynyuk, S., Kovtun, O., Sultanova, L., Zheludenko, M., Zasluzhena, A. and
Zaytseva, I., 2022. Distance learning during the COVID-19 pandemic: the experience
of Ukraine's higher education system. Electronic Journal of E-learning, 20(3),
pp242-256.
Kang, B., 2021. How the COVID-19 pandemic is reshaping the education
service. The Future of Service Post-COVID-19 Pandemic, Volume 1: Rapid
Adoption of Digital Service Technology, pp.15-36.
Karakose, T., 2021. The impact of the COVID-19 epidemic on higher education:
Opportunities and implications for Policy and practice. Educational Process:
International Journal (EDUPIJ), 10(1), pp.7-12.
Meinck, S., Fraillon, J. and Strietholt, R., 2022. The Impact of the COVID-19
Pandemic on Education: International Evidence from the Responses to Educational
Disruption Survey (REDS). International Association for the Evaluation of

Educational Achievement.
Panjwani, K. and Shili, N.,2020 CHANGING GLOBAL SCENARIO OF

EDUCATION DUE TO COVID-19.
Reimers, F.M., 2022. Learning from a pandemic. The impact of COVID-19 on

education around the world. Primary and secondary education during Covid-19:
Disruptions to educational opportunity during a pandemic, pp.1-37.
Santos, G., Marques, C.S., Justino, E. and Mendes, L., 2020. Understanding social
responsibility’s influence on service quality and student satisfaction in higher
education. Journal of cleaner production, 256, p.120597.
Tadesse, S. and Muluye, W., 2020. The impact of COVID-19 pandemic on education
system in developing countries: a review. Open Journal of Social Sciences, 8(10),
p.159.
Tarkar, P., 2020. Impact of COVID-19 pandemic on education system. International

Journal of Advanced Science and Technology, 29(9), pp.3812-3814.
Tarkar, P., 2020. Impact of COVID-19 pandemic on education system. International

Journal of Advanced Science and Technology, 29(9), pp.3812-3814.
Tilak, J.B. and Kumar, A.G., 2022. Policy changes in global higher education: What
lessons do we learn from the COVID-19 pandemic? Higher education policy, 35(3),
pp.610-628.
Zancajo, A., Verger, A. and Bolea, P., 2022. Digitalization and beyond: the effects
of Covid-19 on post-pandemic educational Policy and delivery in Europe. Policy and
Society, 41(1), pp.111-128.
Zhang, C., Khan, I., Dagar, V., Saeed, A. and Zafar, M.W., 2022. Environmental
impact of information and communication technology: Unveiling the role of
education in developing countries. Technological Forecasting and Social
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Dempere, J., Modugu, K., Hesham, A. and Ramasamy, L.K., 2023, September. The
impact of ChatGPT on higher education. In Frontiers in Education (Vol. 8, p.
1206936). Frontiers Media SA.
Qureshi, M.I., Khan, N., Raza, H., Imran, A. and Ismail, F., 2021. Digital
technologies in education 4.0. Does it enhance the effectiveness of learning?.

Akour, M. and Alenezi, M., 2022. Higher education future in the era of digital
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Theory, Policy and Practice (T/617/4998)

Submission Cover Sheet

Learner Name Suklatithi Chakraborty

Learner Registration No.

Study Centre Name

OTHM Level 7 Diploma in Education Management and

Unit Reference No. T/617/4998

Unit Title Contemporary Issues in Education: Theory, Policy and Practice

Word Count 5500

Submission Date 15/04/2023

Learner signature _________________

Date: 25/04/2024 Assessor signature

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Assessment Marking Sheet

1. Understand 1.1 Examine recent conceptual

2. Understand 2.1 Discuss the impact of key

3. Understand 3.1 Explain the interrelationship

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Overall Assessor Comments:

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

3. Misconduct/Malpractice Warning: We rigorously uphold the academic

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Task 1: Contemporary issues affecting education policy and their impact on

 Examination of recent conceptual changes in educational theory, Policy and

In higher education (HE), technological innovations (especially e-learning) have

Level 7 Diploma in Education L7DEML/U1B/07211

Management and Leadership

Theory, Policy and Practice (T/617/4998)

interactions that demonstrate the mechanisms of dynamic interaction between people

The rise in non-traditional students accessing higher education also prompt us to

Management and Leadership

Theory, Policy and Practice (T/617/4998)

Along with the technological advancements, the education is also undergoing

Impressively, technology including learning platforms and e-learning platforms has