Wider Professional Practice & Development

Wider Professional Practice & Development

1. Professionalism: The professional behavior in terms of the education and training is that the expert should always act with integrity and should always maintain the legal of ethics they are asked to abide by(Creasy, 2015).

Dual Professionalism: Dual Professionalism is deep knowledge or information, the profound understanding of the concepts, teaching expertise and experience and the procedures of learning and contexts, all these should be matched with the expert of the particular subject knowledge skills (Cloete, 2016).

1. The values which are professional are actually considered as the core of the standards. Similar values are reflected over the standards and are related to the registered teachers irrespective of the post. These values are complicated and they operate to shape people who are the professionals. Values are demonstrated via all the professionals and the relations and practices. The interrelations in between the value and the practices require being continuously taken over the course of the person’s career. It is significant part of becoming reflective critically and enquiring professionals. The professional values influence the decision making factors in the experts. With the help of such values, they can solve the problem from day to day basis(Jones, 2003).
2. Social Changes: The system of education is seen as the social factor only that reflects the ethos of the public which it serves. The major aim of the education is to make sure the cultural continuity via encouraging the growth of the country’s characteristics which often reflect as stabilizing forces. The view of cultural and social change is the reshaping of educational policy for making the equality of educational chances for all. This leads to the broadening of the school curriculum and rising up focus on the significance of the apt kind of education which is technical for the new tech age(Turkkahraman, 2014).

Economic Factors: These factors refer to the content of the education system. From the perspective of economy, the costs on the education refer to percentage of national revenue which is spent on the education by both people and the government. If the financial conditions are poor, education will become backward in multiple aspects but if it is strong then the country will prosper.

Political Factors: The political factors control the government of the nation which has the inevitable effects on the education. These factors dictate the type of administration the system of education will possess. They underlie the features in the system and the operation of the same.

1. Policies: Policies are the set of principles, norms and guidelines which are developed and are also adopted by the organization for reaching to the long term goals.

Code of Conduct: Irrespective of the firm if it is legally mandated to have codes but each and every organization should posses them. The code of conduct has values as internal guidelines and the external corporate values and commitments of the firm (Daisy, 2015).

Guidelines: The guidelines of the firm are the instructions which are abided by all the employees and other stakeholders of the firm.

1. If referred to the education, the stakeholder is the one who invests in the wellbeing of the school and the students which includes the administrators, teachers, the members of the staff and the family’s and parents as well as the community members, local leaders in business and elected officials such as members of the board, city councilors and state representatives. They can also play the role in the learning which is community based which actually refers to the connection with what is taught in the schools to the community in the surrounding. This might include local history, literature, nature and cultural heritages. The strategies followed by the stakeholders in education are broadly considered for successful improvement by multiple people and firms that work in public schools(HSE, 2009).
2. Rising up school autonomy mostly works hand in hand with the strong accountability demands: decision making power is needed for accounting to these decisions and their effect. Due to stakeholders, the impact on the education and training would be that the decision making power is gained by the people and also formulating strategies. Also the evaluation of the education is done. All this provides: 1. Legitimacy for strategy and decision making of school, 2. Legitimacy for quality services which are provided and 3. Growth and development in the quality services which are being provided(Horstmanshof & Moore, 2016).
3. There are several reasons as to why school should work in partnerships with the employers and stakeholders:

• To enrich the curriculum for the improvement of the motivation and raised up standards.
• Development of the teachers in a professional way.
• Development of the institution(Woodbury, 2017).
• Mutual benefits from collaboration between schools, business and the wider community
• Development of the staff
• For understanding the business the understanding of the person’s job if fits in the firm on the whole; recognizing the needs of stakeholders; judging risks; innovating and contributing to the whole organization.
• One can work together as a community with cooperation, assertiveness, influencing, being responsible to others, speaking clearly to individuals and groups and listening for a response
• The partnership benefits in building the needful corporate sketch at the local level and sometimes at the regional level. It also allows the chance to local society’s and to build up links.
• The recruitment can be done in a better way as the specific set of skills is needed in order to recruit the right people for the specific job. Working in partnerships might help in this too.

1. There are a few policies:

• The career advices should be better and given on the right time to all the students
• There should be funding system which can be based on the loans given to the students.
• The apprenticeships should be provided and also there should be people employed to take care of them.
• To motivate greater employer ownership.
• To set up the colleges which are led by the employers.
• Training s should be given to the employers and ask them to teach where there is the shortage of the teachers.
• For the training purposes, the technologies should be imbibed which are required(UK, 2015).

1. Stakeholders and other bodies have important roles in the setting up of the curriculum. They actually monitor the curriculum when it is being made. In addition to this, they also employ teachers when the curriculum is for private schools. They also have the duty of buying the materials that are required and important for the implementation of the curriculum. They can also alter the extent to which the school curriculum is implemented by variable the discharge of the important resources(Laralundang, 2013).
2. The curriculum developed for the education and training must not just meet the objectives of the training but should also implement effectively. There are different models which are needed in the development of the curriculum. Now a days there are competencies based curriculums made in which multimedia resources are used too(UNEVOC, 1993).

1. There has been the regular debate on the quality assurance since past few years when it comes to quality education and training. Quality is important in terms of reaching to the higher education in a better way. There are some definitions given by Harvey in 2004 that are summarized below.

• There is exceptional view that helps in seeing the view better.
• In case if quality is taken as the perfection, it sees the quality as something different and special.
• Quality which is in perfection is consistent and flawless in terms of results.
• It is something with which one can fill the requirements of the customers.
• Quality as a value is taken as money which is in return or taken as investment.
• Education and training quality is actually empowerment of the students and enhancement of the students both which further leads to the development and the growth of the new information.

1. Self evaluation is gaining significance in terms of the education context in both self evaluation at the individual level and institutional level. At individual level, teachers for example are mostly linked with the complementary to the reflective practice and the research in action, observation in the class and the peer reviews. While at the institutional level, e.g. project or program in the firm of the national or international firm. The institutional level is one of the hardest as it is taking care of the project at the national level. Hence, it is huge responsibility(Muresan, 2009).
2. The evaluation of the program can be done in the ways:

• By making explicit goals: If the education program has specific goals and objectives, they are well thought off.
• Measuring the program impact: ETS are the letters which have become significant in the circles with the standard testing of the achievements of the students. ETS uses the tests naturally as apt but frequent tests are apt too.
• Working in field settings: There should be settings in which the measures should be administered. Hence, this way the evaluation can be done.
• Interpreting the results: Perhaps the most significant code in program assessment is that understanding of the evaluation’s meaning—the conclusions to be drawn—are often open to a variety of nuances(Leahy et al., 2009).

1. The goals and the objectives were measured aptly and created aptly too. Yet there are some of the functioning issues which can be resolved. The only area of improvement is the application issue and the time management. If the time management is done properly in applying the functions at the right level, the learning program will help more of the students.

Cloete, M., 2016. Investing The Dual Professionalism of an Accountant and Education Practitionar in South Africa. [Online] Available at: https://repository.up.ac.za/bitstream/handle/2263/56930/Cloete_Investigating_2016.pdf?sequence=1 [Accessed 12 June 2018].

Creasy, K.L., 2015. Defining Professionalism in Teacher Education Programs. Journal of Education & Social Policy, 2(2).

Daisy, D.I., 2015. Teachers’ Conduct in the 21st Century: The Need for Enhancing Students’ Academic Performance. Journal of Education and Practice, 6(35).

Horstmanshof, L. & Moore, K., 2016. Understanding the needs of all the stakeholders: Issues of training and preparation for health work students and their clinical educators. Asia-Pacific Journal of Cooperative Education, 17(2), pp.93-100.

HSE, 2009. Education, Training and Research. [Online] Available at: https://www.hse.ie/eng/services/publications/etr/education%20training%20research.pdf [Accessed 12 June 2018].

Jones, M., 2003. Reconciling Personal and Professional Values and Beliefs with the Reality of Teaching: findings from an evaluativecase study of 10 newly qualified teachers during their year of induction. Teacher Development, 7(3).

Laralundang, 2013. The roles of stakeholders in curriculum implementation. [Online] Available at: https://www.slideshare.net/laralundang/the-roles-of-stakeholders-in-curriculum-implementation-16151513 [Accessed 29 June 2018].

Leahy, M.J., Thielsen, V.A., Austin, B. & Fleming, A., 2009. Quality Assurance and Program Evaluation: Terms, Models, and Applications. Journal of Rehabilitation Administration, 33(2), pp.69-82.

Muresan, L., 2009. QUALITY ENHANCEMENT IN HIGHER EDUCATION THROUGH SELF-EVALUATION AND TARGETED PROFESSIONAL DEVELOPMENT. [Online] Available at: http://qualitraining2.ecml.at/LinkClick.aspx?fileticket=vu4rEw%2BLURo%3D&tabid=2228&language=en-GB [Accessed 29 June 2018].

Turkkahraman, M., 2014. SOCIAL CHANGE, EDUCATION AND TEACHER TRAINING POLICIES. International Journal on New Trends in Education and Their Implications, 5(2).

UK, G., 2015. 2010 to 2015 government policy: further education and training education and training. [Online] Available at: https://www.gov.uk/government/publications/2010-to-2015-government-policy-further-education-and-training/2010-to-2015-government-policy-further-education-and-training [Accessed 29 June 2018].

UNEVOC, 1993. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. [Online] Available at: http://www.unesco.org/education/pdf/23_85.pdf [Accessed 29 June 2018].

Woodbury, J., 2017. Stakeholder views of teacher training routes. Teacher Education Advancement Network Journal, 9(1), pp.80-89.

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