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Assignment Code DET4AB51 Assignment Sample

Introduction

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First of all, Education is a projectile to improve one’s life and Training is an important tool that advances one’s knowledge and skills. Education is considered as a spark of light in the darkness. Well, the concept of “professionalism” could be argued as descriptive ethical values as standard significance of maintaining and promoting education and training.

A. Conceptualisation of Professionalism and Dual professionalism in Education and Training

Professionalism in Education and Training:

It is rightly to say that professionalism is the innermost concept in both education as well as training. The major purpose of the professionalism is to help the educator as well as trainers to boost and build up their skills for improving their own personal creativity (Tummons, 2020). As an educator, I continue to upgrade my knowledge and the prospect of professionalism highlights the foremost values proposing that the organisation between an educator and a student, and as the teacher go on the topic of as a genuine model from which the learner is geared up. The significance of professionalism and exhibiting the nature connected with that of a professional is conveyed both “covertly” and “overtly” (Gerasimov and Gerasimov, 2017). The word “Professionalism” is a term that reflects to the position, information that required by the training educator and giving a standard implementation in practicing a group of employment performed during instructing practice.

As an educator, I should think about every student independently and distinctly. I found that most of our learners come to “MONT ROSE COLLEGE” to learn a range of subject areas. I, as an educator, try to provide an environment where they can flourish in English Learning. Colleges are an important part of UK’s education system, so, the primary reason for me as an educator is to promise success and animate open doors for learning through exceptional teaching that enables the development of each student (Purwantiningsih and Suharso, 2019). Also, as an educator, I have to focus on my communication skill and ability to collaborate with the learners and professionalism development refers to numerous types of learning experience to an individual’s work. The word “professionalism development” means a formal process such as a workshop, or seminar. An important factor to professionalism development involves observation and ongoing feedback to empower the educators to have a stronger believe and confidence in their teaching practices.

Dual Professionalism in Education and Training:

Now here is Dual Professionalism; it is a subject for specialists and coaching professionals who are dedicated in developing their knowledge and expertise in both aspects of their position to certify the best outcomes for learners (Esmond and Wood, 2017). Dual professionalism is primarily the abstract of understanding profound knowledge as well as skill in their leaning method and teaching as well as contexts. It is a subject to expert and mentors that are determined on forming their accepting and capability in the two pieces of their commerce to ensure the top results for students in their divisions. As a tutor or educator, my astounding pleasure of encouraging practice in the tutoring and preparing sections starts from helpings the students to develop and seeing them become efficient to progress in English learning. Also, as an educator, it is my duty to be perfect in both subjective and vocational expertise and as well as teaching expertise. I have to make sure that the learners receive the best learnings.

There are a lot of advantages of dual professionalism. For educators and trainers, it is pretty vital for considering the ways in which the students or learners be likely to learn. Trainers and educators are both considerable to “Dual professionalism” because it allows them both to be vocational and teaching prodigy (Kirk, 2019). Dual professionalism for learning and training educators and trainers is an interior concept. Off course tutor and trainers must know and they should able to apply coaching skills which are suitable and give the learners the satisfaction of skilled paper knowledge. Dual Professionalism’s standards offer a succession of objectives and guidance to all the learners and whether experienced or totally new to the role (Avis, Fisher and Thompson, 2014). The dual professionalism can be used in numerous of different ways and it can be used by any folks to support and develop their own professional skill and which help to teach the learners. As a tutor, I have to make out and contain to different apply to show training role that will be logical to different students. As a teacher the main aim is to provide them a proper guidance that will further lead them on a high distinction (Brookfield, 2005).  

B. Influences of Professional Values of Education and Training on Personal Practice and Broader Context

So, professional values of English Literature students may be changed noticeably by curriculum activities and professional development and values are displayed in decent codes (Armitage et al., 2008). This indicates the importance of the integration of professionalism values into English Literature students. It is rightly to said that there are frequent issues to govern the professionalism of the courses run. Values are goals that ascertain a behaviour and offer decisions making within the subject learning embedded in a professional development. Ethical values and student’s viewpoint on professionalism values persuade their approach to apply professional ethics in their future profession.

Teacher’s professional values evaluate all characteristics of education such as responsibility, actions, reliability, dignity, competence, diligence, commitment, collaboration, accountability, fidelity, self-respect, teaching processes assessed and behavioural conduct (Ecclestone, 2010). So, the aim of education process is to give to an improvement of their future practice of professionalism and develop their skills. Professional development and principles are benchmark of behaviour for presentation that present a framework for appraising perspective (Esmond and Wood, 2017). As an educator, I would like to say that an added precedent would be the rules on rollover of resources from the commune that developing command for more students on learning, or choosing persons for courses reliant on information. Being a teacher, I realised that this professional development will enlighten the educators that they have foremost role in bringing advantageous changes in the performance of the learners.

Conclusion

So, last but not the least, it is important to reactivate oneself capability and as an educator I would like to clarify that it develops the leading learning. We should think immensely about the position of professional development. I feel that I am honoured to have a role that enables me to live on my values and enables me to teach and guide many learners and share my values.

 

 

Task 2 (Report)

Introduction

The education system of UK contains the most esteemed education quality around the world compare to other countries. It encompasses the most pre-eminent education system with higher excellence. In this task report, the influence of social, political and economic elements has been discussed in a brief manner with comprehensible representation.

A. The Influence of Social, Political and Economic Factors on Current Education Policy in UK

Education is the greatest power to enlarge the field of knowledge and skills. The impact of education on our daily life is highly noticeable and extremely functional. Here, the beneficial and detrimental influence of the social, political and economic factors has been scrutinised in order to represent current education policy of the UK education system.

Social Factors

The socio-cultural factor plays very significant role in the education system and that will be discussed in a lengthy manner. In recent days, social media has an extensive impact of the education policy which cannot be denied and it represents the way of the modern world of education. The education policy has been converted through generations in every possible way and socio-cultural factor is the primal reason to get acceptance for these newly launched policies. Being a social animal, it is very much difficult to recognise the criteria of education without having proper social interconnection. In 21st century, online education becomes the most flexible way to gather information without having physically contact in the meantime of pandemic situation (Williamson, Eynon and Potter, 2020). The increasing rate of social networking sight like Facebook twitter etc. contains variety of information which is an effective way to learn the perspective of the new generations.

However, internet accompanied the whole world in a smartphone which is advantageous for the young generation to break the certain laws of traditional educational policies. Though higher education is considered to be the appropriate path of getting succeeded, the willingness towards study is decreasing day by day in the UK. The improvement of the multinational companies and from the viewpoint of being self-dependent leads the youths jump straight into working environment (Francis, Mills and Lupton, 2017).

Political factor

The interchange in political scenario can be the key factor for any kind of organisation. Like all other territories, the education system of UK also has accomplished by political factors extensively. In a privatised country where government has dispatched the education budget day by day, it’s getting impenetrable to get access in the modern world education for ordinary people (Kromydas, 2017). Moving on, it has been observed that the multicultural ethnicity and the dream to maintain Victorian education system (Field, 2000) leads them to encourage for abroad studies. The rising level of foreign students in UK is the focal purpose to ensure the growth and revolution of the education polices in this country. It’s a biggest achievement for highly developed country like UK.

However, the harmful effect of global pandemic can be an enormous threat to create an obstacle on the path of the education system in UK. As a result, the education system of UK has been collapsed in order to maintain certain health issues. The policy of emigration represents the increasing rate of emigrates and a huge amount people emigrate their families for living and education related service in UK (Williamson, Eynon and Potter, 2020). The increasing rate emigrates portrays how the educational system has been affected by the political environment and the enormous impact of political manifesto.

Economical Factor

The relation of economy and education are interrelated as both factors are associated with each other. It is the key element to play the role of vital element for the educational policies of UK. Education is a fundamental right but several educational institutes in UK have been decentralising due to some economic slump (Francis, Mills and Lupton, 2017). It is now very much difficult to afford higher education in such an international platform like UK, where the exchange rate of currencies become a huge complication for abroad students for not able to pay the amount of living.

The policy of obtaining educational loan turns into a miserable option for not able to pay off their loans. As a result, education system in UK for abroad students could not become a preferable choice compare to other countries. The effect of fragile job market plays a major issue because it does not consider to have beneficial job market in current condition. Having bigger ambition and intention to work on international territories, UK has not become a suitable option for a superior career prospect (Williamson, Eynon and Potter, 2020). As a result, these unfavourable conditions put questions about the reason to study on UK, in order to build an ethical career for upcoming future.

B. Impact of Current Educational Policies and Organisational Requirements on Curriculum and Personal Practice and Broader Context

Education in every country has specific policies related to the internal atmosphere of that country. However, it is indeed true that the educational policies are developing and the procedure of the traditional education system becomes more objectified in this century. People need to aware of the educational issues more in order to maintain certain problem (Cain and Allan, 2017). Now days, there are plenty of issues related to current education policies which is expanding in every possible way. The major issues connected to education system have been described in a clear point of view through a brief manner. The learning system of 21st century is completely incompatible from previous policies and students need experienced teacher who are capable to analyse the versatility of the modern world and have the power of accountability (Roffey-Barentsen and Malthouse, 2009). The extraordinary performance can bring qualities of being suitable for upcoming generation. They need a huge amount of flexibility to perform certain educational activities.

C. Impact of Organisational Requirements and Expectations on Curriculum Practice

Policies, Codes of Practice and Guidelines of the Organisation

Teachers must really fasten and seek the precept of the teaching codes is a great way to deal with this (Komarova et al., 2019). As an educator I should not be allowed to separate, mistreat, dress incorrectly, and late as a model to my pupils. Both teachers are supported by the practical codes as the perfect solution for becoming a not too lazy teacher. I have to make sure that I comply with the most unexpected possible guidelines in order to keep track of those shifts. Another important guideline is the Equality Act- 2010 (Keeley-Browne, 2013), which is linked to every standard in Mont Rose College. I think that it is important for me as a teacher to understand and appreciate this Act to determine the needs of each student and deal with stressful problems.

Impact of Organisational Requirements and Expectations

As a consequence of infrastructure, preparation and political forces, instructive curriculum standards have expanded (Allen and Bull, 2018). In the meantime, as the number of subjects in instructional projects is expanding, teachers are being examined for lack of insight. Even, one of the most cherished topics can never be left off to pave the path to another problem in the instructive modules. For educators as well as students, this is unsatisfactory. The instructor tension over the built-in instructive modules is its lack of control over the confirmation, progression and implementation of instructive tasks (Meyer et al., 2017). If the dedication of the professors to education programmes is torn up, their professorship standing will be undermined by this. Different persons who gave the Board of Trustees verification indicated this question. The obligation of national research systems was explicitly stressed for membership (Hillier, 2005). Due to the manner in which effects can be distorted and monitored, multiple teachers denied these as informationally unsound.

Conclusion

This task report evaluated that the UK education policies are enhanced as well as degraded by various political, Social and Economic factors of the country. Moreover, Educational policies, Code-of-conduct of the educational institutions and the organisational requirement and expectations foster a quite considerable amount of influence on practices of the educators.

Task 3 (Report)

Introduction

The following report illustrates the role of external bodies and stakeholders in training and education. Therefore, the task 3 report also presents an outline of the significance of working with stakeholders and employers in training and education. The report also illustrates how being accountable to external bodies and stakeholder’s impacts delivery and assessment, curriculum design within own area of specialism.

A. Role of Stakeholders and External Bodies in Education and Training

A stakeholder requires an outstanding job in training and instruction. Anybody interested in the business can be a stakeholder; they can be an entity, association or association that is affected by the business’s operation. There are two kinds of internal and external owners. Internal stakeholders are the teachers, parents, students, support staff and midday workers inside a company (Labanauskis and Ginevi?ius, 2017). External stakeholders include municipal authorities, non-governmental organizations, and the neighbourhood of social workers, trainers, distributors, the population, and agencies. One critical collaborator is just a student and my job would not be able to do without the obligation of the student to work at that time. In the event that understudies have still not been carried out, I would gradually hesitate to collaborate with individuals that are disconnected and toughest to carry out network samples and disregard the need to assist. This implies that I will urge students develop to at their own pace, enhance their overall well-being, invest in reform, and acquire access to key institutions, and work for a common community. The nature of the program allows full achievement and reasonability and guarantees expectations that are assessed in either case.

They contribute to good coaching. Organizations that examine the concept of administration mean that an employee as an educator must be ready to help students progressively see themselves worthy of doing so (Esmond and Wood, 2017). A professional will measure me on a predefined benchmark which in an encouraging practice evaluation can then contribute to successful maintenance and general disposition of administrations. We act for most of our courses in collaboration with the WEA (we have joint financing via the system learning advantage for offer improvement courses). OFSTED looks for models and large open-financed action programs and meeting table stakeholders, whose reports are openly available and will influence decisions to study whether or not to go to the administrations (Esmond and Wood, 2017). They will place suppliers in extraordinary steps and propose revisions.

B. Impact of Accountability to Stakeholders and External Bodies Personal Practice as A Teacher or Trainer Within the Educational Institution

Accountability stakeholders are those who engage in a variety of ways with schools and the education and well-being of their schoolchildren. A number of diverse forms are taken by stakeholders, reflecting on how institutions govern their life and function locally and maintain them globally (Cochran-Smith et al., 2018). One common effect is that due to other obligations, details not given insufficient time to have the meeting and not to communicate with each other correctly is not able to be complied with concurrently. A stakeholder may have a positive or negative impact on educational programmes and may also vary if changes are made within the learning condition, such as the one, for example, management bodies and sponsors have a greater impact than other affiliations. The key is to make the associations sure they are. The basic open impression of vagaries, for example, is that it is vain and therefore does not warrant any help. In this way, I would engage with society and contradict the negative speculations and increase open support. The more open exhortation I get, the more support and the opportunity to administer more resources would be offered.

An administrative body may lawfully recommend that my service should be improved, unable to comply; I have to comply with the law, as well as legitimate actions against the entity with which I am employed. In association with a protecting council, the administrative body functions (Garver, 2020). If I fail to disclose any troubling issue, I would disregard my duties that will subsequently affect the company for which I operate. Additionally, students’ responsibility is essential because if I do not provide the services required by students, an administration may produce other expert cooperation organizations or perhaps remove from each source, which would have a negative effect upon my teaching.

C. Importance of Working in Partnership with Employers and Other Stakeholders in Education and Training

For several factors, I find it very crucial to cooperate with other organisations, such as other course providers, specialized service agencies.  This means that everyone understands their individual positions and responsibilities while operating in the team (Jackson et al., 2017). This ensures that they have a common understanding. This helps everybody to make a fruitful relationship work by making everyone aware of their role and duties, as communication is one of the key things in this area.

  • Progress barriers are removed: It is one of the most significant advantages of working in partnership with other stakeholders and employers as the progress barriers of the learners can be easily assessed and removed.
  • More reliable and integrated support is offered: Working in collaboration often helps provide more integrated and reliable support to the students.
  • The entire course pool is accessible easily: This helps in making the learning experience better for the students.
  • It encourages the student to always have a holistic service: It helps to cater for the diverse learning requirements of students.
  • Best able to deal effectively with individual personal requirements and to ensure proper satisfaction of needs: Collaborative working also helps me to understand the specific requirement of each student that in turn helps me provide better service to my students.
  • It contributes to creating innovative ideas and projects: An agent can give each other shadows when experiencing and providing feedback about service delivery and receive the same feedback from a partner.

I believe that working with authoritative bodies and funders is vital to guarantee that my administrations continue and that I deliver fair, secure and high organizational measures. Working with these kinds of gatherings would help me in clarifying moral norms and in raising standards as a means of delivering services. It is important to work with various coaches because they can provide working conditions and provide an effective association for understudies. Work participation shows the future manager that I am able to work, giving little attention to payment. As a teacher, I use a lot of communication systems to foster partnership on a regular basis at the workplace that includes daily schedules, phone contacts and a diary. Some of the communication systems we use in the classroom. We use all these various communication devices in partnership with parents, institutions and other collaborators to learn what happens all day long, what young people collaborate on this too with good teamwork, so other people will read the schedules and know what to do and what we’re doing while we’re busy with activity. By getting a group e-mail, conversation or tweets, data will avoid being misunderstood, even if the fact that information is sent is fine, still ensure that what is sent is a clear indicator of the situation and that it is also clearly received (Jackson et al., 2017).  In order to provide young people with the best for the next few years, the team analyse the whole week that I myself use to support them in tasks. This gives people the feeling that their contribution to the young adult’s activities is appreciated, valued and admired.

D. Impact of Being Accountable to Stakeholders and External Bodies on Curriculum Design, Delivery and Assessment Within the Area of Specialism

The stakeholder and outside agency would have a fundamental influence on the planning and evaluation of instructive programs. For example, if I was just running an English course not required by understudies, then I would not visit. The requirements of understudies are to mould the organization and execution of the course in the same way. Each funder suggests a certain number and kind of outcomes. We must therefore adapt the course material in order to cultivate these results. Assessments are particularly good for creating statistics to determine how these findings have been applied. In our existing Coherence Lab Fellowship (CLF) deal, understudies must be sponsored at 6 out of seven meetings (McKimm and Jones, 2018). The result of the discrepancy with our understudies and the tactics to promote understudies to join this proportion of sessions. This presents several troubles. For instance, the CLF is in charge of the management bodies along these lines. They establish standards and objectives that are monitored by the audit. If these things are not met, the funding can be revoked or the membership can be taken in various steps and warning change has been served.

Conclusion

To conclude, it can be said stakeholders and external bodies play a vital role in training and education. The collaboration with other stakeholders and educators is significant because it helps to remove the barrier in the progress of students as well as helps in providing effective education to students.


 

Task 4 (Report)

Introduction

This task report of the study analyses the quality assurance and improvement cycle within the institution and illustrates the role of self-assessment and self-evaluation and the quality cycle. The report also recognizes how an educational institution can constantly improve its learning programme to enhance the experience and achievements of its students.

A. Analysis of The Quality Assurance and Improvement Cycle Within the Institution and Explanation of The Function of Self-Assessment and Self-Evaluation and the Quality Cycle

Quality Assurance and Improvement cycle:

Quality assurance requires a thorough review of education to ensure that quality; equity and performance are maintained and improved (Zhao et al., 2017). The education and learning model focus on relationships of quality structure among instructors (as leaders), students (as professionals) and content (as learning materials). I will most probably determine and choose appropriate education and education instruments and techniques to achieve great learning in the knowledge of how this partnership works. As an instructor, I can oversee and sort out the students’ efforts in a way that will allow them to approach their learning with enthusiasm and participative minds. In this regard, I would demand quality in all things by focused on enhancing the nature and relation of each operation in education and learning. Examples include total quality improvement in teaching, course notes and books, content layout and goals, assets, cooperation with staff and students, assessments, evaluating topics, etc. Again, quality assurance ought to be the key advance in transit for improving the nature of the service delivery in order to enhance my demonstrable ability efficiently and successfully (La Verde et al., 2019). In contrast, quality assurance is the irreversible and complex process for auditing, assessing and transforming the performance dimension in a fixed timeframe to enhance education and training.

Function of Self-Evaluation and Self-Assessment and The Quality Cycle

I have developed an enthusiastic way to use self-assessment in order to promote foreign language education in a classroom. A series of benefits have been found by self-assessment. Several researchers found self-evaluation to be a reliable way to improve student language skills, build student autonomy and metacognition, strengthen learning, including deep learning and lifelong learning, and contribute to student performance (McKimm and Jones, 2018). Studies have also shown that self-assessments have a positive impact on the motivation and performance of students’ learning. During my training, I saw that the students had and take greater right to educate to distance them from the educational approach that is more traditional. I have found that the use of self-assessment as a feature of deep learning will lead to more self-employment and self-ruling learning as students get more information.

 The main aim of self-evaluation is to support the role of the provider himself in improving service and to measure progress against its own mission and objectives (Paraschivescu, 2020). Though important, the usage of other organizations is secondary. In my classes, an unequivocal workout period depends on self-assessment. In recognition of the qualities and development zones of students’ exhibits, facts, aspirations and useful added knowledge are united. In my branch of expertise and office, I have evaluated in the main how much focus I met on the previous long stretches of my progress strategy and analysed evidence from all my perceptions on the quality of my teaching. I have been using this information to create or modify our entire improvement strategy throughout our association and have incorporated them in section or topic success plans.

B. Identification and Explanation of The Educational Institution’s Continuous Improvement of Learning Programme or Provision to Enhance the Achievements and Experience of Its Students

Learning Programme

As a teacher, one of the most frequent questions I get is “What’s the best way to assess my program performance?” “How much time do you have?” to whom I reply? Unfortunately, this critical investigation has no direct answer. Nobody estimates the optimal fit-all methodology for evaluating learning systems. The preparation of experts for the evaluation of learning programmes, including the goals and cultures of the association, stakeholders and groups of spectators’ needs requires the assessment, executing inquiries, assets, time, spending plans, techniques and instruments for gathering data, and also various information types.

Areas of Improvement

Evaluation of students who update a learning curriculum should be strengthened. This can vary from a composite review to informal comments about results, or may involve student assessments or self-evaluation, maybe with a log-book or learning portfolio guidelines (Labanauskis and Ginevi?ius, 2017). Students benefit from feedback on their learning, without which performance improvements are difficult. Feedback on accomplishments increases the inspiration of students and helps them to expand their achievements. Mind maps could be used to cause and depict abstract concepts and interactions and to help people think, write and decide. Learners are given a non-linear method of mind mapping. The power of self-generation of mind maps is a means of arranging, classifying and sorting curriculum components instantly and easily.

Continuous quality improvement is part of higher education quality. Faculty and staff receive critical information about the online testing and appraisal process. They also report on the successful architecture, implementation and goals of the initiative in real-time. CQI tools based on digital feedback loops can easily be tested by courses/faculties (Labanauskis and Ginevi?ius, 2017). They will make it easier for the institution to improve educational standards and the process will begin annually. Higher education is just yet another means to improve the standard of education in schools by being accredited. The Accreditation Management System provides electronic instruments that allow institutes of higher learning to assess results easily. It also helps an institution to improve higher education quality accordingly. Proofing pedagogical education with technology through video lectures, podcasts and slide presentations will innovate and enhance learning experiences for students. Technologically aided methods and evaluations will enable educational institutions to chart the target outcome precisely and perfectly. This makes it possible for students and faculty as allies to collaborate together to accomplish a simple and visible goal.

Conclusion

To conclude, it can be said that the quality assurance and improvement cycle within the education institution plays a significant role in improving the educational services to students. The Task 4 report showed the importance of self-assessment and the Quality cycle. It also implied how an educational institution should improve its learning curriculum continuously and increase its students’ experiences and accomplishments.

References

Task 1:

Armitage, A., Hudson, A., Dunnill, R.P., Bryant, R., Lawes, S., Hammersley, M. and Hayes, D., 2008. Teaching and training in post-compulsory education. Open University Press.

Avis, J., Fisher, R. and Thompson, R., 2014. Teaching in Lifelong Learning: A guide to theory and practice. McGraw-Hill Education (UK).

Brookfield, S.D., 2005. The power of critical theory for adult learning and teaching. The Adult Learner, 85.

Ecclestone, K., 2010. Transforming formative assessment in lifelong learning. McGraw-Hill Education (UK).

Esmond, B. and Wood, H., 2017. More morphostasis than morphogenesis? The ‘dual professionalism’of English Further Education workshop tutors. Journal of Vocational Education & Training, 69(2), pp.229-245.

Gerasimov, K. and Gerasimov, B., 2017. Formation of professionalism of executives. International Journal of Educational Management.

Kirk, R., 2019. A Plumber Who Teaches or Teacher of Plumbing? A thesis submitted for the degree of Doctor of Education in the School of Education and Lifelong Learning. University of East Anglia. [Online] Available at: A Plumber Who Teaches or Teacher of Plumbing? (uea.ac.uk) [Accessed 20.04.21].

Purwantiningsih, A. and Suharso, P., 2019, November. Improving Teacher Professionalism Toward Education Quality in Digital Era. In Journal of Physics: Conference Series (Vol. 1254, No. 1, p. 012019). IOP Publishing.

Tummons, J. ed., 2020. Professionalism in Post-compulsory Education and Training: Empirical and Theoretical Perspectives. Routledge.

Task 2:

Allen, K. and Bull, A., 2018. Following policy: A network ethnography of the UK character education policy community. Sociological Research Online23(2), pp.438-458.

Cain, T. and Allan, D., 2017. The invisible impact of educational research. Oxford Review of Education43(6), pp.718-732.

Field, J., 2000. Lifelong learning and the new educational order. Trentham Books, Ltd., Westview House, 734 London Road, Stoke on Trent, ST4 5NP, United Kingdom UK (15.99 British pounds; 25 Euros).

Francis, B., Mills, M. and Lupton, R., 2017. Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy32(4), pp.414-431.

Hillier, Y., 2005. Reflective teaching in further and adult education. A&C Black.

Keeley-Browne, L., 2013. Training to teach in the learning and skills sector: From threshold award to QTLS. Routledge.

Komarova, A., Tsvetkova, L., Kozlovskaya, S. and Pronkin, N., 2019. Organisational educational systems and intelligence business systems in entrepreneurship education. Journal of Entrepreneurship Education22(5), pp.1-15.

Kromydas, T., 2017. Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential. Palgrave communications3(1), pp.1-12.

Meyer, G., Shatto, B., Delicath, T. and von der Lancken, S., 2017. Effect of curriculum revision on graduates' transition to practice. Nurse educator42(3), pp.127-132.

Roffey-Barentsen, J. and Malthouse, R., 2009. Reflective practice in the lifelong learning sector. SAGE.

Williamson, B., Eynon, R. and Potter, J., 2020. Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency.

Task 3:

Cochran-Smith, M., Carney, M.C., Keefe, E.S., Burton, S., Chang, W.C., Fernandez, M.B., Miller, A.F., Sanchez, J.G. and Baker, M., 2018. Reclaiming accountability in teacher education. Teachers College Press.

Esmond, B. and Wood, H., 2017. More morphostasis than morphogenesis? The ‘dual professionalism’of English Further Education workshop tutors. Journal of Vocational Education & Training, 69(2), pp.229-245.

Garver, R., 2020. Evaluative relationships: teacher accountability and professional culture. Journal of Education Policy35(5), pp.623-647.

Jackson, D., Rowbottom, D., Ferns, S. and McLaren, D., 2017. Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities. Studies in Continuing Education39(1), pp.35-51.

Labanauskis, R. and Ginevi?ius, R., 2017. Role of stakeholders leading to development of higher education services. Engineering Management in Production and Services9(3).

McKimm, J. and Jones, P.K., 2018. Twelve tips for applying change models to curriculum design, development and delivery. Medical teacher40(5), pp.520-526.

Task 4:

La Verde, G., Roca, V. and Pugliese, M., 2019. Quality assurance in planning a radon measurement survey using PDCA cycle approach: what improvements?. International Journal of Metrology and Quality Engineering10, p.2.

Labanauskis, R. and Ginevi?ius, R., 2017. Role of stakeholders leading to development of higher education services. Engineering Management in Production and Services9(3).

Paraschivescu, A.O., 2020. Total Quality Self-assessment. Economy Transdisciplinarity Cognition23(1), pp.36-47.

Zhao, M., Vaartjes, I., Klipstein-Grobusch, K., Kotseva, K., Jennings, C., Grobbee, D.E. and Graham, I., 2017. Quality assurance and the need to evaluate interventions and audit programme outcomes. European journal of preventive cardiology24(3_suppl), pp.123-128.

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