Wider Professional Practice and Development in Education 1

WIDER PROFESSIONAL PRACTICE AND DEVELOPMENT IN EDUCATION

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 Wider Professional Practice and Development in Education 2

Wider Professional Practice and Development in Education

Development in education and training is vital in advancing professional practice. Education

professionals should put effort to better their careers. Organisations also invest in training

programs to have a skilled workforce. Emphasis is put on professional practice and development

in education. It is important to focus on the importance of professional values in learning

processes as well as professionalism, provision of comprehensive policies, and framework of

educational systems. Various organisational frameworks of education programs are also

examined. Systems of education are highly impacted by organisational stakeholders and external

agencies who play different roles. Different parties are accountable to organisational

stakeholders and external bodies for education and training improvement. Major aspects of

policies, codes of practice, and organisational guidelines are also examined. Quality

improvement and quality assurance practices are key in employees’ quality development,

education, and training.

1.1 Define the concept of professionalism and dual professionalism in education and

training.

Professionalism has various definitions, such as practices or style of conduct seen to be

suitable to particular job duties and responsibilities. Professionalism can also be defined as a

collection of principles and guidelines that regulate teaching, specifically related to values and

practices. Further, being competent and skilled is a specific habit and feature that depict a

profession or professional person. Competency is the integration of relevant behaviours,

attitudes, and activities into the teaching profession. Particularly, proficiency can be viewed as an

outcome of self-sufficiency within education and training since it equips learners with
 Wider Professional Practice and Development in Education 3

comprehensive knowledge and a deep understanding of the topics in their various areas of

specialisation (Iredale 2018, p. 151).

On the other hand, dual professionalism is described as subject knowledge and skills, as well

as intelligence, proficiency, and full knowledge about teaching and learning approaches and

procedures. Typically, these elements are leveraged in various backgrounds for different

categories of learners, as a result, teachers and trainers are seen as being dual professionals. A

different viewpoint to comprehend the model is that teachers and trainers are experts in

numerous subjects and they are teaching specialists. While executing their duties, trainers and

teachers put effort to improve their practice and develop and improve their careers, at the same

time maintaining positive learning results among their students. Notably, dual professionalism is

a key model which supports professional principles (Harvey and Harvey 2017, p.121).

1.2 Explain ways in which own professional values influence own practice in an area of

specialism.

Personal professional values highly impact the personal practice of people in the field of

specialism. My values integrate properly with not only my practice but also with my employer.

Some of the personal values I possess as a professional teacher comprise integrity, trust, honesty,

and self-motivation. These are the values that not only define my character and what I believe in,

they also reflect my professionalism. I can effectively execute my professional responsibilities of

teaching and training through the guidance of these personal values. They influence the way I

relate with colleagues and students. It is crucial since the way I relate and communicate with

colleagues and students is the depiction of my attitude and approaches towards my

responsibilities and roles. Besides, it is through my values I can effectively adhere to rules that

regulate my specialty and practice.

In addition, my professional values influence me to continuously work towards improving

my skills to ensure my students constantly attain learning objectives, while I improve my

knowledge and develop my career. I am driven by self-motivation to improve on my teaching

abilities as I contribute to the development of the teaching practice in the area of my

specialisation. Further, my values promote the concept of impartiality which is a vital element

within teaching practice. Therefore, my values contribute and improve my professionalism in my

area of specialisation.

2.1 Explain ways in which social, political and economic factors influence education policy.

Education policies are created based on the context of social, political, and economic

factors. Consequently, these factors and education policies tend to impact one another. For

instance, prevailing education policies are a reflection of the characters, beliefs, and views of the

people about their social, economic, and political backgrounds. At the same time, the social,

economic, and political factors impact prevailing education policies to ensure the setting and

achievement of specific short and long-term goals and objectives (Iredale 2018, p. 160).

Social, economic, and political policies impact education policies in numerous ways.

According to Ian and Ivinson, (2020), effective education policies must reflect on the needs of

society. Prevailing education policies are founded based on the current population of learners and

consider demographic elements and changes. Typically, different political regimes have diverse

economic visions and goals for a country thus the education policy is affected by economic and

political factors. For instance, if a country focuses on the industrialisation of its economy it will

create education policies that nurture learners with relevant knowledge and skills required for

industrialisation. A country prioritizes teaching its population technology-based skills by

creating relevant policies that support its education system and institutions to achieve such goals

if it aims at developing a technologically advanced economy (Ian and Ivinson 2020, p.98).

Besides, the prevailing economic performance and regional capabilities will determine

the number of funds to be budgeted and be allocated in the education system and this is another

way social, economic, and political factors impact education policies. A political regime and its

policies towards education will determine how the budget is prepared and the amount allocated

to education. Political decisions on the development and implementation of education policies

are impacted by the prevailing social demographics. Typically, the government assesses some

economic elements against demographic factors and creates effective education policies to

achieve social and economic goals and objectives. It includes reduction of the unemployment

rate and ensuring the country is globally competitive regarding economic performance. This is

achieved when a country is equipped with relevant knowledge and skills (Sangster 2017, p.54).

Although individuals are the social creature (Bamford 2018, p.47) education policy for

individual development is directly or indirectly influenced by the constituent of the society. An

education system is established based on social beliefs, customs, habits, and training

opportunities. For example, in a conservative society females are usually discriminated against

and denied equal opportunities in getting the necessary education. Further, the political pattern of

society also influences its education system. Political stability usually guarantees the

development of an effective education system that yields productive citizens that trigger

economic growth and prosperity. Additionally, economic affluence supports the running of an

education system. An economically stable society can educate its children. People in such an

economy will be able to reflect on local employment needs, identify and manage skills gaps,

promote employment opportunities, and encourage investments in the economy. The social,
 Wider Professional Practice and Development in Education 6

political, and economic factors greatly influence and shape the setting of education policies

(Duncan 2020, p.211).

2.2 Analyse the impact of current educational policies on curriculum and practice in own

area of specialism.

Generally, the experiences of each learner subjected to an education system are shaped by

the existing education policies. The main objective of the system is to support educators in

enabling learners to acquire knowledge, skills, and values that are important for the success of a

society and its sustainability. An appropriate and effective framework is required to guide the

curriculum developers, educators, and learning institutions to attain these objectives. Therefore,

education policies play a key role in regulating curriculum development and teaching practice.

Current educational policies make a remarkable influence on curriculum (Priestley and

Philippou 2019, p.5) and practice in my area of specialism. One of the most common and

influential features is the creation of rules and regulations. For example, the education policies

not only decide what is viewed as being relevant and significant knowledge and skills that need

to be impacted on students. It also affects what is to be viewed as a suitable and acceptable

character and behaviour among students and educators. Further, all the values developed by the

relevant stakeholders in the education system are highly shaped by education policies in place.

According to Robinson (2020), education policies directly or indirectly promotes or mandates

certain characters, conducts, and principles of learners and other stakeholders. Personally,

lifelong learning is one of the indirect principles that I have gained through the influence of

educational policies.

Education policies provide a general structure to be used by various teaching/learning

institutions of different levels to create and develop laws and rules that regulate their operations.
 Wider Professional Practice and Development in Education 7

The set regulations define what is expected by learners and educators which facilitates well-

ordered education processes. The setting of policies by the labor government in 2007 aimed at

promoting assessments of how effectively learners acquire knowledge and skills is an example of

how education policies impact curriculum development and practice. During this era, the school

inspectorate was authorized to supervise the effectiveness of implementing the assessments. The

proceeding administration supports the maintenance of the assessments and emphasis achieving

quality standards within the education system. Generally, education policies shape the general

objective and direction of education systems which includes curriculum content and quality

together with expected conduct and values in the practice environment. Besides, education

policies also promote the creation of safe learning settings. Policies outline the safety standards

for students to be psychologically secure within any learning institution. Also, the education

policies create goals and objectives that support success and productivity. Lack of such goals and

objectives would indicate that learning institutes would not have effective policies to facilitate

their success (Robinson 2020, p.21).

Education policies and practices are greatly impacted by the curriculum policy within a

society. A well-designed curriculum promotes the building of morale among stakeholders.

Suitable plans and designing of the curriculum structure help to promote the vocational

qualification, knowledge and skills, literacy and numeracy, and programs of study. Additionally,

national education policies have a great impact on practice. In the idea of dual professionalism,

the educators will have additional specialty and skills on the work-related responsibilities. The

professional values help educators to be more accountable and reliable ensuring honesty and

transparency within the education system.

3.1 Explain the roles of stakeholders and external bodies in education and training.
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Education and training in learning institutions are supported by various parties playing

important roles to provide quality education and training. Different stakeholders have diverse

roles in the provision of education and training. According to Chakraborty, Singh and Roy

(2019), every stakeholder in an education system is responsible for specific roles and duties and

they are accountable in their various capacities. The most common stakeholders in institutions of

higher learning include; educators, learners, curriculum developers, suppliers, community,

guardians, and parents. Regulators and evaluators assess the quality of education and are the

main external bodies in the further education sector. Notably, local and national authorities

establish most of the external bodies with the key role of ensuring the existence of relevant

education policies, the content of education, and teaching methods. One of the functions of these

bodies is the assessment and appraisal of the education system. These bodies assess the

effectiveness of educational policies and content and how they are integrated with educational

needs, precisely in the social, political, and economic perspectives (Chakraborty, Singh and Roy

2019, p.186).

Different stakeholders have diverse roles in the further education sector. Students

contribute to the general success of the education systems and policies by achieving their

different educational goals and attaining required knowledge and skills. Students also play a vital

role in giving feedback that is relied upon in assessment, review, and improving prevailing

education policies and curriculum. While the community has a role in supporting and providing

for the students as they give information to help to understand current education needs and also

anticipate future education needs. The provided information influences development of teaching

methodologies used in training and teaching techniques (Murray, Swennen, and Kosnik 2019,

p.56).
 Wider Professional Practice and Development in Education 9

On the other hand, the educator's key role is teaching the students. Educators also play an

important role in planning, designing, and implementing the curriculum. The implementation

involves the actual training and teaching of the students. Educators also assess the students to

determine the efficiency of the current teaching and training techniques. Besides, the

administration teams in the further education sector comprise administrators who are responsible

for the implementation of relevant teaching and training methods and ensuring they are utilized

appropriately. Administrators have a crucial role in supervision and maintaining education

quality standards to ensure the policies and regulations are followed when teaching and training

(Chakraborty, Singh and Roy 2019, p.189).

Both local and national governments and authorities have an important role in creating

education policies to control teaching and training practices. They supervise the implementation

of these policies precisely in maintaining quality standards and evaluating the effectiveness of

teaching and training methods in the further education sector. In many instances, the authorities

can execute their roles through collaborative efforts with other external agencies (Murray,

Swennen, and Kosnik 2019, p.76).

On the other hand, information technology plays a crucial role in the training and

education process. A single worker cannot provide this IT support. Therefore, external agencies

and stakeholders support by providing an effective IT system and they have an important role in

education and training. Additionally, the marketing of an institution of higher learning is

supported by its external stakeholders. They collect important information to help them make

crucial marketing decisions. Also, financial aid is vital in training and development. Higher

education institutions provide financial support for education and training. Work experience
 Wider Professional Practice and Development in Education 10

which is acquired through the support of stakeholders and external bodies is vital for better-

improved learning.

3.2 Explain how being accountable to stakeholders and external bodies impacts on

organisations in education and training.

Accountability to stakeholders and external agencies greatly affects education and

training. It can motivate an individual to develop skills, improve performance through education

and training. Accountability to stakeholders and external bodies impacts organisations in

education and training in various ways. The workforce should be accountable for meeting

organisation’s targets. Therefore, employees should be answerable to stakeholders. They should

possess the required qualifications and skills that are acquired through education and training.

Organisations demand a competent and experienced workforce, qualification is gained through

education and training. Some organisation policies and processes require staff to undergo

training. For instance, an organisation policy can make education and training to be mandatory

for every worker. Further, an organisation workforce can be accountable by the clarity of

reporting which gives information about the workforce. Employees improve to get better results

by developing their skills. Building good relationship among stakeholders and external agencies

also motivates them to take on training and education. Employees in an organisation work hard

to create a good relationship and reputation. In some instances, there are already set national

vocational standards, which the workforce is required to meet to sustain their jobs. It influences

employees to get education and training (Kopainsky and Alessi 2015, p.155).

Being accountable to external agencies and stakeholders impacts education organisations

in various ways. Nurturing stakeholders and external bodies to be responsible is one of the most
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significant ways they impact an organisation in education and training. It may entail being

responsible to uphold high-quality standards in education and training and putting effort to make

sure students get the best knowledge and skills. Stakeholders and external bodies ensure the

organisation is diligently involved in its roles and duties. As a result, positive outcomes are

achieved in the organisation in education and training (Kopainsky and Alessi 2015, p.170).

Through the impact of developing responsible organisations in education and training,

external agencies like regulatory bodies are legally mandated to claim organisations to improve

on their teaching and training techniques. They are also mandated by the law to take to task

organisations that do not fulfill or comply with quality standard requirements. Based on these

deliberations, organisations in education and training are in a position to sustain high levels of

effectiveness while being compliant with the policies and regulations that control their operations

(Chakraborty, Singh and Roy 2019, p.165).

3.3 Explain why it is important to work in partnership with employers and other

stakeholders in education and training.

It is crucial working in partnership with workers and other stakeholders in education and

training for numerous reasons. One of the reasons for working with partnerships is that

organisations in education and training can grow successfully. Organisations can get support in

executing some of their duties through these partnerships which could have not been able on

their own. For example, the planning and development of an effective and updated curriculum

for the education system. Curriculum after some time can become redundant if its design lacks

support from other stakeholders since their ideas which they have a better understanding are not

incorporated. Additionally, organisations and individual educators when working in partnerships

can provide broad and reliable services since they get all the support they require. Also, working
 Wider Professional Practice and Development in Education 12

in partnership with employers and others stakeholders in education and training helps in access

to a wide range of resources, expertise, and skills. Consequently, the partnership helps to

improve the provision of better services to the students. The specific special needs of the students

are fulfilled in a better way (Rogers 2016, p.128).

Besides, organisations in education and training can establish new initiatives and generate

new concepts and approaches to help improve the quality of education and training through

partnerships and collaborative efforts. The partners working together are in a position to advise

one another and share their experiences which them to fully utilize joint resources. According to

Warsi (2018), partnerships in education and training are vital since important decisions are

shared leading to the making of the right choices out of the various options provided through

knowledge and experiences sharing. Further, organisations in education and training through

partnerships with stakeholders, each party can clearly understand its roles and responsibilities

thus performing them successfully. Moreover, the involved parties implement the best practices

in their activities and roles when working through these partnerships. In my area of specialty,

partnerships have positively impacted my success through increased opportunities received.

Generally, working in partnerships is vital in facilitating the delivery of continuous high-quality

services in education and training. It also improves the chances of learners securing employment

opportunities since they will be equipped with relevant skills and knowledge (Warsi 2018, p.98).

Different partnerships with stakeholders are important in education and training. Some of

these stakeholders include schools, awarding authorities, and training providers who are crucial

in the education and training process. The partnerships with stakeholders facilitate training,

teaching, and education quality assessment. The partnerships are vital in assessing and reporting

students’ progress which is crucial for development. The community learning process supports
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mass learning and collaborative studying, it involves other external bodies. Stakeholders help in

developing the relevant resources for the learning process as they support evaluation and

verification. Working in partnership with stakeholders is crucial in staff development since they

are responsible for education and training, thus these partnerships are important for education

and training (Chakraborty, Singh and Roy 2019, p.145).

3.4 Analyse the impact of being accountable to stakeholders and external bodies on

curriculum design, delivery and assessment in own area of specialism.

Curriculum design, delivery, and assessment in various areas of specialisation can be

positively impacted through accountability to stakeholders and external agencies. It supports the

design and evaluation of the curriculum.

Impact on curriculum design: learners always strive to suit the need of the learning

institution. Therefore, the curriculum is planned and founded on the needs of the stakeholder and

the learning institution to meet the needs of stakeholders. In the institution I work in the learning

curriculum depends on stakeholders. Tailor-made programs are used to plan and design the

curriculum which is developed through consultation with organisation stakeholders. Curriculum

planning must meet the requirement of professional needs, stakeholders can share their

experience on the understanding of professional needs. Complying with national standards and

progress insurance is dependent on stakeholders who help in understanding them and making

progress. Curriculum design should incorporate a broad range of skills, integrating

comprehensive skills is made possible with the support of stakeholders. Besides, stakeholders

control how new and developing technologies will be used (Marion and Leather 2017, p.85).

Impact on delivery and assessment: delivery and assessment in areas of specialty are

also impacted by being accountable to stakeholders and external bodies. It facilitates flexible and
 Wider Professional Practice and Development in Education 14

joined learning by integrating students' and stakeholder’s needs. It also helps to create and

improve learning opportunities, they offer the opportunity to give efficient learning process and

develop employee skills. Stakeholders help enables work-based learning and assessment,

learners make their contribution in the workplace, and stakeholders assess their performance.

Therefore, being accountable to stakeholders and external bodies is vital for evaluation and

assessment purposes. Stakeholder accountability can be relied on as an alternative evaluation

technique. It supports self-evaluation and makes them specialized by hiring in an organisation.

Accountability to stakeholders and external body is crucial in curriculum design, workforce

assessment and make the workers specialized (Kopainsky and Alessi 2015, p.78).

4.1 Explain key aspects of policies, codes of practice and guidelines of an organisation.

Operations of an organisation are guided and governed by the set policies, codes of

practice, and guidelines to meet certain standards and expected quality to achieve specific overall

objectives and goals. Specific processes and techniques are applied to meet these organisational

goals and objectives with compliance and following of policies, codes of practice, and guidelines

that control running and operation of an organisation. Several key aspects of policies, codes of

practice, and guidelines should be taken into consideration, such as health and safety at work.

For example, the Health and Safety at Work Act of 1974 was enacted by the United Kingdom

which requires organisations to provide a safe working environment free from adverse effects to

the health of the workers. Since its enactment, the law has been amended several times but its

key mandate remains the same (ÄRlestig and Johansson 2020, p.15).

Another important policy, code of practice, and guideline is under the Equity Act of

2010. The law promotes the protection of people from diverse backgrounds, such as different
 Wider Professional Practice and Development in Education 15

races, ethnicity, gender, and different people with disability status. Its key objective is to ensure

that every person in their different profession is treated fairly and equally and the law is

important in all professions. With education and training, the policy and code of practice help to

ensure all education stakeholders from diverse backgrounds, orientations, and with different

learning needs are treated equally. It promotes the application of comprehensive and suitable

teaching and training approaches to facilitate the achievement of learning objectives and goals.

Besides, the Disability Discrimination Act of 2001 is another guiding law that authorizes the

organisation to promote and offer equal opportunity to people who are abled differently

(ÄRlestig and Johansson 2020, p.55).

Additionally, the Sex Discrimination Act of 1975 is another law associated with the

establishment and implementation of important policies, codes of practice, and guidelines in an

organisation. It protects people from discrimination against their gender or marital status. The

law guides organisations in the creation of policies and codes of practice that safeguard

individuals against harassment, exploitation, and discrimination. The Act has been reviewed and

incorporated into the Equity Act. Further, another vital policy that provides a guideline on the

safety of personal data and protection of individual privacy is founded based on Data Protection

Act 1998 in learning institutions. It demands that all personal information be kept confidential

since it is private and sensitive within the education and training profession. Also, the CALAT

Code of conduct must be adhered to concerning health and safety requirements in education and

teaching as well as classroom conduct. It ensures the rights of both the educators and learners are

respected and it defines the acceptable health-related behaviours to be followed (Iredale 2018,

p.133).
 Wider Professional Practice and Development in Education 16

4.2 Analyse the impact of organisational requirements and expectations on curriculum

practice in own area of specialism.

The outline and activities that promote the achievement of organisational goals and

objectives in a learning institution are known as organisational requirements and expectations on

curriculum. These requirements and expectations impact educators to maintain and observe the

prevailing mode of operations, regulations, quality, and standards. For example, they facilitate

curriculum development to follow the required processes which lead to efficiency in service

delivery. They also ensure all educators are responsible and accountable for their responsibilities

and roles in their areas of socialisation (Chrusciel 2018, p.63).

Organizsational requirements and expectations on curriculum and practice have impacted

my area of specialty through facilitating the accomplishment of regulations and implementation

of policies that control and manage my practice. It includes promoting equality together with

health and safety guidelines within my area of practice and specialty. Generally, they make sure

that created curriculum is all-inclusive and contains all requirements. Also, they help in

achieving efficiency and accountability in my service delivery.

The organisational requirements and expectations on curriculum and practice also help

me to engage in collaborative efforts in my area of specialty. It supports sharing of decisions

among parties about the development of curricula and their implementation. Besides,

organisational requirements and expectations promote partnership and collaboration with

colleagues in my practice. It helps us to be in a position to support each other as well as learn

from one another, thus it helps me to enhance my knowledge, skills, and gain experience.

The organisation must focus on working with a skilled and professional labor force that

has the necessary knowledge to execute its duties successfully. Professionalism in training and
 Wider Professional Practice and Development in Education 17

education demands workers to observe self-sufficiency, roles and responsibilities, requirements

of code of conduct, and professional standards. For instance, personal and professional updating,

assessment of practice, collaborative working, researching own curriculum areas, and utilisation

of new technologies must be complied with for full and successful implementation of different

tasks.

5.1 Analyse the quality improvement and quality assurance arrangements of own

organisation.

The organisation has highlighted various quality improvement and quality assurance

approaches. They are crucial for workforces’ quality development, education, and training. In my

organisation, quality improvement and quality assurance approaches are provisions supervised

by authoritative agencies. These approaches focus on promoting accountability on quality and

standards of service delivery to all organisational stakeholders. Governing authorities must

access relevant information to assess the organisational performance concerning fulfilling quality

requirements, at the same time improving quality standards. Generally, these arrangements have

the objectives of creating a self-improvement culture that helps students together with

organisation workers adopt a culture that motivates them to further their education levels as well

as improve on knowledge and skills. The arrangements promote work-based learning that is

aimed at fulfilling the needs of learners. Additionally, the quality improvement and assurance

arrangements encourage stakeholders to focus on the attainment of constant success and self-

improvement. Also, the arrangements promote the basis for creating strong and innovative

management and leadership to ensure quality is guaranteed at all levels of the learning system

(McLendon 2019, p.83).

Improved self-assessments and external assessments of professional development and

performance in organisations have been supported by the quality improvement and assurance

arrangements. Personal evaluation is aimed at continuous professional development and it

involves the participation of professionals in activities like attending conferences, training, and

development, research work, reviewing publications, and reflective peer observation teaching.

Generally, the arrangements support an organisational setting that understands and focuses on

attaining quality requirements and developing standards. Consequently, external inspections and

monitoring yield positive outcomes after assessing the standards and quality of service delivery

in an organisation (McLendon 2019, p.151).

5.2 Explain the function of self-assessment and self-evaluation and the quality cycle.

Self-assessment and self-evaluation play an important role in informal sessions and

course appraisal. Learning institutions usually plan for informal sessions like conferences and

workplace performance monitoring, daily activities among others. They also conduct self-

assessment by evaluating the course outcomes. Besides, self-evaluation helps in conducting

formal self-assessment reviews. It is carried out by planning the standard of learning and

appraising the learning with the actual outcomes. Formal self-evaluation can be conducted by

giving a skill test program. Another vital function of self-evaluation is the utilisation of feedback

from others. If an individual receives positive feedback from other workers or co-workers, then

the individual is possessing the right skills and knowledge (Marion and Leather 2017, p.77).

The quality cycle plays a vital role in responding to feedback. Learners should get

feedback on their quality assessment. Using the feedback development areas should identify

opportunities for change. After evaluating feedback, quality needs are easily identified and ways

to change the current condition. It will be crucial when the opportunity is utilized since it will be
 Wider Professional Practice and Development in Education 19

beneficial for development. The quality cycle helps in implementing change and conducting

evaluations. Change is done in the learning process in education and training after the change

requirement is identified. After implementation is conducted it is vital to evaluate to ensure the

success of the change. Additionally, the quality cycle plays an important role in identifying

modification and measuring the effect of change. Any expected change should be identified for

future endeavors for individual development. It also helps in measuring the impact of change,

noting the negative areas to ensure the measures applied in the future are effective (Marion and

Leather 2017, p.18).

5.3 Evaluate a learning programme taking account of the quality maintenance of own

organisation.

Feedback involves the process by which learners make meaning from the knowledge

received (Petty 2009, p.65) as well as performances and it is within the learning process. The

meaning made by learners is an extra skill and is utilized to improve the quality of their learning

approaches. In my organisation feedback helps learners to engage in self-evaluation of their

acquired capabilities and skills. Learner surveys are one of the crucial approaches to assessing

the quality measure of the learning program. Learner survey in my organisation yields positive

outcomes, they can survey the institution and fulfill the organisational requirements. Besides,

formal and informal feedback is another technique of measuring the effectiveness of a learning

program. The learning program in my organisation is effective since workers are competent to

achieve organisational objectives and goals. Learner achievement record identifies failure and

success. Learners in my organisation can attain set targets, therefore their learning programme is

effective. If the targets are not meant then the programmes are viewed as failures. Further, in
 Wider Professional Practice and Development in Education 20

assessing the learning programme, it is important to rely on value-added rates and opportunities

for action planning. It helps to identify whether the program is effective for quality maintenance.

5.4 Identify areas for improvement in the learning programme taking account of the

outcomes of evaluation.

In connection with the above learning program, one area which requires enhancement is

learner surveys. Learner surveys are crucial in the learning approaches since it discloses

important information from the learners’ viewpoint. Such information includes; suitability of

teaching methods, or the effectiveness of the educators. All this information is concerned with

the quality of the education programme. Learner surveys are part of the skills program since

they are used to assess the skills and competencies of the educators.

The delivery technique should be changed in the organisation since the effectiveness of

a program is based on proper planning. Thus, planning must be effective. The workforce should

follow new effective delivery techniques to achieve set target qualifications and skills. The

organisation should enhance technology utilisation and its resources. New online resources and

technology should be used since they are less costly and effective. Also, learning programmes

should be made more flexible. The organisation should also focus on employee development

like organising seminars and conferences, training programs, and job specialisation. It will be

important to work with various stakeholders to implement these changes.

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