Elevating Professionalism in Education

Defining the concept of dual professionalism and professionalism:

As mentioned by Prihidayanti et al. (2019.), professionalism is the fundamental aspect of the teaching and training context which means to meet some standard in training and education. Professionalism is strongly associated with developing personal and professional skills of teachers and trainers thereby improving their ability to meet professional standards. Teachers and trainers must have huge numbers of professional standards that enable them to maintain effective and transparent interaction with colleagues, students, parents, administrators, community members and staff (Drude et al. 2019). Teachers and trainers need to develop several professional behaviours which are important for them to uphold their professional integrity and accountability towards their professions. The key behaviour of professionals in training and education are responsibility, professional integrity and accountability, teamwork, respect, knowledge and dressing ethics.

Teachers and trainers must be responsible towards their colleagues, students and community. Teachers need to perform several responsibilities such as interacting with students, and parents, being involved in shared decision making with colleagues, providing transparent information to administrators regarding the educational and training process, conducting modern and appropriate learning and training for students and supporting the educational needs of each student (Zhao and Ko, 2018). Teachers and training also show the responsibilities towards the society by motivating people towards receiving the basic education that is important for developing the right decision making and good problem-solving ability.

Teachers must show high professionalism in maintaining their professional integrity and professional accountability towards their professions (Drude et al. 2019). Both teachers and trainers must ensure that respect the diverse culture, views and work process of their colleagues thereby working synergistically with each other. Trainers and teachers must ensure that they use polite and humble gestures towards all colleagues, staff, students, families and societies. All the teaching staff must ensure that they treat all students equally by providing them with the right academic and training support for their needs irrespective f their culture, background, ethnicity and racial aspects.

Teachers and training must have the teamwork skills which enable them to work collaboratively with colleagues, staff, administrators, students and society. Teachers must have high resilience which enables them to adapt themselves to any team without facing any risk of conflict (Mukan et al. 2019). Teamwork is the fundamental professional behaviour that teachers and trainers must have to maintain strong and healthy relations with the students and colleagues. Additionally, teamwork skill enables teachers and trainers to share decisions, give feedback, and discuss any uses regarding education and training with team members.

Teachers and trainers must maintain a proper dress code by wearing clean, sophisticated and formal dresses. As mentioned by Francois (2020), dressing sense is also strongly associated with upholding professionalism in the education and training context. Teachers must avoid using funny or casual dresses which could impact adversely the mind of students and other colleagues. Teachers and trainers must comply with the dressing codes of the educational organisation and also advise students to maintain the dressing standard while coming to schools and universities

Dual professionalism is a deep understanding, conceptual knowledge and expertise in both the learning and teaching process. Teachers and learners and the two different professionalism, teachers must have the professional skills and abilities in determining the educational and learning needs of learners (McComb and Eather, 2017). Teachers must have good decision-making skills, good subjective knowledge, and a clear understanding of modern teaching and learning techniques. Through using the in-depth knowledge on teaching as well as a learning process, teachers are able to conduct the training and educational programs that will promote the professional and personal development of learners.

Explaining the ways in which own professional values impact the areas of professionalism:

While it comes to upholding the professional values in the education and training context, teachers play crucial roles in complying with all the standards, policies and practices (Salleh et al. 2021). They must provide the right support to students in terms of assessing the lending and training resources. Teachers must conduct modernised and high relevant learning styles and techniques that enable learners to improve their subjective and professional knowledge. Teachers must determine the weaknesses, areas of improvement and strengths of each student thereby assisting students regarding the right ways in which they can transform their weaknesses into strengths (Francois, 2020). Teachers must compare the qualities and academic strengths of students against the national academic standard thereby supporting the learning and educational needs that students need to stand on the national standards.

Teachers must provide limitless support if a student seeks helps beyond the teacher's competence. In that case, teachers must refer the students to the right persons or the right programs from which the students can get the best educational and training support (Kennedy and Laurillard, 2019).

Teachers are also obliged to comply with all the standards of the Equality act 2010. They must maintain discrimination-free and bias-free educational programs in which each student is equally cared for and treated with the best possible support.

2.1 Explaining ways in which political, social and economic factors influence the educational policies:

Social, economic and political factors have potential influences on educational policies and practices.

Social factors:

The way society response to migration and immigration impacts potentially educational policies and procedures (Kennedy and Laurillard, 2019). The changes that are carried out in society regarding immigration over the past few years pose adverse impacts on the way international students receive education in foreign countries. For example, in the UK, the division of the large immigration groups into small groups pose impacts on the availability of students’ Visa and the students’ rights.

The negative social approach and perspectives towards the immigrant poise adverse impacts on the international students. In the UK, social malpractices towards the ethnic and minority communities reduce the educational and training rights of the immigrant students who belong to the Asian and African communities (Salleh et al. 2021).

Immigration policy in the UK demotivates many international students to come to the UK for higher studies. The long-awaited visa issues for international students also deter Asian and South African pupils to pursue that graduation and higher studies in the UK.

Political:

Political ideology has a potential influence on the educational courses available for students. UK government has increased the age limit to 18 for people receiving full-time education (Thomas, 2018). Additionally, apprenticeship schemes have been introduced for the student to improve their professional skills before they work in the labour market. However, the infrastructure for conducting the skill development program is not sufficient for covering all students who complete school education (Ahmed et al. 2019). In this context, there is the reduction of the manual skilled workers in the labour market which enhance the unemployment rate for school leavers. The government also developed the policy under which students who complete 19 years must have GCSE Maths and English before they pursue the level 3 course. This governmental decision also triggers social unrest and makes difficulties for the educational opportunities for the students who do not have GCSE Maths or English.

Economic:

The national economy poses a potential influence on the educational system in any country. A country that has a strong economy, can supply a consistent flow of resources in the educational system. The national budget poses potential impacts on the work process and educational system in the schools and colleagues (Salleh et al. 2021). This is because, through conducting an effective budget, the government decide that how much investment will be made in the educational and training sector. The higher budget allocated for the education sector the more resources available to the educational system. In the UK, in the past two years, there is a reduction in investments in the education sector due to the COVID-19 pandemic. This is because the rising unemployment, and termination, in the UK during the past two years weakened the economic system of his country. The educational budget has been reduced than it was during the two years back, which impacts adversely on the infrastructure and resources of the educational and training sector

2.2 Analysing the impact of current educational policies on curriculum and practice in own area of specialism:

Policies regarding promoting numeracy and literacy:

Current educational policies emphasize developing literacy and numeracy skills in children and young students. Primary and secondary schools play crucial roles in developing these two skills in students (Ahmed et al. 2019). Primary schools and EYFS are involved in developing the motor ad sensory development of children. EYFS framework focuses on improving the numeracy knowledge in children by making them aware of numbers, numerical games and different numerical processes such as addition, subtraction and division. In primary schools, children learn about literacy skills through proving subjective knowledge. Teachers in secondary schools in the UK provide in-depth knowledge’s to students on different subjects which enable students not only to develop a clear concept on these subjects but also improve their reading and writing skill (Andersson and Köpsén, 2019). Currently, the education policy in the UK focuses on improving grammatical knowledge, sentence formation, writing skills and spoken English for students.

Inspection standard:

Under Education and Skills Act (2008, Section 106), the Independent School Inspector (ISI) is the authorised person who inspects the academic standard in the schools and colleagues in the UK (Price and Reichert, 2017). Under this act, all schools in the UK must comply with the educational and skill standard set by the education committee in the UK. ISI inspect to find out that whether there are schools and academic centres that are unable to meet the academic standard. ISI inspect the academic standard of schools that are members of the ISC (Independent School Council).

Vocational education programme:

The vocational education program is a part of current educational policies in the UK, which provides skill and career-based training to students to support them working in their preferred organisation (Makovec, 2018). Under Education and Skills Act (2008), teachers must be enough competent in providing and guide students in career-oriented education thereby improving their professional skill development along with academic development. Under this program, teachers emphasize on developing different professional skills in students such as decision making problem solving, crisis management, teamwork, leadership and management skill. A vocational teacher must-have experiences of at least 17 years in the classroom in which there are 14 years of experience in primary school (Lopukhova and Makeeva, 2018). Teachers must have a clear knowledge of the modern teaching skills and academic techniques that need to be used in the vocational education program to promote the continuous professional skill development of students.

4.1 Explaining the key aspects of policies, codes, guidelines and practices of an organisation:

All staff of an educational institution must adhere to the policies, guidelines and codes to meet the current academic standard. The policies, guidelines and codes that an educational organisation needs to meet to maintain a good academic standard are as follows:

The Health and Safety at Work Act 1974:

An organisation in the educational and training context must comply with the guidelines of this act to maintain the safety and health of all its staff. All the employers in an educational institution must ensure that they have the skills in promoting the health and safety of their colleagues and students in their workplace (Lopukhova and Makeeva, 2018). The classroom, premises, teaching rooms, staffs rooms and all the places of an educational organisational must be free from any hazardous or harmful substance. If there is any risk or accident on injuries due to broken or damaged products such as broken bulbs, pointed edges of tables or chairs, then administrative staff must take action to remove all these substances from the place. Administrative staff must ensure that teachers are aware of the health and safety regulation and comply with all the guidelines under this regulation to promote safety for themselves, their colleagues and their students.

The SEN Disability Discrimination Act 2001:

The educational organisation must adhere to this act in terms of treating each student equally with fair academic resources irrespective of the student's disabilities (McIntyre et al. 2019). Additionally, under this act, educational organisations must ensure that teachers, administrators and education managers must ensure that they support the special education need (SEN) of disabled students by providing them with the right guidance and educational resources.

The Equality Act 2010:

Under this act, an academic organisation must promote equality in the workplace irrespective of caste, race, ethnicity, background and religious staff and students (Price and Reichert, 2017). An educational organisation must ensure that all staff will be respected and treated equally in their workplace. Students also receive a fair academic environment in which teachers provide them with the best possible support that they need to meet their educational needs.

The Sex Determination Act, 1975:

An educational organisation must ensure that there must not be any kind of discrimination among students and teachers based on their needs. Moreover, the teachers, non-teaching staff, other employers and students must be provided with a highly supportive environment in which there is no stereotyping trend and social malpractices (McIntyre et al. 2019). That education organisational must ensure that the vulnerable students will be provided with additional care and support to improve their learning skills irrespective of their genders.

Children act 1989:

Under this act, children must be provided with the support and care that are needed for promoting their personal development. Children with SEN must be treated sensitively and empathetically to provide them with proper psychological and physical supports (Price and Reichert, 2017). Educational organisational must adhere to the guidelines of EYFS in terms of complying with this act to ensure that the educational needs of each child are considered and proper academic resources and facilities are provided to children to promote their academic development.

Data protection act 1988:

The educational organisation ensure that all the data regarding the personal and professional relationship of staff and students must be handled safely by the authorised person (McIntyre et al. 2019). Under this data protection regulation staff who are assigned to handle and store data must be aware of the digital technologies such as highly protective passwords and firewall software that are used to avoid the risks of unauthorised access to the database.

4.2 Analysing the impacts of expectations and organisational requirements on the curriculum practice in the own area of specialisation:

Organisational requirements pose potential impacts on the curriculum. Based on the needs and expectations of the educational organisational the curriculum is set in the own area of specialisation (McIntyre et al. 2019). Curriculum practices must consider the growing demand of the universities and staff regarding different aspects. In a modern educational and training context, while setting a curriculum, it is important to consider the diverse background, educational needs, culture, demands, perspectives and requirements of students and teachers. The curriculum must be developed based on the modern academic needs of students which could enable students to improve their subjective knowledge and promote their professional and personal development (Ifanti et al. 2017). The curriculum must be set to meet the expectation of stakeholders in the educational and training sectors. Equality and diversity need to be maintained through setting fair and effective curriculum practices in which each student and teacher are treated equally without facing any kind of bias or discrimination. Additionally, the curriculum practices must be designed in such a manner that will create a productive, supportive and synergistic environment within and outside the classroom which enables students and teachers to be involved into the knowledge development process collaboratively.

The need for developing professional skill and subjective knowledge pose potential impacts on the way curriculum would be set and implemented into practices. The policymakers which set the curriculum must consider the expectation and requirement of students regarding promoting their continuous professional development through involvement in the curriculum practice. As mentioned by Makovec (2018), while it comes to setting a curriculum, it is important to consider that which skills and abilities need to be developed through the implementation of this curriculum into practices. in this context, the modern curriculum is not only associated with developing the objectives knowledge of students but also associated with developing the decision making, problem-solving and interactive skills in students. Therefore the curriculum must include such subjects that would provide the student with updated information about the social, political, economic, geographic and historical context.

5.1. Analysing quality improvement and quality assurance arrangement of own organisation:

Quality assurance and quality improvement are the two crucial aspects in education and training that enables teachers to make continuous improvement of their professional skills and knowledge. As mentioned by Mulà et al. (2017)), quality assurance is the pathway that enables an individual or organisation to analyse the strengths and qualities by conducting self-assessment strategies thereby making further improvement of skills and abilities.

In the given scenario, the teachers must be involved in an effective quality assurance and quality improvement program which enables teachers to improve professional skill, subjective knowledge and abilities (Sarwar and Hussain, 2021). In this quality assurance process, teachers can conduct review and feedback strategies in which they can analyse the review of teaching styles. Peer review is an effective and high modern process for analysing the quality of teachers. The quality assurance and quality improvement will enable the teacher in the scenario to shape the teaching styles, develop new as well as modernised teaching and training skills and improve the way of interaction with students.

Quality assurance is associated with continuous professional development (CPD). CPD is the process in which teachers can conduct their sustainable professional and personal development by shaping their existing skill and developing new skills (Cushing and Shankar, 2019). Through involvement in this CPD, the teacher in the scenario would be able to compare the skills and professional knowledge that the teacher has with the skills that are needed to meet the national curriculum standard.

5.2 explaining the function of the self-assessment and the self-evaluation and the quality cycle:

Self-evaluation and self-assessment are two fundamental aspects in education and training context which teaches must conduct to promote continuous professional development (CPD). According to Yigit and Bagceci (2017), self-assessment can be defined as the process which enables an individual to assess the strengths, areas of improvement, own needs and further developmental requirement. On self-assessment and self-evaluation is the similar concept which are associated with evaluating or analysing own skills abilities, weaknesses and requirements. Teachers and students both professional needs a systematic self-assessment and self-evaluation programs (Barabasch and Cattaneo, 2019). In case teachers. The self-assessment and self-evaluation program is crucial for updating their skills, improve their knowledge on different subjects and enhancing their ability to meet the educational need of students

In the given scenario self-evaluation and self-assessment program would be highly effective for the teachers, in which the teacher can improve not only own teaching styles and subjective knowledge but also can determine areas in which the teacher need to work more to meet the academic standard (Karas et al. 2020). Self-evaluation would enable the teacher to determine the drawback in teaching process and also assist teachers to develop an effective action plan to make continuous professional development

In line with developing teachers’ professional ability, self-evaluation as well as self-assessment also support students to determine their weaknesses and academic strength. The teacher must support students in conducting effective self-assessment through which both the teacher and students can understand what strategy needs to be taken for improving the academic and professional skills of students.

5.3. Evaluating learning program by considering the quality maintenance of on organisation:

Learning program is crucial in education and training to improve students’ learning and development. In the given case scenario the educational organisation can conduct formal and informal feedbacks are the two important learning program for improving the professional development of students (Castaño-Muñoz et al. 2018). Feedback is the learning program under students receive feedback from teachers regarding their performance standards, scores, knowledge development and academic skills. Formal feedback is the process under which the teacher gives scores to students on summative assessment and explain the strengths and areas of weakness for each student. The feedback on summative assessment is also called ‘feedback on learning, which enables students to understand where they go wrong and how they can improve their academic scores. On the other hand hand, informal feedback is given to students at times during the class. Here teachers can conduct sudden discussions on the performance of students in weekly assignment, workshop programs and skills and abilities of students (Karas et al. 2020). The educational organisation in the given scenario would be able to support student's academic needs and improve their academic skill through conducting feedback process.

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

While analysing the usefulness of learning program in the educational organisation in the given scenario, different areas of improvement are identified (Karas et al. 2020). First of all, in line with conducting the informal and formal feedback program, the organisation need to conduct other forms of feedback process to improve the learning and academic skills of students. These feedback processes are self-evaluation and self-assessment of students, oral feedback program, conversation with parents, write feedback (comment sheet), peer feedback and one to one feedback process. All these feedback programs are highly useful and modern that would enable teachers to improve the learning programs.

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