Unit 503: Wider Professional Practice and
Development in Education and Training
Table of Contents
Introduction...................................................................................................................3
Activity 1........................................................................................................................3
1.1. Professionalism and dual professionalism in education and training................3
1.2. Impact of own professional values in own practice............................................4
Activity 2........................................................................................................................5
2.1. Impact of social, political and economic factors.................................................5
2.2. Influence of existing educational policies on own practice and curriculum.......6
Activity 3........................................................................................................................7
3.1. Responsibilities of external bodies and stakeholders........................................7
3.2. Impact of being accountable to external bodies and stakeholders....................7
3.3. Significance of working in partnership with stakeholders and employers.........8
3.4.Influence of being accountable to external bodies and stakeholders on
delivery, assessment and curriculum design............................................................9
Activity 4......................................................................................................................10
4.1. Main elements a company’s codes of practice, guidelines and policies.........10
4.2. Influence of requirements and expectations on own practice and curriculum. 11
Activity 5......................................................................................................................12
5.1. Arrangements of quality improvement and assurance....................................12
5.2. Functions of self- evaluation and assessment.................................................13
5.3. Evaluation of a learning program in own practice............................................14
5.4. Identify areas to improve based on the results of an assessment...................15
Conclusion..................................................................................................................16
References.................................................................................................................16
Introduction
The study is centred on the greatest ways to teach and train. The goal of this study is
to talk about how to become a well-liked teacher between students. This research
study will also look into how to make sure that learners are getting good grades.
People who work in schools as well as in the training industry say that each criteria
will also be met. A discussion of various training and the educational techniques and
requirements will also be explained. Many approaches, tactics, and programs are
used to improve teaching and student development. This report will educate the
professional behaviour of a teacher in the education and training area in a variety of
settings.
Activity 1
1.1. Professionalism and dual professionalism in education and training.
Professionalism according to Evetts, (2013) is concerned with specialized
knowledge, a specific skill set, high-quality work, strict ethical standards, and
consistent proper behavior. Someone who demonstrates concern and respect for
others demonstrates a commitment to professionalism. Additionally, professionalism
is displayed by someone who keeps his or her word, demonstrates devotion, and
exceeds expectations. The education and training business is well-known for its
variety. Teachers, trainers, and tutors at FE schools, providers of work-based
learning (WBL), and organisations that promote community learning and
development (CLD) come from a range of backgrounds and frequently enter
education through unexpected paths. Some will be graduates, while others will have
acquired topic competence through trade routes. They are all engaged in industry
because they possess competence, skill, and knowledge in highly specialised
industrial or academic fields. Dual professionalism is defined by better
comprehension, a lot of knowledge, and competence in teaching, learning, and other
situations, as well as the ability to match expert skills and information. For employers
and students, high-quality training and education entails more than strong Ofsted
ratings and indicators (Peel, 2005).
I was a growing dual professional; I will be a double professional when I finish my
course having earned my degree, excellent teaching abilities, and the information
necessary to be the finest mathematics teacher at my school.
1.2. Impact of own professional values in own practice.
As a teacher, my professional values guide me in analyzing all facets of teaching,
including obligations, attitudes, integrity, dedication, devotion, collaboration, justice,
loyalty, and self-respect, instructional methods, student evaluation, and conduct.
Professional values according to Carr, (2010) provide the context for dedication to
the welfare of others, and they influence relationships with clients, colleagues, other
professionals, and the general public. They may also be defined as a set of beliefs or
concepts to which an individual is dedicated and which are reflected in their behavior
patterns. The Professional Standards represent these objectives and apply to all
competent instructors, regardless of position. Teachers' principles are multifaceted,
and they influence their professional identities. The educational experiences of all
learners are shaped by the values and attitudes of those attempting to educate them.
Professional values have been incorporated into the Professional Standards as a
recognition of their significance. Social justice is the notion that everyone, today and
in the future, deserves equal economic, political, and social rights and opportunities.
Trust and respect are desired behavior norms that facilitate the formation of
authentic relationships and demonstrate concern for the needs and feelings of those
involved, as well as for our natural environment and its finite resources. Integrity is
the practice of always speaking the truth and abiding by strong moral and ethical
principles and ideals.
Teachers Standards in the United Kingdom will be implemented in English schools
beginning September in the year 2012. The requirements tell trainees and teachers
how much practise they need to do before they can become qualified teachers. All
trainees who want to get their QTS and those who have to finish their induction time
are judged by the Teachers' Standards. All teachers who have qualified teacher
learning and skills status, as well as teachers who are subject to the Education
Regulations 2012 but don't have qualified teacher learning and skills status, can be
judged by these tests. The standards were implemented in response to the
suggestions made in the independent Review of Teachers' Standards reports
(Beauchamp, et al., 2013). Maintaining professional values as well as refusing to
compromise them in response to pressures is a certain method to recover self-
respect. The present job market could make everyone feel as though they have a lot
of choices, but with that many choices comes the idea that we've forgotten how to
make smart choices. There will always be other options, different possibilities, and a
lot of different ways to get to where you want to go. Developing a positive idea of
what the values are can help figure out which options are best and which one is best
for oneself (Carr, 2010). I have to follow these rules and values as a teacher and
stay focused on my job, engaged, and always motivated in my profession. If I do not
stick to the professional values, I would have a poor quality of services to the
children I teach which may lead to poor outcomes.
Activity 2
2.1. Impact of social, political and economic factors.
Social, political, and economic factors all influence education regulation in a variety
of circumstances, and they are all intertwined. Several factors, including the medium
and accessible cash for spending, as well as the organization in authority and the
dominant societal viewpoint, will influence legislation. These will be discussed in
greater depth further ahead.
Social
Policy can be influenced by a society's viewpoints. Authorities want to avert societal
unrest. The media has a significant impact on the public's perceptions. It is probable
that if they represent a situation negatively, it may cause societal discontent.
Following that, the wider populace rallies and requests that the authorities rectify the
problem. The government strives to help community, and therefore, this should
react. particularly if a presidential election is looming (Terziev, 2020).
Political
There will be a lot of different types of classes because of how people think about
politics. There are apprenticeship programmes for young people who want to get a
job. The government raised the age for full-time study to 18. In the current
socioeconomic situation, things like the decline in skille manual workers and the rise
in unemployment, especially for school dropouts, led to the development of this
method. They have to get a GCSE in English and math before they can go to school
at a higher level. People under the age of 19 have to do this. Tests were thought to
be getting easier, people thought they were getting easier, and many high school
graduates didn't have good English and math skills (Terziev, 2020).
Economic
Since the state wants to save a lot of money, the overarching government's budget
for education has been shrinking each year for the last couple of years. The sum of
money that can be used is cut down. Decreased expenditures indicate less capital
and resources accessible to provide expert advice. The economic environment has a
significant impact on policy, because policymakers must create programs depending
on the funds obtainable (Terziev, 2020).
2.2. Influence of existing educational policies on own practice and curriculum.
Department of business as well as trade was one of the most outspoken in asking
the state to close the literacy and competency disparities in areas of industry and
commerce. Instructors and curriculum writers won't be able to keep up with students
and employers if they don't teach practical skills at all levels of school to construct
too convoluted curricula and teaching materials. If instructors are trained on when
and how to use embedded content, embedding business may prove to be a good
method (Ashwin, and McVitty, 2015). In 2007, the Labour party made a lot of
changes to the education system and policy. They put more emphasis on evaluation
at all levels, like by making school ranking tables and setting up the school
inspection organisation OFSTED. As part of a drive to improve education, schools
that were thought to be failing were taken over and put through extra measures,
such as school management. OFSTED was reactivated in 2010, when the
Conservative government took over. The proposed government approach imposes
new requirements on teachers to improve their teaching quality, with a greater
emphasis on frequent evaluation. Due to the standardised Points foundation
modules, teaching has become more course-oriented, with less opportunity for in-
depth discussion of individual subjects. While students may complain about lessons
being too long and dull, this has resulted in a stronger emphasis on attaining
performance objectives through the use of continuous feedback, self-evaluation, and
assessment (Brundrett, and Duncan, 2011). A systematic Quality Assurance (QA)
method defined in a school's QA manual targeted at providing and maintaining high
teaching criteria allows a program director to certify to the school 's management that
the high demands are implemented. The complete cultural strategy for diversity and
cultures at the school is highlighted in the QA guidelines and is included as the broad
implementation approach regarding the improvement of quality (Boulet, et al., 2003).
Activity 3
3.1. Responsibilities of external bodies and stakeholders.
Schools, colleges, and primary schools have historically been at the center of
society, and the role of major stakeholders has grown in prominence over time.
College and school campuses have grown to the size of small towns, with large
student and staff populations. These academic social enterprises prepare students
to be future employees in a broader working society, generating true public
engagement in the academic process. Stakeholders are people or groups who have
a real interest in the success of a business, like a school, college, or school.
Stakeholders can be inside or outside the school, college, or institution, and their
impact depends on what the school, college, or institution needs. Teachers,
students, managers, programme developers, and parents all have a say in what
happens. The federal government, local governments, funders, transportation
operators, and stationary suppliers are all examples of "external stakeholders," or
people outside of the project. There aren't always people inside or outside the
company who are just passive recipients of generic benefits. They can choose to be
more involved. Today's leaders in IHE understand that their students' happiness in
the classroom, both academic and social, as well as their potential career path, is
vital to their fulfilment. As universities and elementary schools compete for pupils,
their dependence on contractor amenities for IT support, job agencies, protection
and cleanup services, and other facilities increaseS (Bush, 2017).
3.2. Impact of being accountable to external bodies and stakeholders.
According to Sliwka and Istance (2006), stakeholder effect on learning varies
according to the core demand of the company, however there may be different
stakeholder roles and responsibilities in the stakeholder approach. An institution's
stakeholder approach can be structured in many different ways to make sure that
stakeholders have an impact and are involved. For example, the organization's
strategy might show that a parent of a student gets a lot of attention but has very
little power as a stakeholder, but the catering supplier has a lot of power. OFSTED
will be seen as having a lot of power and interest, and this will help universities figure
out what to do with their stakeholders and primary schools on two distinct levels, in
addition to serving as a component of their communications management plan.
According to Odhiambo and Hii (2012), external organisations and stakeholders
have a variety of yet significant influence on training and education, including the
QAA's periodic examination of teaching and curriculum implementation to ensure
continuous development. Assessment and accreditation awarding agencies have a
considerable involvement in and control over the curriculum and execution of the
institution's curriculum, that has an impact on student achievement and retention.
Because of the impact of stakeholders as well as other institutions, education and
training services must retain extensive data for effect sectors and generate
comprehensive reports when stakeholders as well as other institutions want them.
Since they were community colleges and polytechnics, colleges and elementary
schools have had significant joint relationships with local industry. Even if the
financial demand is greater, one may argue that local companies' links to universities
and elementary schools are not as strong as they previously were, and that more
work still to be done to strengthen such ties. On the other hand, regional initiatives
continue to be vital, depending on need. To compensate for the loss of government
funding, universities and elementary schools will extend their collaborative
curriculum of speciality courses and certificates in heavy engineering and
construction, and enterprises and industries will require qualified personnel. College
and school name and reputation are created and destroyed depending on the
reliability of programs available and well-managed facilities, with special regard to
the social aspects of the university and school, as well as their ability to connect with
the industry (Kuljiš, and Lunić, 2016).
3.3. Significance of working in partnership with stakeholders and employers.
Universities and elementary schools worldwide are being driven to consider their
social responsibilities as well as various cooperation with businesses and other
shareholders. Colleges and elementary schools are realising that working with
employers to help students improve their skills can be a good thing (Culpepper,
2018). A group called FEDA (previously the Learning and Skills Formation Agency)
and British Aerospace did research in 1998 and 1999 on how educational and
training institutions and businesses can work together in the best way possible.
Business partnership theories, case studies, and interviews with people who have
made alliances and worked together are all needed to make learning programmes
better and help close the skills gap. Getting work experience as part of a student's
academic education is making tests more important. There can never be a good
relationship between business and education, because the country's economic future
is dependent on how well the education and training sector can produce highly
skilled future workers for the country. Students who go to college and elementary
school have a responsibility to help them get a job in their chosen field whenever
possible (Malcolm, Hodkinson, and Colley, 2003). As a result, the majority of
universities and elementary schools participate in the government's "Investors in
People" programme and host a variety of events for students and employees to
connect. These events are meant to connect businesses with college and high
school students. This permits substantial involvement with enterprises while also
presenting to the labour market the job possibilities of school pupils. There could be
more sponsorship and collaboration opportunities in the future because this opens
the door to them. Education providers are fighting for students and money in a
market that is getting smaller and smaller. Collaborations and stakeholder
involvement at the highest levels are crucial in assisting the College/commitment
School in meeting the QAA's requirements for maintaining and growing learning
capacity through the use of equipment, collaborative projects, work-based learning,
and evaluation. Business If individuals want to be successful in your job, they'll likely
want to finish education as part of ones "hierarchy of needs," which is what Maslow
calls "self-actualization." Collaboration with stakeholders is also critical for the
achievement of these goals.
3.4.Influence of being accountable to external bodies and stakeholders on
delivery, assessment and curriculum design.
According to Harvey and Newton (2007), it's important to think about the
perspectives and expectations of stakeholders, outside groups with more power, and
students when planning a new curriculum. The majority of universities and
elementary schools' curricula will feature a variety of courses focusing on high-
growth business sectors. In reality, universities and elementary schools are
frequently influenced by supply and demand, with courses being established in
response to student demand or the requests of external partners.
Awarding bodies will make substantial contributions to the creation of the
curriculum's course content and delivery sequence, typically providing slides and
handouts to assist with course delivery. External organisations hold universities and
primary schools accountable for showing that course providers make sure that
students understand what they are learning and that policy and quality standards are
met, and that they follow them. Students can use the Primary schools' (VLE) Virtual
Learning Environment as part of an inclusive teaching philosophy, so they can use
the VLE. This includes easy access to learning materials (Unerman, et al., 2010).
Regular evaluations and replies as part of the School Quality Assurance Program
will guarantee that the organisation complies with stakeholders' and external
authorities' expectations while maintaining excellent test grades and student
engagement. Stakeholders and other bodies can also take advantage of the school's
relationships with them as part of their continuing professional development as well
as CDP in their corresponding industry sectors. The relevance of stakeholders to the
school determines their worth and effect. The importance of a student's parents
cannot be overstated, yet they have little or no authority, but the financial body
(Stakeholder) wields considerable power and is critical to the school's operating
strategy. Mendelows' stakeholder mapping helps to establish the school's
communication strategy and effect in key areas (Johansone, 2011).
Activity 4
4.1. Main elements a company’s codes of practice, guidelines and policies.
Education institutions and their employees, like businesses, must comply to strong
government-imposed codes of conduct and guidelines that establish stringent
standards for all organisations and their employees. According to the 2010 Equity
Act, disability is a "protected characteristic." Education providers can't discriminate
against students because of their disabilities, whether they do it directly or indirectly.
The Act wants to make it illegal for providers to discriminate against students
because of their disabilities (Legislation.gov.uk. 2021). The 1975 Sex Discrimination
Act safeguards boys and girls against gender-based harassment. To improve
educational inclusion, the 2010 Equality Act amended the 1975 statute
(Legislation.gov.uk. 2021). Acts of 1989 and 2014 say that local governments must
decide whether children and adolescents in their area aged birth to 25 have special
educational needs or impairments. They must also decide whether they should get
special education services for them. Removing the 1989 Family Welfare Act is part
of the 2014 Family Act, which is called the "Family Act." It includes education,
adoption, and child care as part of a family's well-being (Legislation.gov.uk. 2021).
When children go to school, there is a law called the Data Protection Act of 1988 in
place. Individuals' privacy is protected by rules for the education sector. Individuals'
personal information must be managed safely and confidentially, as required by law.
(http://www.legislation.gov.uk/, 2021). The collection, storage, communication, and
utilisation of information is crucial for both staff and students. Personal information
about individuals is private and confidential. To not register as the school's data
controller with the Information Commissioner's Office is a crime, so it is illegal for that
person to not do so (ICO). HASAW is a British law that says that all employers must
"ensure the health, safety, and welfare of all their workers" as much as is possible
while they are at work. People who are part of a business's process, like students,
are also covered by the law (Hse.gov.uk. 2021).
4.2. Influence of requirements and expectations on own practice and
curriculum.
The government's commitment to promoting equality and diversity in the boardroom
and throughout society shows the government's desire to do so. It will be better for
businesses in the future if more women and people from different backgrounds go to
school. This is because promoting equality and diversity in the school curriculum will
lead to a more diverse board of directors and corporate culture in the near future. A
lot of people didn't like what Labour did because it had a lot of rules in place about
multiculturalism and how it thought about liberty. The availability of more seats and
the demand for students from different backgrounds may have led to a greater mix of
ethnic groups and genders taking education courses. This is because there has
been a lot of interest, mostly from young women who may be more concerned about
the world than their male classmates. Some of these topics in our curriculum offer an
ethical alternative to our standard theoretical approach to teaching. Authors of
curricula are supposed to do impact studies on a number of models to make sure
they're fair and don't stereotype anything that could hurt people or groups (Fine-
Davis, and Faas, 2014).
Equal and fair chances for employees and children, as well as the development of
diversity awareness and equity consciousness, were incorporated into the school's
quality standards and QAA manual. If it is possible, fairness and diversity should be
incorporated into the classroom and curriculum, with regular impact evaluations to
make sure that the school's needs were met. The more important a stakeholder is to
the site of learning, the more complicated their expectations and responsibilities
become. This puts both parties in difficult situations. Some may be benevolent
toward the school and the society it serves, while others may be purely self-
interested, as seen in the stakeholder strategy grid (Healy, et al., 2010).
Primary school stakeholders frequently want elementary schools to be
entrepreneurial and sensitive to new opportunities, as well as to produce digitally
literate children who are capable of effective communication and group leadership.
Due to the substantial impact that stakeholders have a say in how money is spent
and how it is distributed. School administrators have to find a way to meet the needs
of different stakeholders while still meeting the school's long-term goals (Kyriakides,
et al., 2015). ICT is an internet-connected computer system that enables the sending
and receiving of e-mails, the creation of PowerPoint presentations, database
spreadsheets, and dashboards, as well as the storage and retrieval of picture, video,
and DVD materials (Halaweh, 2013).
Activity 5
5.1. Arrangements of quality improvement and assurance.
Reflective peer observation teaching (POT) in training and education, in particular,
has developed into a critical component of a teacher's or educator's continuous
professional development (CPD) and the continuous improvement of educational
quality standards and reflective practise throughout the educational process. Its
fundamental goal is to keep a laser-like focus on the purpose of reflection and
critique, aiding teachers in identifying their responsibilities as educators and actively
participating in the development process (Daniels, et al., 2013). Thomson et al.
(2015) assert that peer observation teaching (POT) is critical for assessing the
quality of learning and teaching at an institution, as well as for developing the
teacher's/skills practitioner's as part of their continuing professional development
(CPD) while taking their philosophy and delivery style into account. A great teacher
is intuitive, innovative, open to new ideas, and an excellent listener. On the other
side, the observer-observee link is entirely dependent on the observer's publicly
stated objective, partially because P.O.T are frequently given at the department
level, resulting in fundamental conflicts of purpose rather than collaborative
engagement. As a trainee teacher, the researcher enjoys regular peer evaluations by
a varied group of peers as part of staff mentoring. These assessments aid in the
creation and modification of delivery strategies to accommodate diverse learner
populations while sustaining quality (Eri, 2014).
5.2. Functions of self- evaluation and assessment.
According to Majzub (2013), Self-evaluation and self-assessment are key
components of boosting student accomplishment and instructional quality in the
delivery and evolution of instructional materials. Self-assessment and self-evaluation
are indications of progress because they assist instructors in gaining a better
understanding of the notion of teaching excellence and honing their ability to
recognise encounter mastery. Additionally, it supports instructors in setting
improvement goals with their coworkers, clearly describing the quality of their
education, recognising gaps between planned and actual possibilities and actions,
and giving a variety of action choices. The technique strengthens relationships
between teachers and the impact of external change agents on effective teaching.
Self-assessment and self-evaluation, when combined with peer mentorship, external
change agent observation, and a purposeful improvement strategy inside the quality
assurance programme, may be an incredibly effective way for increasing the efficacy
of in-service quality (Wride, 2017).
According to Sallis (2005), a quality process is a pre-planned series of systematic
operations carried out by a group of specialists with the explicit purpose of
continuous improvement. The planning step of the cycle entails identifying a goal or
target, developing a theory of success, and developing an action plan. The do stage
comes after the planning step and comprises putting the components of the plan into
action. The third stage of the plan is the research phase, during which the scheme's
outcomes are analysed to ensure its sustainability and to monitor indicators of
growth and success, as well as any areas of concern that require attention. The Act
stage of the cycle synthesises the knowledge gained during the process, which may
be utilised to modify or even completely rewrite the original aims and methodologies
used. The four phases are iteratively repeated as part of an infinite development
cycle. Student feedback should be obtained on a module-by-module basis, as the
module is the fundamental unit of delivery for the learning experience. As part of the
feedback process, current students are given the option to react to issues at the
appropriate time. Satisfaction data is analysed internally and utilised to inform future
planning. Providers reply to student module assessments via the virtual learning
environment (VLE). Collecting, disseminating, and as part of the quality cycle's
quality assurance, responding to student input should help in boosting learning
enhancement and improving the overall study experience (Sallis, 2014).
5.3. Evaluation of a learning program in own practice.
Feedback, both official and informal, is a vital component of the school-based
educational process. The word 'feedback on learning' is a colloquial expression for
summative feedback. It is usually module-specific and includes comments on what
went well and what could be done better, while also highlighting the student's skills
and strengths. Feedback is meant not just to promote learning outcomes, but also to
provide feedback after the module that informs learners where they went wrong.
Students require constant formal and informal feedback and evaluation (both
evaluated and untested) during each subject, as well as direction on how to utilize it.
When giving feedback to children, make sure they are constantly aware of what they
are accomplishing. While formative input is not always written down, it is typically
evident when written feedback is used. In comparison, the author always adds a
quick note to the student's ILP for future use (Langer, 2011). The educational system
understands that students need to be able to give their teachers feedback about their
work in order to make sure that their teachers are helping them achieve the course's
learning goals and that the distribution of teaching time can be changed if necessary.
To guarantee that students can reflect on and use feedback received, input should
be included all through the curriculum planning and be a necessary component of
formative evaluation structures. It is vital to include input into the curriculum
development process to ensure that it continues to benefit students and academics
(Åström, and Murray, 2010).
According to Hansen (2015), Rather of focusing back on what has been completed
(or has not been performed) in the past, feedforward concentrates on input
components that specifically indicate what should be done next. Learner
accomplishment records (LRS) are a customised online collection of information on
an individual's education and achievements maintained by UK education groups. To
never be mistaken for teacher's track of learning accomplishments, that would be
used to monitor a students' performance in a particular topic. Keeping track of casual
formative remarks, project scores, and personal messages will aid a learner in
creating a learning schedule (Galton, 2017).
5.4. Identify areas to improve based on the results of an assessment.
Student input on the quality of courses is gathered through the National Student
Survey (NSS). The goal is to keep academic institutions responsible to the
community as well as to assist potential learners in making better informed decisions
by providing data that educators and training providers may use to improve teaching
and learning and campus experience (Richardson, et al., 2007). Students remark on
issues that are important to them. Their involvement contributes to the development
of significant and positive improvements in their education, as well as the upgrading
of quality standards to satisfy students' increasing requirements. Senior
management teams, academics, and student unions all use the data to enhance
curriculum, learning and teaching effectiveness, educational resources, and financial
aid. The survey is occasionally updated with new questions about student
engagement. Educational outcomes, social learning, and student participation have
all been updated, and some previous questions have been reworded to make the
survey more accessible.
According to Hope (2019), the term 'benchmark retention' refers to students who
remain at a single higher education institution and finish their programme of study.
Teachers at educational institutions lay a great emphasis on interviews when
selecting students for their favorite courses. The national average for retention is
based on the United Kingdom UKPIs (Key Performance Indicators). Governments,
primary schools, and organizations that sponsor education in the United Kingdom
are all interested in developing benchmarks based on UK Performance Indicators. It
is crucial to note that the data is being used as a guideline and not for the purpose of
creating league tables. Additionally, they are critical to schools, prospective students,
and companies (Brisard, and Menter, 2014). As the teacher/progresses in their
profession, their degree of achievement will increase proportionately, and there will
be opportunities for frequent improvement for the teacher/to advance in their
educational career because of the CPD. Instructors' expectations in education have
never been greater, owing to frequent assessment and regular peer and student
input on who deserves further staff training (Opfer, and Pedder, 2011).
Conclusion
This report discusses professionalism and dual professionalism, as well as the roles
of stakeholders, and how accountability to stakeholders and outside bodies affects
educational and training groups. As a result, it also explains how to function together
with superiors in the institution and shareholders, as well as how an organization's
policies, rules, and guidelines affect curriculum practise in one's own field of study. In
the end, it talked about how to improve quality and how to make sure that things are
done right. It also talked about how to do self-assessment and self-evaluation, as
well as how to make sure that things are done right in own organisation and how to
improve your learning programme based on the results of the evaluation.
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