Task 1: Using the provided reading list, analyze the range of theories, principles, and models of reflective practice.

Reflective practice involves thinking about and critically analyzing one’s actions with the aim of improving one’s professional practice. Assessing reflective practice requires individuals to assume they are external observers in order to identify the assumptions and feelings underlying their practice and then to guess about how these assumptions and feelings affect practice. (Imel 1992). In simple terms is a way of one trying to remember their experiences through and trying to evaluate and analyze it.

Explain what the models of reflective practice

Reflective Practice basically is a process of assessing our own thoughts and actions, for the purpose of personal learning and development.

It is a natural and instinctive activity and can be used in Reflective Practice for the development of oneself or help others develop.  It is a set of ideas that is a very adaptable and can be used together with many other concepts for training, learning, personal development, and self-improvement.

I use Reflective Practice in my teaching as it is highly relevant and helpful towards Continuous Professional Development (CPD). It’s also very helpful in teaching and developing young people and children.

Reflective Practice is concerned with self-development and it enables future personal growth, and addresses, how we think and feel in situations now and how we feel in the past.  It is an important element giving us insights into our learning from our past, to assess where we are now and how to improve our present and future goals.

2 models of reflective practice

In this research, I used Kolb’s (1984) Learning Cycle and Shon (1983) Reflection in Action and as the two models of reflective practice closely associated with my practice.

Kolb’s (1984) Learning Cycle states that learning involves the acquisition of abstract concepts that can be applied openly in a range of situations.  In Kolb’s theory, the incentive for the development of new concepts is delivered by new experiences. Learning is the process whereby knowledge is through the change of experience” (Kolb, 1984, p. 38).

On the other hand, Schon (1983) Reflection in Action is concerned with thinking about something whilst engaged in doing it, and having a feeling about something and practicing it according to that feeling. The model celebrates the intuitive and artistic approaches that can be brought to uncertain situations.

The Experiential Learning Cycle

Kolb’s experiential learning style theory is characterized by four stage learning cycle in which the learner touches all the bases.

Figure 1.0 The Experiential Learning Cycle Kolb’s  1984

A person progresses through these cycle of four stages of learning if an effective learning is seen. The observation of and reflection on that experience, which leads to the formation of abstract concepts, analysis and generalizations conclusions which are then having a concrete experience, followed by to test a hypothesis in future situations, resulting in new experiences.

In teaching, I facilitated Kolb’s model by dividing the class into groups and assigned them group task and some problems to work on. I followed what they were doing and observed them as they formed concepts like how to do research work. They were happy to retrieve journals relevant to the topic and had brainstorm sessions as a group. In addition, l had lectures in the class and handed handouts of printed case study of what they were working on.  I tackled problems which were similar to the ones given to them and this approach enabled the students to work on similar projects or case study, hence building on the skills they had already

Schon (1938) in his reflective practice indicated people Learn by doing or experiential learning is which based on three assumptions.It states that people learn best when they are individually involved in the learning experience and gaining knowledge had to be discovered by the individual if there were any significant meaning to them or made a difference in their behaviour. A person’s commitment to learning is highest when they are free to set their own learning. Applying these concepts in teaching, I used teaching methods like collaborative and active learning to get students to focus on the topic avoiding them not to get side-tracked (Frey and Fisher, 2011).I encouraged students to use technology like internet, EBooks and mobile devices to improve their learning process. For instance, during my session, I encouraged learners to use the internet to search for keywords in order to perfect understanding of words relevant to the topic and their subject being thought. To encourage reflective practice and insight of reflection on themselves, I organization peer assessment and working as peers discussing which helped individual learners to form their own opinion about the topic. This model fostered group work, motivation, intuitive and imaginative thinking.

The four principle of reflections

The four principles of reflective practice l will discuss are self-assessment, self-criticism, reflective dialogue and critical evaluation.

Self-assessment is assessing or evaluating oneself through one’s actions, attitudes, or performance. As a teacher, I encouraged learners to conduct self-assessment and evaluation after sessions of presentations to identify their strength, weaknesses, and areas needing improvement (Paige-Smith and Craft, 2011). Through this, students develop good critical thinking abilities and also the opportunity to learn about their own attributes. As a teacher and professional, I used self-assessment using CPD to evaluate myself and make adequate preparations on how to equip myself with skills needed in my areas of teaching and for my future career development.

Self-criticism: The ability to reflect and identify areas of improvement an individual needs to criticize themselves. This is a skill that is always a challenge for most students. In my session, I asked students to think of the area or the topic they did not understand to evaluate their strength in those areas. If they discovered that they do have the competency to explain and analyze the area, I made them understand the part that should form part of their self-criticism. As a teacher, the ability to self-critique is a unique attribute l acquire. After my session, I conduct self-assessment on myself emphasizing on my performance basing it on what l had done. I accept it as a true reflection of me which helps me improve on my work. (Rushton and Suter, 2012).

Self-Awareness is also a Reflective practice and it has huge benefits in increasing self-awareness, which is a key factor of emotional intelligence, and in developing a better understanding of others (Bruster and Peterson, 2013). My ability to identify my strength and weaknesses helps me develop critical creative thinking skills, and inspires active engagement in work procedures. My ability to reflect on my session, after completion gives me an insight to what I need to develop on. I made a list of what l wanted to achieve during sessions and the way to do them. For instance, I ensured that the tone of my voice, the pitch is loud enough for learners to hear me, I ask learners questions randomly to ensure that all learners are fully engaged in the classroom or session and hearing me. For instance, my encouraging learners to keep a learning journal, and regularly using reflective practice helps more giving meaningful discussions about career developments, and personal development.

Critical evaluation involves critical thinking and enables students to be creative in their way of thinking. A good way for students to develop a problem and critical ability skills is through critical evaluation. Students should be encouraged to reflect on what they have achieved independently in order to transfer them to any learning situation (Bruster and Peterson, 2013). As a teacher, I ensured I critically analysis my topic in order to be able to support any argument when delivering information to learners. I encouraged the student to develop critical thinking abilities by thoroughly analyzing journals, reports, articles, and by writing down errors or irrelevant text in the article.

B Choose one model of reflective practice that you use and justify your choice.

In my session, I employed the use of Schon (1983) Reflection in Action because it enabled students to build on their prior knowledge and mastering them I divide the class into two and get them to brainstorm and research on a task. Are is something they would have done in class before understanding the steps to be taken to complete the task conduct. Methods like collaborative and interactive learning methods to actively engage the students are used. Also, resources such as videos and printed handout are given to them to make it easier for the student to reflect on. After the discussions and brainstorming session, I encouraged the two groups to present their findings to the other group. As a teacher, I used this model for reflective writing having had training or observation with an experienced tutor.

C Now link the techniques that you use for reflective practice to the above model and explain them briefly. The techniques can be (at least 3 from the following)

Use of critical thinking of learners and teachers is critical and an important skill. I encouraged students to conduct critical analysis through self-assessment, self-awareness and total reflection after each decision and task (Manalo et al., 2013). In my session, I got students to create a reflective journal of their understanding of the topic which I later evaluated identifying areas of improvement for individual learners.  I conducted extensive research using my critical thinking ability to cancel what was not useful and useful for my session. It helped me focus on areas I thought will benefit students to improve their skills, knowledge, and learning. Through this process, l become very assertive, very creative and innovative in planning my sessions and delivery.

The ability to apply critical thinking to my work and practice allowed me to identify development opportunities and the learners identifying their development opportunities through self-assessment, feedbacks from their peers and observation by an experienced tutor. (Manalo et al., 2013)  As a teacher, l use my critical thinking skills to understand the logical connections between ideas, identify the relevance and importance of ideas and identify, construct detect inconsistencies and common mistakes in reasoning, to evaluate arguments (Daniels, 1996).In my practice, l used critical thinking on reflective analysis to solve problems systematically. Also being mindful of theories introduced by Donald Schon in 1987, the reflective practice involves thoughtfully considering one’s own experiences as one makes the connection between knowledge and practice, under the guidance of an experienced professional within your discipline (Schon, 1996). I use the model for professional training that l relied on filling up students with the knowledge and sending them out into the world of practice. I used reflective practice model to enable learners and novices within a discipline to compare their own practices with those of experienced practitioners, thus leading to development and improvement. As a teacher l make an effort to show precisely how reflection-in action works and how its vital creativity might be fostered in future professionals.

Self-assessment feedbacks, peer assessment, experienced tutors and feedbacks from other agencies helped students to identify their areas needing improvement. The areas of improvement such as the skills update, attaining new skills through training or examination will enable learners or tutors to set an Action Plan on how to achieve their goals and objectives (Sakthivel-Wainford 2006).

L

In regards to my learners, I encouraged them to create individual learners plan (ILP) to plan for areas they had identified as opportunities. I also encouraged them to create SWOT analysis in order to identify their weaknesses, strength, opportunities and other areas of improvement. I also used PDP and CPD to ensure my skills were relevant to the needs of the level of the learners and to set Action Plans on areas of training or skills update. I used SWOT Analysis and self-evaluation to identify development opportunities, integrated my CPD and PDP to review the knowledge I have already acquired and created an Action Plan for the areas I wanted to improve on. Through the use of SWOT Analysis, I identified my weaknesses and strengths and, structure and plan on how I intend to turn weaknesses into opportunities. I embraced Gagne theory or Vygotsky theories of learning to build on what knowledge I had already acquired using my cognitive ability (Anderman and Anderman, 2009).

Self-Awareness is also a Reflective practice and it has huge benefits in increasing self-awareness, which is a key factor of emotional intelligence, and in developing a better understanding of others (Bruster and Peterson, 2013). My ability to identify my strength and weaknesses helps me develop critical creative thinking skills, and inspires active engagement in work procedures. My ability to reflect on my session, after completion gives me an insight to what I need to develop on. I made a list of what l wanted to achieve during sessions and the way to do them. For instance, I ensured that the tone of my voice, the pitch is loud enough for learners to hear me, I ask learners questions randomly to ensure that all learners are fully engaged in the classroom or session and hearing me. For instance, my encouraging learners to keep a learning journal, and regularly using reflective practice helps more giving meaningful discussions about career developments, and personal development.

In teaching l know the importance of self-awareness and the impact it has on learning performance so to be more effective l develop the use of what drives me in decision-making.

As am aware of my strengths, weaknesses, emotions in particular circumstances, am able to stop reacting inappropriately to a situation.

Being self-aware enables me to be more realistic about myself and my judgments and in turn, others trust and respect for me. I am able to balance my conviction with humility creating our vision for teaching but being willing analyzing.

Reflect on ‘identify development opportunities’ by giving examples on your own practice.

As a business teacher, I used reflective practice to identify development opportunities through identification of my strengths and weaknesses, and also to identify the factors such as learning how to be proactive and adapt my teaching to meet the needs of the learners. I understand that it is important to plan ahead but sometimes, the situation in the classroom might need other approaches, therefore, l engage students to personalized teaching to suit their situation. Through reflective practice, I can prioritize my needs by narrowing my choices. It makes me enable me to focus on what is most important to me. For instance, through reflective practice, I discovered that I needed to provide students with learning activities that would make my sessions more interesting as well as engaging. I introduced Videos, professional learning networks, action learning sets approach or ‘video clubs’ approach, collaborative approaches, using self-video in own teaching and case studies during the session and also used role play to demonstrate an important aspect of my lesson to learners. Having the right mind set is crucial to developing opportunities, hence this is one of the approaches I used to plan, prepare and take action.

Other techniques l use in my reflection in my teaching are being conscious of my potential and not being bias and discriminatory as l will be unaware when am being discriminatory.  I also make the best use of the knowledge available from the reflection to challenge and develop the existing professional knowledge base trying to avoid past mistakes.

As a teacher by reflecting maximize my own opportunities for learning

The technique of addressing issues of position, conflict, resistance and power relationships, which are often present in development, but seldom dealt with directly are used by me from reflections Finally l use group of peers who meet on a regular basis to learn and reflect together a powerful tool supporting element of individual reflective practice. The group, which decides together discuss work-related issues, share learning journal excerpts. There is a range of teaching strategies available one has to explore and build on their experience, expertise and, confidence over a wide range of approaches or methods to teach and the effect on students’ learning. There are one’s own teaching styles one feels comfortable with however these two aspects have to be used being objective and the number of students one has to teach.

Task 2: As part of your Personal Learning Journal produce an individual statement to analyze how the development of wider skills can improve student motivation, confidence and, achievement. Collect examples from practice to include in your teaching practice portfolio.

a. Analyze how the development of wider skills can improve learner motivation, confidence, and achievement

What is wider professional practice is being involved in knowing about and engaging with internal and external requirements and practices that apply to a teacher? These may relate to assessment, quality assurance, government policy, quality improvement and the subject knowledge broadly it explores the value of professionalism to all aspects of further education.

Wider Professional Skills

It is crucial for teachers maintain current awareness and understand the wider profession and the world outside their own workplace. As a teacher one has some of these skills which are to assess, inspire, innovate, be creative making learning fun, motivate and plan and deliver. Wider professional skills involve working with internal and external posts of referral leading to team work. These could be time management, prioritizing, independent learning, counselling communication skills etc. Expert professional and generic skills are therefore necessary as these skills, information and knowledge use are good for the wider organization and environmental. In my teaching, wider skills give me the opportunity to demonstrate and enhance my wider knowledge and understanding of professional, regulatory and statutory bodies which are relevant to the lifelong learning sector and my ability to use them in my working environment (Lewis and White, 2008).

In order to maintain wider professional skills, I of and updated my knowledge of my subject area, maintained and updated my knowledge of educational research to develop evidence- based practice, applied theoretical understanding of effective and understood the teaching and professional role and responsibilities (Carr and Harris, 2001)

ii. How can your wider professional skills improve learner motivation, confidence and achievement?

On this subject, l will discuss how my wider professional skills improve learner motivation, confidence, and achievement.

Wider professional skills are an essential skill for tutors, it enables the teacher to network with other tutors from and outside the organization with any other to facilitate inclusion and to meet individual learners’ needs. With my wider professional skills, I can give career guidance to students, communicate on their behalf contacting external agencies. I motivate them also by using different motivational theories and teaching methods instilling confidence in them through ownership of their own learning. In their presentation sections, l motivated them to make them understand the different models of reflective practice. I identified the models which could facilitate learning thereby making learning more motivating, gaining confidence and having a sense of achievement. Zeichner and Melnick (1996) advocates for more experiential learning to foster critical reflexivity. This process could assist potential teachers to observe themselves and their attitudes toward others and provide the kind of contact that is needed to overcome negative attitudes towards diverse students, their families, and communities at large. My personal skills alone are not the skills l need to possess in teaching but also practical competence in teaching skills, I made contact with internal and external contacts to acquire more knowledge of how to teach better, being proactive and part of a wider professional skill for teachers. My time management skills, my attitudes, and expectations, as well as their knowledge of subject matter, helped the learners to be good time keepers. In being diverse and inclusive gave the students a lot of support and helped them to incorporate the cultures, experiences, and needs of other students into their daily chores. This wider skills significantly influenced what students learned and improved their quality of learning and opportunities. This is about reflecting on and evaluating honestly your own performance, and discovering ways to improve it through skills development. This requires you to work with others to identify your strengths and weaknesses, find out what information and support are available to help you develop a plan covering your personal and professional aspirations, and then put that plan into action. Evaluating your own performance can help you improve your time management, ability to meet deadlines and prioritize work, self-confidence, motivation, and morale, among other things. It is important to assess your performance based on defined criteria and to monitor and acknowledge progression towards these criteria. Similarly, it is important to acknowledge the achievement of goals and the amount of effort you put into achieving these.  Evaluating and improving your performance will involve a development plan being part of my employer’s appraisal system. It will help me track achievements, areas for improvement, long-term objectives and training plans. In order to be effective, l consider using the following, success criteria, identifying reasonable goals, accessible plans, being realistic and a holistic feedback for colleagues to understand.

Self-evaluation

Regular assessments of the way work are carried out and the progress being made. Consider yourself if you are managing your work efficiently, achieved deadlines or taking advantage of opportunities to increase your self-confidence and learn from new experiences is being done. As part of your assessment, you should identify areas for improvement and have identified these, set targets within a sensible timescale to achieve them.

Feedback is part of evaluating one’s performance, Colleagues, contractors, and clients will be able to identify what you have done well, and objectively identify areas for improvement. Feedback helps you to identify areas for improvement such as skills to develop, the level of customer service you provide clients, your planning and coordination skills. You own your practice and identify problems long before it starts and corrects them. You play a part in encouraging feedback. You should be open to feedback and encourage an honest appraisal. You should also ask for specific examples so that you fully understand any issues that are raised. Feedback can be gathered from colleagues and your line manager in individual meetings and group discussions, in a formal or informal manner. Some of the ways l can use feedback are listed below. – Monitor my performance regularly to make sure that it is as effective as possible, regularly describe and analyse any improvements that need to be made, either by me or through involving others, maintain a level of knowledge and understanding that enables you to carry out your role effectively, change the way l work in line with any relevant or new approaches or recommendations and finally Identify any skills gaps.

iii. How can your learners’ wider professional skills improve learner motivation, confidence, and achievement?

My learner’s wider professional skills helped me have time with each of them, l motivated them by increasing their confidence and giving them praise as signs of achievement in an inclusive learning environment. As a teacher with my good time management skills l am able to provide the support they require and the learners learn from this by getting their assignments on time.

When l promote support to them l am able to motivate them and inspire them to achieve. Am able to give them the confidence they require for them to recognize their strength. When they are motivated and have the good level of confidence it increases the good chances of them achieving.

The time management skills they develop from me help their good time management skills and they are able to submit their assignment on time. If they do not have time management they feel demotivated and pressured. I make the learner feel the sense of achievement to feel motivated. The learner can understand how to use a time to maximize their learning experience feeling confident and having achieved more. The use of wider skills to the learners makes them develop wider skills as well.

Learners with wide skills will be able to conduct a critical evaluation of their situation using appropriate reflective practice model. Wider skills are embedded at a gradual process, once attained, learners will become proactive and have the ability to take ownership of their learning (Richards and Rodgers, 1986).  Wider skills enable learners to become creative, critical thinkers and have the ability to accept constructive criticism when the need arises. In my organization, wider skills are embedded in learners through inclusion approach. Students are encouraged to research on each other’s culture and values, this facilitates knowledge and respect which will enable students to gain to the skill needed in employment in the future.

In today’s world, wider professional skills have become an essential as they are a must have the skill to survive in most employment. Hence, the role of the teacher and educator is to embed this in the curriculum of learners. Learners with wide professional skill will be able to critical evaluation their situation using appropriate reflective practice model. Wider skills are embedded at a gradual process, once attained, learners will become proactive and have the ability to take ownership of their learning. (Bulman and Schutz, 2013). It enables student to become creative, critical thinkers and have the ability to accept constructive criticism.

Task 3: As part of your Personal Development Record collects evidence from practice and produce an individual statement to report on the validity and reliability of data relating to your learners and the role of assessment and evaluation in the quality cycle. Explain your role in and contribution to the quality improvement and quality assurance in your organization. (Unit 4 AC 5.1 and 5.2).

In recent times managing quality processes have become critically vital for higher education institutions generally, but more importantly for institutions involved in open and distance learning.  Managers have been considering applying one or other framework within their institutional contexts to face the issue of how they should choose between, or combine the use, of these structures. Their concerns lie in distinguishing among the related functions of quality improvement, quality assurance, and benchmarking to meet the process of improvement.

A: What are quality assurance and quality improvement?

Quality Assurance (see also Inglis and McConachie, Danaher, Luck and Jones, this issue) is a process concerned with to ensure that the quality of a product or a service meets some prearranged standard. Quality assurance makes no assumptions about the quality of challenging products or services. In practice, however, quality assurance standards would be expected to reflect standards for the relevant industry. The process of quality assurance, therefore, compares the quality of a product or service with a minimum standard set either by the producer or provider or by some external government or industry standards authority. By rights, this standard should bear some relationship to best practice, but this is not a necessary condition. The aim in quality assurance is to ensure that a product or service is fit for the market.

Quality Improvement (see also Cummings, Phillips, Tilbrook and Lowe, this issue) is concerned with raising the quality of a product or service. The comparison made is in quality improvement between the current standard of a product or service and the standard being aimed for. Quality improvement is concerned with comparing the quality of what is about to be produced with the quality of what has been produced in the past. Quality improvement is therefore primarily concerned with self rather than with others. Processes focused on quality improvement are also focused more on specific aspects of an organizational unit’s performance than on overall performance.

What is your role in the quality improvement and quality assurance of your organization?

My role in the quality assurance as a teacher is to being part of the organization, l have a responsibility to participate in quality assurance and quality improvement. In terms of quality assurance l will use the following three point Standardised pro forma and course files, Document verification, Observation scheme, Self-assessment review and Course review.

Standardized pro forma and course files to evaluate the quality standards of my teaching or service delivery l use documents, course reviews, and self-assessment review. It is important that the template l use are standardized and they are as per the standard performance of the course. If standards are met all teachers will be teaching the same thing. The following documents self-evaluation, Lesson plan and Scheme of Work forms can be downloaded from my organizations VLE. All these documents are standardized in order for all tutors and management to meet the criteria set by Ofsted (Colwell, 2009).

Document verification. As my role as a teacher it is important for me to verify documents and assessment e.g. scores, diagnostic assessment and have peer review checking my colleagues and they check my work. The more I check the fewer mistakes made.

Observation scheme is a plan to observe each other. I can get my colleague to observe my teaching. It helps me improve my teaching a good purpose of assessing

Self-assessment review is a tool used by learners and teachers to ensure that their teaching meets the criteria of their institution. As a teacher, I want to constantly ensure that my skills are adequate and can meet the needs of the learners. Through self-assessment review, I will be able to identify my weaknesses and my area of improvement which will enable to set an Action Plan on how I intend to achieve those goals (Brooke, Morgan and Waite, 2011). Also, a review will predict and track and plan the progress of learning

Course review is crucial because it enables the teachers to know if they have meant the requirement as a set by the awarding body. It also enables the teacher to know if they have covered all the topics as stated in the course manifesto. In my organization, course review is conducted every term to ensure that student has completed the relevant modules for that term (Bulman, 2013).

Quality improvement, e.g. quality improvement plan, sharing best practice (Advanced Practitioners, peer observations), staff mentoring, in- service training, creating opportunities for promotion and personal development.

Quality improvement

In terms of quality improvement l use the following roles for quality improvement for the organization in terms of marketing and recruitment etc. it has to be at the departmental level the following are what l use sharing best practice, staff mentoring and in service training.

Sharing best practice (Advanced Practitioners, peer observations): Best practice is a method or system that has constantly shown results superior to those achieved by other means, and that is used as a benchmark. It has evolved as a way of improving a service or services (Golding and Currie, 2000).   I share best practice to discuss and this has worked for me. By sharing willingly to get ideas from peers either formal or informal. Sometimes the formal could be through peer observation to identify each other’s weakness, strength, and areas of improvement, standardized meet, or any type of meeting. The informal types are discussions over coffee or tea, lunch time or walking in the corridor, online blogs teaching forums where there are information and resources. Once a week teachers come together to brainstorm about their teaching methods and resources that can be deployed to meet individual learners needs.  All these are done to see other teacher’s method of teaching differs and learn from them.

Staff mentoring:  When a colleague needs help then you draw a mentoring plan with the individual. E.g. in my practice I may be good at using the software l can then help others or each other to teach what they might not be achieving. Mentoring plays an important part in teaching developing new skills is an acknowledged part of learning and developing new skills. Contact to the services of an experienced teacher will provide support and they act as mentors; and mentoring is most effective when mentors are selected for their knowledge and expertise and given training in mentoring skills, adult learning, and the ability to identify and communicate best practices (Maier and Warren, 2000).

In my practice, peer coaching is encouraged because it involves a relationship between two or more professional learners which enables them to share concerns and experiences and embed new knowledge or skills in their practice.

In- service training: Training sessions are organized in my organization to tackle any issues that are identified like behaviour management, there are sections where role play is performed. This helps me solve problems being faced with this type of training is provided for teachers already employed to keep their skills updated. In my organization, training is provided for teachers to learn about how to use new resources, teaching methods and other relevant skills that will enable teachers to deliver their session effectively and meet the needs of individual learners (Maier and Warren, 2000).planning makes it possible for me to manage my time keeping in my institution.

The use in-service training creates an opportunity for promotion and personal development. By helping staff members not doing things right l suggest ways of doing them. This in effect helps the student perform better.

Examine how assessment is monitored within the quality cycle, its purpose, the recording of it etc. (add a paragraph on how you ensure that the data from your learners are valid).

Quality cycle, e.g. respond to student feedback, identify opportunities for change, implement change and evaluate, identify modification of future delivery, measure impact of change

Quality cycle A is -:

A small group of between three and twelve people who do the same or similar work, voluntarily meeting together regularly for about an hour per week in paid time, usually under the Leadership of their own supervisor, and trained to identify, analyse, and solve some of the problems in their work, presenting solutions to management, and where possible, implementing the solutions themselves.’

A good quality education is one that provides all learners with capabilities they require to develop sustainable livelihoods, become economically productive, contribute to peaceful and democratic societies and enhance individual well-being. The outcomes vary according to context however at the end of the basic education cycle it must include threshold levels of literacy and numeracy, basic scientific knowledge and life skills including awareness and prevention of disease. Capacity development to improve the quality of teachers and other education stakeholders are crucial throughout the process of learning.

Quality cycle

Figure 2.0 Quality Cycle          Nash, 2011.

Figure 2.0 illustrates the importance of implementing quality cycle and assurance to improve service delivery, the plan is for continuous improvement. The implement is to know who is doing what and having the right staff making the right decision. The quality circle indicates that it is crucial to set up clear any measurable goals, establish procedures, goals, and objectives ensuring they are achievable. There should be monitoring done through assessment and evaluation. The feedbacks should come from students, internal verifier, and external verifier to identify opportunities for change. The feedbacks and assessment conducted by management should be continuous and should be reviewed to develop procedures to enable the institution to achieve the targeted outcomes or new objectives

Informal session and course evaluation

Formal self-assessment review: Is a structured method of conducting self-assessment in accordance with the policies and procedure of the organization. In my practice, there is a template for formal self-assessment for teachers (Colwell, 2009).

These assessments look at the teaching methods and resources deployed to meet individual learners. It is different from informal assessment because it looks into all aspect of teaching including wider skills employed to create an inclusive learning.

Using feedback from others to inform practice. This entails analyzing the assessment from teachers and learners to make an informed decision. This conducted periodically after mid-term to measure and monitor how the organization is meeting the set criteria (Colwell, 2009). Survey of teachers and learners including peer and observation from experienced tutors to know if the learner’s objectives have been meant and best practice can be employed in the future for better delivery of session.

Respond to student feedback: In my institution, students are asked to complete a survey about their experience in the college and the feedback is considered to improve facilities and other key areas mentioned by the students in order to meet their needs (Regan, 2007). The feedback framework is rationalized in order to systematically inform enhancement and changes required to aid student experience. The feedback form covers all aspect of the organization from books to how modules are structured which will enable the college to develop an Action plan with students and report on progress (Thompson and Pascal, 2012).

Identify opportunities for change: My organization regularly conducts SWOT analysis to identify strengths, weaknesses, opportunities for change and threat that be a barrier to the college achieving its objectives. The changes identified are evaluated and Action Plan is formed from the analysis how the college will achieve these goals (Nash, 2011). For instance, if the college noticed that functional skills of the learners are below average, a session will be set up to give extra coaching to students to meet the required literacy, numeracy, and ICT needed for them to meet the standard required for the course (Nash, 2011).

Identify modification of future delivery: In my organization, through peer observation, self-assessment, and internal quality assurance, the modification is made on how to better deliver the session in the future. In my practice, I usually get observed by an experienced tutor to identify my area of improvement and how I can modify my lesson to accommodate all learners’ needs. I also conduct self-assessment on myself to identify my weaknesses and set a plan on how to achieve what has been identified as weaknesses (Golding and Currie, 2000).

Informal session and course evaluation

Formal self-assessment review: Is a structured method of conducting self-assessment in accordance with the policies and procedure of the organization. In my practice, there is a template for formal self-assessment for teachers (Colwell, 2009).

These assessments look at the teaching methods and resources deployed to meet individual learners. It is different from informal assessment because it looks into all aspect of teaching including wider skills employed to create an inclusive learning.

Using feedback from others to inform practice. This entails analyzing the assessment from teachers and learners to make an informed decision. This conducted periodically after mid-term to measure and monitor how the organization is meeting the set criteria (Colwell, 2009). Survey of teachers and learners including peer and observation from experienced tutors to know if the learner’s objectives have been meant and best practice can be employed in the future for better delivery of session.

Please add on IQA’s and EQA’s role in maintaining quality in assessment.