Government Policy in The Life Long Learning Sector/Further Education - Essay Example

? QUALITY TEACHING AND LEARNING SKILLS (QTLS) POLICY Introduction In most countries across the world, governments are keen on the management of education system considering the significance of education on national development. Most countries believe that education of any kind is a valuable contributor to the economic, social and cultural growth. Well attained education can be assimilated in a number of ways to improve the productivity of country’s population through possible means of innovation and renovation. Well educated population has the maximum potential of exploiting exiting natural resources for the benefit of a country’s economy. In that case, most governments have resorted to setting of national educational standards designated towards achieving specific country’s development goals. The governments have achieved specific set standards through outlining of certain policies perfect for the achievement of the goals. Quality Teaching and Learning Skills (QTLS) in one of the most outspoken policy in the U.K considering remarkable fruits that have yielded from its adoption and implementation. QTLS has also been emulated by other countries like Australia, which have realized the contemporary benefits underlined in this policy. Policy Evaluation James and Pollard (2006, 4) report that Quality Teaching and Learning Skills (QTLS) policy have resulted in immeasurable changes in the education system. Adoption of QTLS policy has helped groups to develop intellectual, social and self resources that enable them to engage in active production. Group work system of student’s learning has fostered understanding and confidence to many students due to its entities that encourage interactions among students with diverse intelligence quotient (IQ). James and Pollard (2006, 4) add that QTLS policy has enabled various individuals in the learning sector to develop positive attitudes towards each other in spite of diversity of colour, race, religion and nationality. Adoption and implementation of QTLS has seen individuals join hands and participate in active national economic construction. QTLS policy has also worked towards enlightening individuals on realization of importance considering equity and social justice to curb elements of civil wars within societies. James and Pollard (2006, 4) confirm that implementation of QTLS policy in the education sectors to greater extent has shaped up participants in the sector of education to fit and coexist harmoniously in the society with abundant respect to self and others. Adoption of QTLS policy has shaped the way and system used by teachers in their teaching practice. QTLS policy has set measures that require teachers to gather clear understanding of subjects and topics before getting into class. These measures have reformed teachers styles used by teachers in tackling particular fields of study and has opened door for insight advice from the teachers to the learners (Reimers 2003, 39). The policy has set pace that teachers of specific subjects should abide by when handling certain topics of study. The policy has ensured that teachers of certain subjects pay close monitor to the progress of their students and sound off corrections in case of any misunderstanding among the students (James and Pollard 2006, 4). In addition, QTLS policy has created sufficient teaching time for teachers with recommendations that teachers keep close inspection and diagnosis of students’ work and help them to improve in areas of difficulty. Teachers have been able to raise questions during class lessons and, which has enabled them to carry review of particular topics to confirm the students’ understanding. Through close monitory, learners and teachers have been motivated in their duties since all parties at particular point in time get full satisfaction of the learning process (James and Pollard 2006, 4). In the view of James and Pollard (2006, 5), QTLS policy has drove teachers to the realization of setting structures and activities of emotional, intellectual and social support that has helped learners to progress with learning even in the absence of the teacher. The policy has enabled teachers to design assessment tests with intentions of measuring students’ conception of certain points during and after the learning period. The policy clarifies that teacher make considerable selection of questions ought to fit syllabus coverage. The policy has also set outlined systems by which teachers should consider when choosing questions for assessment tests to ensure that students do not get exposed to hard questions that may deteriorate their learning motives. QTLS policy has enabled teachers in training to acquire appropriate skills that can enable them to ensure active engagement of students in the learning process. Teachers have been equipped with attitudes of promoting independence and autonomy among the learners. QTLS policy has created room for students to acclaim appropriate learning strategies that have assisted in the development of positive learning practice and confidence to become their own managers of learning process. QTLS policy has displayed adaptability in the education sector since it has enabled teachers to encourage communication among students, an element that has resulted to safe relations among students. The policy has also acquainted teachers with skills of analyzing learners’ behaviours and identifies key interests of particular learners (Ross 2005, 12). Teachers have also been able to conduct consultations with the learners and noting down their concern in regard to the learning process. James and Pollard (2006, 5) confirm that consultation between teachers and students promotes self esteem among the students thereby improving chances of learning new things. The policy has also alarmed the teachers on the need to be careful in classes and ensure that no cases of gender discrimination and feelings of superiority occur among the students. QTLS policy has also enabled teachers to employ safer styles of conducting informal learning among the students to ensure that integrity of the students is preserved and taken care of. The QTLS policy has worked in the positive direction of encouraging consistent learning among the teachers in order to acquire and develop knowledge and skills relevant to the roles they play. The policy has regulated the way teachers respond to particular situations they encounter during their interactions with students. The policy guidelines have helped teachers to apply certain approaches in face of students’ misconduct without necessarily demoralizing he student from learning. The policy has nourished relation and cooperation among teachers in the same institution by ensuring perpetual existence of mutual respect and collective work towards achieving institution’s goals and objectives (Chalmers and Thomson 2008). In the reports of NACOL (2010, 7), QTLS policy has made it a necessary factor for teachers to learn and understand varied talents and skills for different students thereby designing appropriate system that fully incorporates and befits every student during the learning process. Teachers have also been able to identify certain activities that are beneficial to all learners. QTLS policy has worked to encourage learning methods that involves concepts related to the current world. The QTLS policy has enabled teachers to structure avenues used to enhance thinking capabilities of the students. QTLS policy has enable online teachers create opportunities for self assessment and reflection of the effectiveness of teaching. Analysis of the QTLS Policy Quality Teaching and Learning Skills (QTLS) in the views of Alton-Lee (2003), focuses on raising the achievements of students during their learning periods. QTLS policy is designed to promote learning in an environment of with diverse learners yet upholding high achievement objectives to all students. In the reports of Alton-Lee (2003), QTLS policy requires teachers to establish appropriate strategies that will ensure achievement of set goals at an appropriate learning pace. QTLS policy also requires that teachers keep high expectations on the top of their schemes of work and ensure maximum achievement of the goals. The QTLS policy stipulates the need for pedagogical practices to encourage students handle each other in caring and loving manner and work like a community of learners (Crebbin 2004, 30). QTLS policy promotes teaching of various cultural practices in a nation and communities social life. The policy requires that teacher respect cultural values of the surrounding society and teach the same to the learners (Alton-Lee 2003). QTLS policy set the need for teachers and learners to acknowledge and appreciate environmental diversity to promote cohesiveness and peace among various inhabitants within particular societies. QTLS policy has extensively promoted the use of technology in learning institutions. Encouraging online learning has resulted to high number of individuals curl to the electronic learning rather the than face-face learning (Kim and Bonk 2006). Teachers as well as learners in the higher education and secondary education institutions have embraced on line learning and this has led to rapid growth of technology reflected from the demand levels (Kim and Bonk 2006). Believable predictions on continued implementation of QTLS policy will lead to further development in technology to accommodate video conferencing and teleconferencing in the sector of education. In the views of, stipulations enshrined in the QTLS policy that have improved quality of learning, has attracted massive population of learners who mainly prefer online learning (Lytras et al 219). Analysts with regard to this trend have concluded that most institutions of higher learning will resort to offer certificate and short programmes instead of degree programs in order to ease congestion attributed to the growing population of learners. Improved education system that has seen close correlation among students in various learning institutions has ensured peace and harmony at local, national and international levels (Barrett et al 2007, 11). The QTLS policy has ensured thorough accumulation of ideas that help students acquire basic skills required for positive behavioural change that has enabled the students fit in every extreme end of the society (Stones 2002, 155). The policy of QTLS has led to massive literacy among members of the society by the way of initializing community learning and development. Community learning and development has project has been targeting families has involved educating concerning social infrastructure and betterment of life (LLUK, 12). CLD has also assisted in enlightening individuals the needs for societal respect. QTLS policy has also empowered youths to participate in the various activities of national importance by initiating various youth projects like scouting and guiding associations and voluntary groups. QTLS policy has also opened employment opportunities to various individuals who work across the institutions of lifelong learning. The standards set by the QTLS policy has generated desire for stating of numerous schools and institutions of lifelong learning that provide education at meagre fees. Work based learning has also been promoted under QTLS policy leading to improved quantity and quality of national production. Professional Development Self driven professional development is an important mechanism for a committed and dedicated teacher. According to Leslie and Owing (2002, 50) A perfect teacher is one who upholds desire to learn and know more new things in a sector that where accuracy relies on further personal research. Attending workshops is a significant driving force for teachers towards nurturing their profession (OECD 2009, 51). Workshops enable teachers to get a broad exposure of how particular subjects and topics can be handled effectively to ensure that students gather maximum benefits in the learning session. Attending workshops may be an information ground through which teachers gather clues on any changes made in the syllabus or mode of teaching particular subjects and topics. Additionally, education conferences and seminars are critical places not to be missed by single teacher who hopes to better his/her in the teaching profession (OECD 2009, 50). Since seminars bring various teachers and researchers together, they promise good sources for collecting and exchanging ideas among different teachers. Problems faced by teachers when executing their responsibilities to students are usually raised and in some case the specific problems may appear common to a large number of teachers. Seminars provide perfect ground work for practising teachers to discuss their ideas and experiences and come up with viable solutions to the listed problems. When solutions arrived at in the seminars are carried forward to particular schools and classes and put into practice, slight if no absolute changes start to occur thereby making the environment favourable for learning (European Union 2010, 21). In addition, seminars enable teachers to share and eventually come up possible solutions to problems and disagreements they face among themselves as teaching staff. Teachers also need to make visits to other schools and observe the progress of other peer teachers. Such visits may also prepare consultation table with peer teacher of the same subject or topic concerning the parts one does not understand properly. From these visits back to class, a teacher can be able to offer appropriate guidance to students on the initial challenging topic. Visits to neighbouring schools provide a teacher with broad overview and comparison of students in the neighbouring and his/her own students. It is also an essential partake for progressive teacher who envisions to develop his/her professional carrier to join and take active part in network of teachers. Most networks of teachers are formed specifically for the purpose of carrier development. Joining such networks will provide a practicing teacher opportunity to get and share ideas that are of great significance to his/her professional development. These networks may provide teachers chances to engage in informal discussions on how to better teaching in certain topics or subjects. In conclusion, education is an important element in life of every single individual. Governments need to take a broader role in the management and structuring of education system in a way that achievement of national goals is assured through the services of graduating citizens. Standards of education for each given country should be levelled with technological demand of a country in exploitation of resources to raise national income. Policy formulation by government is equally an important partake as it sets the guidelines that should be followed towards achieving certain prioritized goals. It is evident that UK and peer countries that have adopted and implement the Quality Teaching and Learning Skills (QTLS) have undergone cognizable changes as compared to history. Through QTLS policy, quality of education has improved in lifelong learning centres and education sectors in general. The policy has also repaired relationships among individual learners as well as teachers. Teacher-learner relationship has also been mended to greater extent and this has led to desirable achievement of goals and objectives set by teachers and learning institutions. It is also imperative to take note of the contemporary significance of professional development in the teaching carrier. Teaching is simply a field of research that requires practitioners to have broader understanding behind the limited class and syllabus work. Bibliography Alton-Lee, A., 2003, Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES), http://www.educationcounts.govt.nz/publications/series/2515/5959 Barrette, A., et al, 2007, Initiatives to improve the quality of teaching and learning; a review of recent literature, http://unesdoc.unesco.org/images/0015/001555/155504e.pdf Chalmers, D., & Thomson, K., 2008, Policy on Quality Learning and Teaching, http://www.acu.edu.au/about_acu/publications/handbooks/handbook_2011/general_information/policy_on_quality_learning_and_teaching/ Crebbin, W., 2004, Quality teaching and learning; challenging orthodoxies, New York; Peter Lang Publishing. European Union, 2010, Teachers’ Professional Development, http://ec.europa.eu/education/school-education/doc/talis/report_en.pdf James, M., & Pollard, A., 2006, Improving teaching and learning in schools, http://www.tlrp.org/pub/documents/TLRP_Schools_Commentary_FINAL.pdf Kaplan, L., & Owings, W., 2002, Teacher quality, teaching quality and school improvement, Bloomington; Phi Delta Kappa International Publisher. Kim, K., & Bonk, C., 2006, The Future of Online Teaching and Learning in Higher Education: The Survey Says…, http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426 LLUK, A SECTOR SKILLS AGREEMENT FOR THE LIFELONG LEARNING SECTOR, http://www.sqw.co.uk/file_download/106 Lytras, M., et al, 2010, Technology enhanced learning: quality of teaching and educational Reform; 1st international conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010, proceedings, Heidelberg; Spring Publisher. NACOL, 2010, National standards for quality online teaching, http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Online%20Teaching.pdf OECD, 2009, Creating effective teaching and learning environments, http://www.oecd.org/dataoecd/17/51/43023606.pdf Reimers, E., 2003, Teaching professional development: an international review of the literature, http://unesdoc.unesco.org/images/0013/001330/133010e.pdf Ross, A. & Bruce, C., 2005, Teacher self-assessment; a mechanism for facilitating professional growth, http://legacy.oise.utoronto.ca/research/field-centres/ross/Ross-Bruce%20AERA%2005.pdf Stones, E., 2002, Quality teaching; a sample of cases, New York; Routledge Publisher. References Alton-Lee, A., 2003, Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES), http://www.educationcounts.govt.nz/publications/series/2515/5959 Barrette, A., et al, 2007, Initiatives to improve the quality of teaching and learning; a review of recent literature, http://unesdoc.unesco.org/images/0015/001555/155504e.pdf Chalmers, D., & Thomson, K., 2008, Policy on Quality Learning and Teaching, http://www.acu.edu.au/about_acu/publications/handbooks/handbook_2011/general_information/policy_on_quality_learning_and_teaching/ Crebbin, W., 2004, Quality teaching and learning; challenging orthodoxies, New York; Peter Lang Publishing. European Union, 2010, Teachers’ Professional Development, http://ec.europa.eu/education/school-education/doc/talis/report_en.pdf James, M., & Pollard, A., 2006, Improving teaching and learning in schools, http://www.tlrp.org/pub/documents/TLRP_Schools_Commentary_FINAL.pdf Kaplan, L., & Owings, W., 2002, Teacher quality, teaching quality and school improvement, Bloomington; Phi Delta Kappa International Publisher. Kim, K., & Bonk, C., 2006, The Future of Online Teaching and Learning in Higher Education: The Survey Says…, http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426 LLUK, A SECTOR SKILLS AGREEMENT FOR THE LIFELONG LEARNING SECTOR, http://www.sqw.co.uk/file_download/106 Lytras, M., et al, 2010, Technology enhanced learning: quality of teaching and educational Reform; 1st international conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010, proceedings, Heidelberg; Spring Publisher. NACOL, 2010, National standards for quality online teaching, http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Online%20Teaching.pdf OECD, 2009, Creating effective teaching and learning environments, http://www.oecd.org/dataoecd/17/51/43023606.pdf Reimers, E., 2003, Teaching professional development: an international review of the literature, http://unesdoc.unesco.org/images/0013/001330/133010e.pdf Ross, A. & Bruce, C., 2005, Teacher self-assessment; a mechanism for facilitating professional growth, http://legacy.oise.utoronto.ca/research/field-centres/ross/Ross-Bruce%20AERA%2005.pdf Stones, E., 2002, Quality teaching; a sample of cases, New York; Routledge Publisher. Read More