International and National Rules and Regulations - Essay Example

?PROJECT Task Choose any four (4) QMS requirements from the list below to discuss how eachrelates to a VET organisation International and national rules and regulations The efficient delivery of services by any organisation heavily depends on the adherence to regulations by authorities and other bodies. The services offered must meet regulatory requirements established by the authorities for relevance and avoiding termination of services by authorities. These bodies not only regulate, they also offer guidelines regarding the services offered by these organisations. Programmes developed by the organisation must remain focused on the existing rules and regulations from relevant authorities within the education sector. Through adherence to rules and regulations, organizations could potentially gain recognition from various national and international authorities. Organisational accreditation can also become achieved through ensuring adherence to all rules and regulations provided within the industry (Gonzales, Theresa, & Nair, 2004). Educational objectives of the training institute All teaching institutions have their established objectives, which provide guidelines when undertaking teaching. The educational objectives provide guidelines on the establishment of vocational training and the programmes that can be offered. These are elements that must become critically analysed before engaging in teaching programmes. The fundamental reason behind making an evaluation of the objectives remains, ensuring the programmes suffice the requirements of the institute(Smith & Keating, 1997). The VET organisation’s objectives must remain viable and in line with the institutional objectives. This would ensure the two organisations work harmoniously towards achieving similar objectives and targets in delivering vocational training Qualifications of teaching staff Successful implementation of a teaching program requires the utilisation of highly trained academic staff that would be used in delivering essential learning services to learners. As some of the most important stakeholders, teachers must have the desirable qualifications for delivering information to learners as required. The professional qualifications of the teachers remain fundamental in ensuring they have the capability to deliver the learning as required by the organisation. The qualification of teachers remains a key factor affecting delivery of the learning and consequently becomes displayed in the learning outcomes as gained by the students (Ntukidem, Etudor-Eyo, & Etuk, 2013). Achieving good learning outcomes within the learners would heavily depend on the qualifications of the teachers delivering the learning. Many vocational organisations provide specialised learning to learners with unique academic requirements. The services offered by these organisations remain heavily dependent on the capacity of the teachers to deliver the services as required. Qualifications of these teachers therefore would also include their capabilities in understanding the environment under which the teaching is performed. Teacher qualifications become essential in ensuring the teacher understands the requirements of the learners and organisation. The environment under which the learning occurs is sometimes a challenge to both the teachers and learners. Professionally qualified teachers, become aware of these conditions and have the capacity to undertake teaching within this setting. Teaching equipment Teaching equipment provides the teacher with the capacity to undertake teaching responsibilities easily and efficiently. They offer the required assistance in making teaching simple and learning easy. These tools remain the fundamental elements that ensure efficiency of the teaching process, despite the qualifications of teachers. The role of teaching equipment remains that of aiding teachers in delivering services to learners. Without equipment, teaching would become extremely difficult and many learning outcomes would not be achieved. Basic teaching within the organisations cannot be undertaken without the equipment. The desired teaching methods and environment remain essential factors in determining the equipment utilised within a vocational organisation. The teaching equipment also serves an essential part in the learners experience within the organisation. The experience learners gain form vocational training organisations remains important in their satisfaction with the learning. Teaching equipment therefore remains essential in establishing learner experience within the organisation. The learners are the primary focus when undertaking teaching; hence their satisfaction with teaching remains fundamental in assuring continuity of the process (Carmichael et al., 2001). The teaching equipment not only enable teachers achieve their goals but also provide learners with desired experience to achieve the necessary learning outcomes Task 2 (a) Apply the PDCA cycle to the process of Design, Delivery, Development and Assessment of a new programme/unit The PDCA cycle can be effectively utilised in the implementation process of different programmes. The integration of the cycle within the programme implementation remains fundamental in ensuring successful implementation of the programme. Many of the aspects involved in the design and delivery stages of the programme become integrated into the first two stages of the monitoring cycle. There are numerous aspects which must be addressed comprehensively become identified and integrated within the programme cycle. The utilisation of this cycle remains essential in assuring continued monitoring of various programme aspects. These aspects become integrated within the cycle stages for evaluation and monitoring, consequently initiating necessary actions. The table below provides a detailed application of the PDCA cycle in the implementation of a new programme. Plan Planning for the programme includes Consideration of the legal and regulatory requirements Determining the education sector standards regarding the programme Establishing the instructions from key stakeholders involved in the education system Making programme estimations based on stakeholder requirements and expectations Establishing variations from existing programmes Determining the organisational requirements based on the organisational policies Selecting a programme implementation team to become in charge of the implementation process Do This will include; Undertaking training the individuals who will be implementing the programme Establish a system for keeping training records Performing the work within the provisions of the developed programme plan and ensuring the programme remains within organisational plan Performing the implementation process according to the various legal and regulatory requirements identified in the plan. Ensuring the records established can be available during the programme implementation as reference points Ensure availability of conducive working environment in making implementation easier Act If the check finds discrepancies between the plan and work done, actions must be undertaken. These might include; Corrective actions for non-conformity to expectations Preventive action for an expected challenge identified from the check Check This involves monitoring to make comparison between the plan and actual work performed and it includes; Seeking the satisfaction of learners with the new programme Monitoring to ensure the progress is being implemented according to the plan. Getting feed-back from all stakeholders regarding the implementation process (b) Discuss how the PDCA cycle contributes to the successful implementation of the new programme/unit The PDCA cycle could be utilised in Design, Delivery, Development and Assessment of new programmes within education. The cycle provides the programme developers with a system for continuously making improvements to existing programmes, as well as successfully implementing new programmes. The element of undertaking continuous assessment significantly contributes to successful implementation of programmes. As a continuous process, the cycle breaks down programmes into different stages upon which evaluation can be performed. Evaluating progress of any implementation programme remains an essential element in ensuring that all objectives have been successfully implemented (Dochy & McDowell, 1997). Through the process of evaluation, errors can become easily identified and corrected within a timely duration to minimise adverse effects of errors. The PDCA cycle breaks down the different implementation processes of into stages of plan-do-check-act. The repetitive nature of the cycle ensures that all stages of the implementation process become assessed through a similar system. Assessment includes utilisation of the same metrics in establishing the success achieved as different stages. The third aspect of the cycle remains fundamental in ensuring successful implementation as it focuses on performing a check on completed tasks. Following the check, the next stage in the cycle is action, which remains dependent on the results of the previous stage. The actions taken result from the assessment performed when checking various metrics of the programme. These could be corrective actions following identification of weaknesses within the programme. The aspects of evaluation and subsequent action contribute significantly towards successful implementation using the PDCA cycle. References Carmichael, R., Palermo, J., Reeve, L., & Vallence, K. (2001). Student learning:’the heart of quality'in education and training. Assessment & Evaluation in Higher Education, 26(5), 449–463. Dochy, F. J., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279–298. Gonzales, B., Theresa, L., & Nair, A. T. (2004). The strengths and weaknesses of ISO 9000 in vocational education. Journal of vocational education and training, 56(2), 163–180. Ntukidem, E. P., Etudor-Eyo, E. U., & Etuk, G. K. (2013). Teachers’ Utilization and Transferability of Vocational Skills to Persons with Special Needs. Annals of Modern Education, 3(1), 61–70. Smith, E., & Keating, J. (1997). Making sense of training reform and competency based training (p. 216). Sydney: Social Science Press,.  Read More