Dual-Professionalism from a Public Policy Specialization - Report Example

The instituting of various policies within the health department is felt the pressure by leaders on the department staff leading to change related stress. The new guidelines that lead to disruptive frameworks put staff under pressure to meet guidelines while also working on new jobs they haven’t been used to. It is, however, notable that work dynamics cannot be ignored and as such, the introduction of new policing within an institution requires our staff to be compliant with new guidelines and new ways of delivering service to the general public. It is, however, necessary for the public health department to leverage on the experience of existing staff, as such, the recognition of efforts among the staff has produced more trust thus increasing the rate of policy implementation within the local public health departments.

Lastly, it has been seen that whenever the health department rolls out a new programme, there is always a mismatch of the required skills which make it necessary for our staff to undergo extra training to be relevant in delivering the government services. Spiker (1995) finds that change is always met with resistance and as such, any introduction of a new policy is met with backlash since there are expectations of increased requirements that add pressure on our staff to continuously acquire new knowledge. It's however important to realize that to remain relevant, we must keep updated with what the trends require and therefore the realization that change is inevitable is necessary to have professional fulfilment. The continuous equipping of staff with new knowledge is essential in creating experience while laying a framework for better service and thus making government institutions relevant over time (Ferlie et al, 2001).

Task 3

Tony’s Case Study

Tony is a 3rd-grade student at the royal university and a father of one. Tony majors on government policing degree and has since shown exemplary results through his early involvement in leadership within the institution as a student health officer. In his career, he has always envisioned a better subsystem of governance where the system of government in place has to produce effective policies that suit his citizens. He once quoted that his political post at the royal college was an n inspiration into his future carer that would definitely define his future success. While this has not worked to the interests of many, he has always appealed to fellow students who feel that he has introduced enough reforms in the institution that favour the students as well as the progression of democracy in his institution.

Tony identified the roles of internal stakeholders within the royal college as a pillar of his success and inspiration to pursue his dream at a young age. While in high school, Tony identifies Mr. Right a, a history and government teacher a self-motivated teacher who has always criticized the way the government operates and feels that one of his students must rise to take such positions and implement his line of reasoning. It is worth noting that Tony has not taken leadership positions at royal college but also in his h9gh school days. When Tony was named as the school captain, he was met with a lot of backlash from fellow students. Most students felt that Tony was so close with the school administration and that he would no longer serve their interests but rather those of the educators. Students felt often oppressed by the school regime but had little options but to go through the system to accomplish their high school education.

In high school, tony as a school captain pushed for reforms to eliminate corporal punishment but it didn’t go through. He, however, had little options than to serve the interests of his master while offending the very students he was to impress, feeling as a non-performer and lacking motivation into his ambitions, tone felt depressed and started performing poorly in his education. Teachers were concerned with the move, tony, which formally performed exemplary, was now on the verge of losing his credentials, hate among the students had got the better of him and he felt alienated from the school system. Tony was taken to a counsellor at north holing hospital and diagnosed with depression, he was identified as a special need student and later he gave off his leadership role and transferred to Brighton high school where he completed his school as a normal student, still his performance was below par, but his ambition was live and realistic. At his former high school, tony ‘case led to contention necessitating the school administration to take into account of this case and similar happenings that had taken place within the institution among school student leadership. The teachers identified the role of counselling in education as well as the need to address the grievances of students early on course. The school administration, therefore, released vast resources into equipping the school with a counselling department headed my Williamson and vast books of counselling were introduced in the school library. This move was f rather pushed across the high school system by Mr. Williamson to see curriculum developer’s factor counselling as a crucial component in high school learning.

Through the education process, Tony's parents have been key to his performance, it was, however, regrettable that his parents had not identified the impact of Tony's involvement in student leadership on his results. However, when his parents realised this, they were quick to transfer him to Brighton school, however expensive it was, they were convinced that it would cater for their sons’s situation as a special student at the time. On completing Brighton high school, tony’s performance was above par and he managed a slot in the royal university. Based on Tony's parents experience, they vowed to always monitor their schooling children behaviour and performance consistently and to always give feedback to the teachers. In Brighton school, Tony’s parents proposal to establish a clinic day where parents are interviewed together with their schooling children to identify points of weaknesses and strengths is still pending approval, Tony's parents vowed to push the move even after tony’s school completion owing to their younger son Patrick who would be joining their soon. On commencing Royal college, Tony's parent's commitment to see him be abetter w person was witnessed by their commitment to buy him motivational books on counselling and leadership, despite his poor performance based on his leadership role, they knew their son is talented in leadership and vowed to offer full support.

In his new role as a student health leader, Tony performs extraordinarily and is awarded the honor of student leader of the year by royal college chancellor. This move was catalysed by his action to mobilize students to force the campus neighbours who offered most accommodation to the students to maintain a high standard of cleanliness and garbage collection so that students could live in the habitable environment. This move was supported by most stakeholders seeing the local government intervene to empower Tony’s move through a regulation that saw the increment of garbage collection trucks and renewed repair and maintenance of drainage systems within this region where most students resided outside the institution. As the royal college enrolled more and more students, the number of students residing outside the institution increased exponentially and this made Tony’s policies of great importance and he was highly recognized for fighting for students’ rights outside the institution.

Tony’s role in the student leadership of Royal college did not us end there; he mobilized the whole of student leadership to influence the university curriculum through the development of new courses bad scrapping of irrelevant courses. Motivated by the high number of youth unemployment, the student leadership of the Royal College came with a number of demands to the ministry of education in England demanding the reformation of the education system to produce job oriented student material. This move was collaboratively adopted by all student leadership of universities in England and led to reforms within the education system leading to reforms on courses offered in the universities. This move led to commissions that identified the demands of potential employers and factored their job demands and therefore created the present new curriculum which is technical and practical oriented. This move introduced the new reforms that embraced the role of technology in learning while emphasizing pond the increase of technical courses since most jobs in the future would require technical knowledge in almost all fields.

Task 4

The following chart shows the line of responsibility in teaching specialization of government and politics:

Ministry of education

The ministry is responsible for policing and ensuring that government policies in education are followed with precision. They are re responsible for determining curriculum change and what courses an institution can offer. They have the mandate to open and close an institution based on compliance to government standards on education.

College principal

He heads the college, he is mandated with c making major decisions and is selected based on merit and voting among the college teaching staff. He represents the college on national issues and offers a link between the national association of colleges and government as well as other ni9nstiturions. Principals consolidate all the various parameters for quality check and offered emergency solutions and approaches to ensure that a seamless delivery of professional duties is enabled. They hire and fire when deliverable s are not met by teaching and nonteaching staff. The principal is a service deliverer.

College deputy principal

The college deputy principal is responsible for the coordination of local affairs within the institution. He chairs meetings of different schools and departments reports to the principal to give information necessary for policy formulation and acts on behalf of principal on principals absence. The college deputy principal is an information interpreter

Dean of school

The dean ensures that different departments within the same school perform in harmonies such as sharing resources such as lecturers, teaching facilities such as lecture halls and reading materials and laboratories. They share the best practices with other related institutions and file reports to governments on progress and recommendation for curriculum amendments. They continually audit the performance of existing systems of professionalism and thus directly influence government policy of education. They are system improver’s one continual basis.

Dean of department

They mobilize resources, identify sectors of curricula that need improvement and together with lecturers formulate new curriculum in line with government policies.

Team leaders

They coordinate all players in the academic and socials sector ensuring that curricular and curricular activities are carried effectively and in harmony. Team leaders monitor and evaluate the job done by lectures, they ensure that curriculum is up to date, the notes being used are recent and various teaching aids are applied effectively. They ensure that lecture hours are attended fully before exams can be administered to students. They are normally data interpreters.

Raising standards team

This team is responsible for implementing the goals of curriculum development and as such incorporate all recommendations from the top management and ensure that a new formulation of curriculum diffuses effectively without problems. They identify obstacles and offer solutions while discussing utilization of funds in curriculum development. They are normally data analysts.

College lecturers

The college lecturers are responsible for collecting the necessary information that is essential in delivering their duty to students. They thus motivate students, prepare lesson plans, identify and use various methods and techniques to enable effective learning, identify and use teaching aids as well as motivation and inducing curiosity and creativity among students for redeveloped learning.

The lecturers usually initiate new developments into the curriculum through experience and being informed of market demands for various courses and various studies in a curriculum. They are largely data collectors as well as service deliverers.

Student

They trace the information, synthesize it and acquire knowledge which can be tested in examinations both theoretically and practically.

Parents

They offer the unnecessary facilitation through funding for students education, act as external stakeholders motivating students and also offering intervention in the formulation of policies within an institution. They offer home support and school support to.

Rationale:

Based on the roles identified and discussed here, it’s evident that the lack of responsibility by any party can adversely affect the whole of learning process, it is, therefore, essential that through the hierarchy, enough and right information is passed to ensure that decision making is not biased and that input from all necessary sectors is utilised. With these channels being utilized in the best ways, then it becomes easy to achieve or exceed the quality assurance requirements as desired by the system.