5 Understand how to apply theories and principles of learning in planning, enabling and assessing learning for 14-19-year-olds.
6 Be able to reflect and evaluate feedback to improve own practice in working with 14-19-yearolds with reference to theories and principles of learning. 2 Understand the principles of quality improvement.
3 Understand the quality improvement procedures relevantto own practice 4 Understand how to ensure that own practice meets internal andexternal quality requirements
Students are required to analyse the important of evaluation and quality assurance, improvement procedures relevant to own practice requirements, evaluate own practice to meet internal and external quality assurance ( 3000 words)
(2.500 words of reflective journal).
Analyse the role of evaluation within quality assurance to inform and promote quality improvement. Within this report I will explore the quality assurance framework system within Ethames Graduate School.
As Tummons (2007, pg 16) suggests ‘Audit, inspection and observation are all components of a far reaching quality assurance process that seeks to reassure all those concerned that taxpayers money is being well spent and that the provision that pays for it is fit for purpose.’ In both Day Opportunities and the Training Department of South Tyneside Council they strive to ensure they provide a quality service for what is now known as their ‘consumers’. At present the Care Quality Commission (CQC) have sole responsibility for inspecting Adult Social Care. Regulations permit the CQC to inspect any adult social care service at any time, as long as every service is inspected at least once in three years. However, in Day Opportunities there is no current quality assurance programme in place and in the five year period in which I have worked for the authority only one audit and inspection has taken place, this being an internal audit. (Evidence can be seen in the appendix). Consequently I do agree with Tummons and the fact audit, inspection and observation should take place alongside continuing personal and professional development and should be on a regular basis to ensure the service provision is fit for purpose and has the needs of our students/service users at the forefront.
The legal framework for the social care sector has changed considerably since 2000, and there are now specific minimum requirements for qualifications and training in all areas. National Vocational Qualifications (NVQs) were introduced in this country in 1986 to try and energise vocational training. Much funding in the recent years has been given towards the completion of them, including European Social Funding. An NVQ level 2 in care is a minimum requirement; the qualification has specific criteria that is covered and include skills as well as knowledge. The Commission of Social Care Inspection (CSCI), which has now been replaced by The Care Quality Commission (CQC), stated in 2008 that 50 % of the workforce must hold a level 2 qualification or above. Current legal requirements for training in social care stem from the introduction of the Care Standards Act 2000. It was introduced in response to many concerns about the quality of care being provided in all types of organisations. Within in the remit of NVQ level 2, candidates have to complete key skills if they have not already attained them. The implementation of NVQ’s and Key Skills within the social care sector has vastly improved the quality of staff working within the arena.
I am currently teaching Disability Awareness to compliment NVQ’s in Care and to give basic awareness to authority employees and trainee social workers. In September 2007, new qualification requirements for teaching and supporting learning in the lifelong learning sector were launched and a new 'Qualified Teacher Learning and Skills' (QTLS) status was introduced. As identified by talent.ac.uk, ‘...teachers in a full teaching role need to hold or be...
Please join StudyMode to read the full document