Roles of stakeholders and external bodies in education

4.3.1       Explain the roles of stakeholders and external bodies in education and training.

“Throughout the years, colleges, schools and universities take stakeholder and external bodies on board to improve the process of education and training in education system. In addition, it has become a priority of communities for the reliance on education of stakeholders (Roundy, 2016). Universities and colleges today are as big as a town with large numbers of students and workers and are now very social entities. They refer to a town within a larger society. Such social education firms, which put students and schools into potential employees in a larger working group, strengthening the public community in the education system. Stakeholders may be individuals or organizations, however, these stakeholders are involved in or concerned about a school, college or university. Stakeholders are internal or externals and, depending on the overarching need of the school, college or university, have varying degrees of control. The stakeholder is directly connected to teachers, students, administrators, program designers and parents. Not all stakeholders are passive beneficiaries of general advantages who may call for a more involved voice both internally and externally (Freeman, 1984). IHE leaders are now experiencing that student satisfaction at universities as well as the future position of universities on the campuses is vital to the well being of their students, and that the greater use of contracting services for IT support, job agencies, protection and cleaning services, etc. are essential for students on the campus (Orr, 2008).”

4.3.2       Explain how being accountable to stakeholders and external bodies impacts upon organisations in education and training.

The responsibility and role of stakeholders in the schooling system differs based on the organizations main needs, although the roles and the impact of stakeholders in the stakeholder strategy that varies. The power and involvement of stakeholders can be organized into a high and low mix of the approach of the organizations concerned. Stakeholders and outside bodies also have a broad but significant effect on training and development, in scrupulous on the routine evaluation of quality assurance in order to maintain high structured teaching and curriculum delivery, on the research curriculum and on the delivery of organisation, through periodic review and student inspection. Stakeholders and outside bodies also have a broad but significant effect on training and development, in particular on the routine evaluation with the QAA in order to maintain high structured teaching and curriculum delivery, on the research curriculum and on the delivery of organisation, through periodic review and student inspection (Kulshrestha and Pandey, 2013).

4.3.3       Explain why it is important to work in partnership with employers and other stakeholders in education and training.

“Colleges and universities all over the world are required to take their position into consideration in society and to determine the relationships between employers and other parties concerned. Universities and colleges recognize the need to work with prospective employers as part of training and student growth.  Between 1998 and 1999 the FEDA has researched the establishment of relationships between education and training providers and employers, including the Training and Skills Development Agency and British aerospace. As per the educational experts, there must be a collaboration and linkage between employers and educators that they need to add value within the learning programs. Assessments of workplaces are becoming increasingly common as students engage in their work experience.  The economic prosperity of the nation relies heavily on the educational and training industry to have highly trained potential workers. The prosperity of education and business cannot work alone. The educational institutions have a responsibility to support students in finding and placing students at their desired career. This process helps in developing beneficial relationships with employers, showcasing the potential of students in college or university on the job market and provide incentives for possible support and co operation. Educators compete for student and financial aid in a declining market. In order to sustain and develop apprenticeships, joint initiatives and work based learning and assessment, is highly practice that the College or universities can collaborate to meet the expectations of the high level education and career development (Cruess, 2006).” School stakeholders are interested in the course and can form the course operation designed for and influenced by the students school curriculum. The principal role of teacher is to write the curriculum by means of a daily lesson plan, a weekly lesson plan, a term plan and annual plans, to make sure that the children get all the information they need to learn so as to move into the next school year and to get the information within a next class.

4.3.4       Analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in your own area of specialism.

Stakeholders and government entities engage extensively in the formulation of policies that underlie the plan. When drawing up the future curriculum, it is important to consider for needs of stakeholders, outside organizations with expanded influence and students. A broad variety of courses in highly development business sectors is also expressed in the College / University curriculum. In fact, colleges and universities also develop courses that meet the needs of mutual stakeholders and develop leading demand and supply courses. Business study courses are common for students at the university with combinations of courses. In the beginning, health will share many of the primary curriculum subjects, but will have their variations in other subject choices. Advertising and tourism are common subjects, but as part of their education, policy, management and HR. Grants may play a role in the design of the content of the curricula and the extent that it often offers support and instruction for delivery of the courses (Ottenbreit et al, 2010). Colleges or universities are responsible to external bodies for showing that teachers follow the policies and standards and that students fully understand what they are trying to teach. The Virtual Learning Environment (VLE) allows students to exchange information about their course, including lessons on records as part of universities such as teaching theory through a VLE teaching platform, and easy access to learning material. Regular reviews and inputs will ensure that the company responds, while maintaining high marks and retention standards, to the requirements of the parties concerned and external.

Bibliography

Orr, K., 2008. Room for improvement? The impact of compulsory professional development for teachers in England’s further education sector. Journal of In?service Education, 34(1), pp.97 108.

Kulshrestha, A.K. and Pandey, K., 2013. Teachers training and professional competencies. Voice of research, 1(4), pp.29 33.

Cruess, R.L. and Cruess, S.R., 2006. Teaching professionalism: general principles. Medical teacher, 28(3), pp.205 208.

Ottenbreit Leftwich, A.T., Glazewski, K.D., Newby, T.J. and Ertmer, P.A., 2010. Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & education, 55(3), pp.1321 1335.