Qualifi Level 7 Diploma in Educational Management and Leadership
Unit EDML702 Assignment Brief
| Qualification | Qualifi Level 7 Diploma in Educational Management and Leadership |
| Unit Reference Code | A/618/3136 |
| Unit Name | Contemporary Issues in Education: Theory, Policy and Practice |
| Unit | 701 |
| RQF level | 7 |
Aim
The aim of this unit is to provide learners with a thorough understanding of the link between current educational research and practice by developing understanding of educational theory, policy and practice.
Learning Outcomes and Assessment Criteria
| Learning Outcomes: To achieve this unit a learner must be able to: | Â Assessment Criteria: Assessment of these outcomes demonstrates a learner can: |
| 1.Understand contemporary issues affecting education policy and their impact on organisations. | 1.1 Examine recent conceptual changes in educational theory, policy and practice.
1.2 Evaluate influencing factors on education theory, policy and practice. 1.3 Analyse the implications of education theory, policy and practice on stakeholders. |
| 2. Demonstrate an understanding of the impact of policy change on educational provision. | 2.1 Discuss the impact of key policy changes on teaching, learning and assessment.
2.2 Describe the application of and examine the measurement of continuous improvement in education. 2.3 Evaluate models and theories of quality management in An education setting. |
| 3.Demonstrate an understanding of developments in the education system resulting from legislatory requirements. | 3.1 Explain the interrelationship between recent developments in the education system and legislation.
3.2 Evaluate current educational practice changed as a result of legislation. |
Suggested Reading List
- Antony, J., Krishan, N., Cullen, D., Kumar, M. (2012). Lean Six Sigma for higher education institutions (HEIs). International Journal of Productivity and Performance Management, 61(8), 940 – 948.
- Dennick, R. (.2012). Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34, 618–624.
- Fryer, K., Antony, J. & Douglas, A. (2007). Critical success factors of continuous improvement in the public sector. The TQM Magazine, 19(5), 497-517.
- Fuller, K. & Stevenson, H. (2019). Global education reform: understanding the movement. Educational Review, 71(1), 1-4.
- O’Mahony, K., Garavan, T. E. (2012). Implementing a quality management framework in a higher education organization. Quality Assurance in Education, 20(2), 184 – 200.
- Park, S., Hironaka, S., Carver, P., & Nordstrom, L. (2013). Continuous Improvement in Education. Carnegie Foundation for the Advancement of Teaching and Learning.
- Shih, Y. (2018). Rethinking Paulo Freire’s Dialogic Pedagogy and Its
- Implications for Teachers’ Teaching. Journal of Education and Learning, 7(4), 230-235
- Toland, P (2018). Global Education Policy and International Development: New Agendas, Issues and Policies, Policy & Practice: A Development Education Review, 27, 209-215.
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