Wider_Professional_Practice

Hypothesis That introducing a Male Grooming course to [] will provide a wider and more inclusive portfolio of courses to the Hair department Introduction In this unit I will be writing a critical reflection and analysis looking at wider professional practice. Social Policy is the study of social welfare, and its relationship to politics and society. In this assignment I will explore policies which have been enforced in the past, along with new policies which are having a current affect on the Long Life Learning sector: equality and diversity, economic growth, community regeneration, regulation, inspection and evaluation. In writing this assignment I will try to make sense of the impact that these changes have had on our education system and identify where its future lies. I also believe these changes will contribute greatly to improving the quality of teaching, training and learning within the FE system and will provide a key part in supporting the professionalism within the workforce. Task 1 For my research project, I would like to introduce a short course, ‘Male Grooming’ to []. I have chosen this because of government changes and lack of funding, I feel this will introduce more funding to the college as it will be full cost to the student. My aim would also be to introduce more males into the college and promote diversity.It would be a ten week course. I believe short courses are a way forward. Because of government funding cutbacks there is a need to introduce full cost courses to the college. I have chosen this topic because the current curriculum for NVQ Hairdressing is a womens only qualification. (All assessments must be carried out on women only). From a wider social aspect, this short course would encourage more males to enter the salon/college. This could be through male clients or males carrying out the course. Also because of funding changes, the college is always looking for ways to introduce more funding. As the male grooming course would be at full cost it would obviously generate more funding for the college. Through my research I found Habia are offering a male grooming course for £1452.00!! Procedure/methods The research necessary to support my hypothesis will involve both secondary and primary research. The primary research will come from questionnaires seeking feedback from hair and beauty staff and current students and my secondary research will include information I obtained from the internet The questionnaires for the staff I emailed to them and the questionnaires for the students I gave them paper copies. The questionnaire’s did not ask for names/signatures, therefore all data was treated confidentially. The data was reliable in the way that it measured the respondent’s responses. The design of the questionnaire will apply quantitative methods of interpretation which will allow me to easily analyse answers. Having analysed the results from the questionnaire’s it has become apparent that both staff and students strongly agreed that they recommend a male grooming course to the college. Many courses, particularly in the hairdressing industry have been squeezed down to 16hours per week for full time study and were once delivered over 35 hours per week. Therefore Further Education have had to cope with the same syllabus but crammed into less time. Government policies on teaching and learning in the life long learning sector In 1996 there was one government policy in particular, known as the Tomlinson Report. This was a report to ensure inclusive learning of learner’s with learning difficulties and disabilities. However, over time there have been a lot more government initiatives which have either been thrown out or reviewed. For example, 1997, the Kennedy Report on Widening Participation and the Fryer Report (1997) both called for a nationally recognised system of teacher training in FE; 1999 saw the conclusion of the Masser Report into Adult Literacy and Numeracy; 2000 saw the Learning and Skills Act; 2001 was the year of the Disability and Education Bill; 2003-2005 heralded the shaping of the new 14-19 education reforms; 2006 saw The Leitch Review into World Class Skills looked at how our education system was contributing to global economy; The workforce Strategy and the introduction of the LLUK professional standards saw a busy year for policies. In 2007, regulations for Initial Teacher Training (PTLLS, QTLLS and DTLLS were introduced). At the moment DTLLS is in a cycle of change. This was revised in 2012 with new changes to DTLLS and its structure. However the government intervened and from 2013 there will be a new qualification altogether. In 2007 the Institute for learning (IFL) was also introduced. It was compulsory for all teachers to become members for part of our professional development. However, from 2012, the Lingfield Report stated it was now not compulsory to be a member. In 2002, the Department for Education and Skills (DFES) reformed further education and training by extending opportunities for 14-19yr olds. These students were known as School Links. The students that came into hairdressing had their opportunities extended as they were being given the opportunity to carry out a National Vocational Qualification within an industry of their choice and it gave them an insight into what it would be like to experience working within the commercial hairdressing industry. I was fortunate to experience teaching school links, however it came and comes with positives and disadvantages. Disadvantages are that it comes with safeguarding issues. One being they are not allowed to leave the college at break time unsupervised. From personal experience, this proved to be a nightmare will a handful of students as they would sneak off outside for a cigarette or to go around town, also it meant that I was restricted to where I ate my lunch as I had to stay will the students. Tutors may not be experienced in teaching 14yr olds. I had never thought about this until a meeting with other staff and the course coordinator was called and I then felt a slight injustice, especially as teachers in senior schools got paid a lot more than us teachers in Further Education. On the flip side, the positives are that the students feel more grown up, therefore will behave differently. The students will progress onto [] level 2 & 3 hairdressing courses. I find it very rewarding and a sense of achievement when I see these students progress and develop into young professionals. I did find that teaching this age group contributed to my personal development in terms of more efficiently and effectively sourcing teaching aids to support and challenge them in an inclusive way to stimulate the learner’s age and abilities. Many courses, particularly in the hairdressing industry have been squeezed down to 16hours per week for full time study and were once delivered over 35 hours per week. Therefore Further Education has had to cope with the same syllabus but crammed into less time. This alone brings its own problems with regards to the rate of delivery and leaves no time for catch-up!! Findings/results I received responses from 6 staff and 13 level 3 students, totaling 19. Analysis of data from these showed the following;- Question 1 – 100% of respondents (from staff and students), were female. I would have preferred answers from males as well as I obviously would have gained an insight from a males point of view as to what their thoughts were on introducing a male grooming course to the college. However, unfortunately within the department and the level 3 hairdressing students there were no males. Hence, why, I would like to introduce more males to the department. Question 2 - 100% of staff had 10+ years commercial experience in the hair and beauty industry, 2 students had 10+ years experience, 2 students had 2-10 yrs experience,7 students had less than 2 years experience and 2 students had no commercial experience in the hair and beauty industry. Question 3 – from the 19 respondents, 2 staff and 2 students had 10+ yrs teaching experience, 2 staff and2 students had 2-5 yrs experience, 2 staff had 6-10 yrs teaching experience and the rest of the students had no teaching experience. Question 4 – the question was, ‘do you have barbering experience'’ 20% 0f staff replied yes and 80% of staff said no, 15% students replied yes and 85% replied no. Question 5 – These findings I was pleased with, as analyzing the data proved that others were would recommend supporting of my thoughts/ideas. 100% of staff strongly agreed that they a male grooming course be offered at the college. 77% of students also thought it was a good idea and 33% were of no opinion. Question 6 – 83% of staff agreed that they thought by offering a male grooming course to the college would introduce more male clients, whereas 17% of staff disagreed. 77% of students also agreed, however 17% of students had no opinion. Question 7 – Interestingly from a staff’s point of view 100% agreed that achieving the course would enable students to improve their employability opportunities. However, only 85% of students thought it would improve their employability opportunities and 15% were of no opinion. Question 8 – again this question ‘if this course was offered would you want to attend’, was asked to both staff and students. 83% of staff said they would attend if it enhanced their CV, 17% of staff said they would attend if it improved their employability skills. Whereas for students, 0.07% said they would attend the course to enhance their CV, 15% would attend to learn new skills only, 0.07% would attend to enhance their CV and to learn new skills, 15% would attend if they thought it would improve their employability skills and 54% would attend if they thought it would enhance all three (attend to enhance CV, attend if it improved employability skills and attend to learn new skills only). Question 9 – unfortunately only one comment was made and it was that they thought it would be best to offer male and female grooming together. I was a little surprised by this comment as it was made by a member of staff who is aware that the beauty department, already offer short courses for females. However, my intention is to introduce more males to the college and I think a male grooming course would be the ideal opportunity. The questionnaires were valid because they measured what the responses were. If I were to carry out the survey again I would like more responses. I could open it up to a wider range of people, for example, asked other departments, although I would have needed to change the questions slightly and that way I would have been able to get male responses from around the college. Conclusion I think that from the feedback I received it supported my hypothesis that introducing a Male Grooming course to [] will provide a wider and more inclusive portfolio of courses to the Hair department as both staff and students seemed to be in agreement with me. TASK 2 Professionalism in the lifelong learning sector. ‘A Set of collectively held norms that regulate teaching according to values and practices’ Craig & Fieschi (2007:2) Professional practice in teaching is a broad domain of values and standards that should be observed by teachers, in all their roles and settings. Professionalism is the competence to meet the required outcomes of the curriculum; to facilitate equality of opportunity; to promote inclusivity and to know and abide by boundaries, standards and behaviour. My professional values should be to motivate and encourage learners. As a teacher I also need to be aware of the legislations that affect my practice. For example, to have knowledge of the college policies, regarding health and safety, safeguarding, etc. This DTLLS course has certainly helped with this and contributed greatly with my personal development. I need to ensure I am qualified to teach, to which I am currently nearing the end of my DTLLS course. This will then allow me to apply for ‘QTLS’ status. I hold an A1 qualification which allows me to assess students practically and I hold a V1 qualification, which allows me to internally verify other tutors to ensure they are following and working to the standards set by the awarding body and they are following [] policies and procedures. I also have over thirty years hairdressing industrial experience which is one of the reasons I entered the Life Long Learning Sector. September 2011, [] had to replace and introduce a new level 1 qualification. This was due to changes in government funding and the NVQ level 1 was showing a shortfall in Guided Learning Hours and to make them up the students would need to carry out six additional projects (all theory based). We had trialed this the previous year but this resulted in students dropping off the course as it was too theory based for them opposed to practical which is what they were expecting from a hairdressing course. Therefore, [] changed the course from an NVQ level 1 to a VRQ level 1, which although has more than twice the units, it is more practical based which keeps the students interested, motivated and enthused. Standardisation meetings and workshops were put in place for all tutors to attend to keep us up-dated and inform us on the qualification. This has proved a great success and up to date we had 26 September starters and have retained 25 students. I have booked to attend a ‘Hair Extensions’ course, which will develop my skills and allow me to teach students on a level 3 qualification. Offering hair extensions as a short course at [], may also be something that can be put forward for the future! Even though there is pressure on us tutors to gain level 5 qualifications and degrees, I strongly feel the vocational skills must not be forgotten. However, I think the barriers to this could be the reduction in funding for adult education and the raising of the school leaving age. Professional values and judgements on the teaching and learning As a teacher I have a responsibility to ensure my professional development needs are met to cope with changes taking place in the educational system. I have a duty to follow a code of conduct, for example, have a smart appearance, wear black, have freshly shampooed hair, maintain hygiene and oral hygiene, ensure make-up is worn etc. I believe that as a teacher maintaining a professional image will set the right image for students to follow. All of our students on a full time programme are required to wear a uniform when working in the salon. When my students do participate in lessons then it is my professional practice and ability to enthuse, inspire, challenge and involve them in a way that is inclusive, respects and promotes diversity and reflects their aspirations that will begin to motivate them intrinsically to the benefits of the course and a more wide spread learning cycle. Through CPD I keep myself as up to date as possible with ongoing changes/trends.(see unit 5) Equality and Diversity One of the most difficult balancing acts is to get a truly holistic approach in education, taking into account the diverse student body which has always been a distinguishing factor on Further Education. The FE student body is diverse, ranging from age, gender, attainment levels, economic, social and cultural background and different learning needs, these presenting their own set of challenges. It is well documented that society has changed and this is an ongoing process. Some of the changes which effect society are; immigration, which has had an increased impact on the amount of students with varying language needs. Their need for lifelong learning is essential for progression in another country, so is the support they will need to achieve this (). As a tutor I must ensure I meet individual’s needs. I will do this through a variety of differentiated activities, which might be something as simple as enlarged print or coloured handouts. Our hairdressing department has a lack of male students. We have 1 male student compared with 24 level female students, 2 male students compared with 16 female students and 0 male students compared to 24 level 3 students. My suggestion to introduce male grooming into the college I feel would bring in a higher intake of male students. Once they have carried out the short course they could then progress onto level 1 or 2 depending on age and previous qualifications. Economic Growth and Community Regeneration Leitch, S. (2006) p2 states that; The UK skills remain fundamentally weak by international standards They are holding back productivity, growth and social justice. India and China’s Economic growth is emerging rapidly, with a turnout of 4 million graduates a year, against the UK’s 250,000.00. According to Leitch, S. (2006) radical change is essential across the whole skill spectrum. The UK must spend more money on boosting skills for everyone at every level. The Leitch (2006) p3, goes on to state; Unless the UK can make its skills base one of its strengths, public services will not deliver best value and the engine of the economy, UK businesses, will find it increasingly difficult to compete in the decade to come. I actually tend to agree withwhat Lord Leitch says in his report and that we do need to support individuals to improve their skills and progress into work. There is a continued increase in spending on male grooming and male products not only in the UK but globaly. However, due to the state of the economy Male Grooming in the UK has still increased 3% over the last 3 years. (). In 2013 Mintel predictes that in the UK the male grooming industry will hit £6.1 billion by 2014 (see appendix a) There has been a reduction in funding for adult education in the hair sector over the past few years []. However, this may have seen some adults with necessary life skills unable to follow their asparations/goals due to lack of funding and not falling into the category of ‘disadvantaged’ []. By the college offering a short course it would not only help the economic recovery, by improving skills, giving people the opportunity to go back into employment or by helping them to change their career allowing them to be more flexible with their work .They could make a great deal of difference to other people and buisnesses. TASK 3 Quality assurance Assessment As a teacher and as part of a team it is within my job role to ensure that I play a valid part in ensuring the quality of the programme is maximizing the students experience and potential within the college. I meet these processes by attending 6 weekly standardisation meetings with other team members to ensure we are all working to the same standard and within these meetings I also get informed of any changes. I obtain Employer feedback to find out whether or not our students have fulfilled their works experience, which is then fed back to my programme leader. I am involved in helping write the Self Assessment Report (SAR) which takes place yearly. I have graded lesson observations, which are carried out by the college. I also have lesson observations carried out as part of my DTLLS. I have regular performance reviews with my programme leader who will put actions in place where needed or put support in place where/when needed. I carry out student questionnaires approximately three times a year; where data is collected and any low marks need to be addressed. This data is also fed into the Self Assessment Report. It is evident from all the current changes and reorganization of the various authorities, quangos and funding streams, that there is a continual assessment process taking place at all levels in order for effective evaluation to take place. In my opinion, I feel, as a department we are good at these processes as we were graded a 2 by Ofsted. However, the department and as the rest of the college staff are continually trying to adapt our procedures to ultimately suit our student body and achieve our ultimate goal of achieving a grade 1. One of the ways of doing this is by attending staff development days Evaluation From the feedback from the data obtained targets are given/set. From the SAR we write out an action plan called a ‘Quality Assurance Plan’ (QIP). If my name is next to a specific action I have a responsibility to carry it out[]. Year 2012-2013 I have been responsible for undertaking internal and external competitions. Internal competitions take place amongst the groups for level 1 and 2 on a yearly basis. As for achievement, the aim is that myself and the team, all have to be aware of the national benchmark and if any of the students look as though they are falling behind with practical assessments. TASK 4 Ref CPPD unit References Sun newspaper date obtained 6/4/13 http://www.apetogentleman.com/brands/industry-report-male-grooming-2011/ Date accessed 22/02/13 http://www.mintel.com/press-centre/press-releases/749/glowing-growth-for-european-.. Date accessed 22/02/13 http://www.marketingweek.co.uk/interest-rate-in-male-beauty-brands-rises/3030118.a.. Date accessed 05/02/13 http://www.salongeek/skin-geek/87560-male-grooming-courses.html Date accessed 05/02/13 http://www.bbc.co.uk/1/hi/education/8493128.stm Date accessed 02/02/13 http://www.habia.org/has/c/1704/educator-training-courses/13/level-4-male-grooming date accessed 05/02/13 http://www.surveymonkey.com/analyze/'survey_id=38707140&OPT-NEW Date accessed 10/04/13 http://www.dfes.gov.uk/skillsstrategy/upleads/documents/SSDA%201Leitch%20Review%20Summary.pdf Date accessed 11/04/13