Quality procedures in life long learning
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
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