Task 3: Drawing on examples from your own area of practice produce a case study to identify : 3.1 Explain the roles of stakeholders and external bodies in education and training Points to be considered (at least 5): □ Stakeholders, e.g. external customers, suppliers, internal staff, senior management, parents, students, awarding organisation, employers, further or higher education providers, training providers □ Roles, e.g. building expertise, specialist staff, physical and human resources, customer support, IT support, marketing, sponsorship or grants, finance, work experience, progression. 3.2 Explain how being accountable to stakeholders and external bodies impacts on organisations in education and training Points to be considered (at least 5): □ Impact of accountability, e.g. meeting targets, qualified and experienced staff, policies and procedures, clarity of reporting, national vocational standards, offering nationally recognised qualifications, awarding organisation requirements, responsive to stakeholders, building reputations, offering tailor-made qualifications, building links with industry, work based learning, staff development for professional or vocational updating 3.4 Analyse the impact of being accountable to stakeholders and external bodies on curriculum design, delivery and assessment in own area of specialism. Points to be considered (at least 5): □ Impact on curriculum design, e.g. meeting needs of stakeholders, tailor- made programmes, qualifications reflecting occupational needs, opportunities for progression, national standards, integrating wider skills, use of new and developing technologies. □ Impact on delivery and assessment, e.g. flexible and blended learning, integrated learning opportunities, work-based learning and assessment, meeting awarding organisation standards, alternative approaches to assessment, rigorous management of assessment and quality assurance procedures. 3.3 Explain why it is important to work in partnership with employers and other stakeholders in education and training Points to be considered (at least 5): □ Partnerships with employers, e.g. ensuring currency and validity of qualifications, workplace assessment opportunities, sharing resources, liaising to meet student needs and assessment requirements, minimising risks associated with placements, quality assuring programmes, progression opportunities. □ Partnerships with other stakeholders, e.g. schools, collaborative programmes, vocational courses, progression routes, alternative learning routes; parents, e.g. reporting on learner progress, community learning projects; awarding bodies, e.g. meeting assessment and verification requirements, qualification and resource development, staff development. As an additional reflective activity, use examples from your peers, representing other areas of education and training, to demonstrate different practice in developing partnerships in other contexts. Word count approximately 1500 words. LO5 Be able to contribute to the quality improvement and quality assurance arrangements of own organisation