An introduction to roles, responsibilities and relationships in lifelong learning
Legislation and codes of practice
The code of practice for teaching further education, within the lifelong sector is regulated by the Institute for Learning (IFL). This independent professional body provides a register of teachers/trainers and skills, promotes continuous professional development, and represents their members when interacting with government, agencies and sector organisations (IFL: 2011).
General legislation that teachers should adhere to include; * The Equality Act (2010) is legislation to protect against discrimination and disadvantages (Equality and human rights commission: no date) * Health and Safety at Work Act (1974)
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Ongoing assessments and evaluations, tutorials, positive feedback and assessing learning styles will ensure the learner’s needs continue to be met (Petty: 2009 & Grimsby Institute: 2012). The humanistic school of learning is based on meeting learners needs and has demonstrated to be influential in adult learning (Petty: 2009). The tutor should also ensure that resources are available, and that a variety of learning methods are utilised to include everyone.
Figure 3: Maslow’s hierarchy of needs (Petty: 2009)
Boundaries between the teaching role and other professional roles
Boundaries may arise if a student has a disability that a teacher is not equipped to handle. An example may occur if a student requires help with visual or audio aids. If the tutor is not a first aider, and an incident occurs, the student will need to be referred to a first aider. A tutor is responsible for reporting possible safeguarding issues to a designated person within the organisation. Social problems may require the learner to seek help from qualified professionals, such as counsellors or financial advisors (Gravell: 2008).
Review points of referral to meet the learners’ needs
A tutor may notice a student is struggling with the course material, and may suspect a learning difficulty or social problem.
This unit aims to enable learners to understand the learning process and to give them the skills they need to
Equality Act 2010 is the law that bands unfair treatment and helps achieve equal opportunities in the work place and wider society.
Understanding the Relationships between teachers and other professionals in lifelong learning and possible points of referral for learners.
The Equality Act (2010) is designed to address unfair discrimination, harassment and victimisation and advance equality of opportunity and ensure good relations between people who share a protected characteristic and those who do not. These characteristics are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation.
The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society.
The equality act 2010 protects everyone from discrimination in their work place and all together in the society. It has replaced previous antidiscrimination laws, making the law different so it is easier to understand and making the protection stronger in some situations. It helps those who are treated in an unlawful manner.
Delivering quality care is the priority of the nursing profession as an institution and in order to facilitate this, data driven indicators are employed to measure how effective the care environment is. These nursing sensitive indicators include complications such as urinary tract infection, patient falls, surgical complications, length of hospital stay, restraint prevalence, incidences of failure to rescue, patient satisfaction, pressure ulcers and nursing satisfaction. In the case of Mr. J, the demented rabbi, who as a nurse supervisor I am responsible for, nursing sensitive indicators are crucial in monitoring the level of care and making adjustments so that the
1.3 The legislation relating to equality, diversity and inclusion, stems both from UK government and European union. It offers protection from discrimination on grounds of age, disability, gender, race and ethnic origin, religious faith or belief and sexual orientation. The legislation has implications on all workplaces, in terms of employment practice and in terms of the services provided. Compliance with the legislation must be embedded in your Equality, Diversity and Inclusion policies.
The Equality Act (2010) is thought to be one of the most significant acts in promoting anti discriminatory behaviours by both employers and companies along with the rest of society. The Equality Act (2010) covers the Sex discrimination act, race relations act and also the disability discrimination and 6 other acts and regulation all in one and so this make it easier for everyone to understand their responsibilities and shows them how everyone is entitled to dignity and respect and gives individuals, greater protection from discrimination and to protect and also promote a fair and equal society (please see reference below).
The health and safety at work Act 1974, this the primary piece of legislation covering the work related health and safety in the united kingdom . it set s out a lot of employers’ responsibilities for health and safety at work
Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector: The New Award. 5th Edition. London: Learning
In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.
There are many legislations and codes of practice relevant to the promotion of equality and valuing of diversity. One of these legislations is the Equality Act 2010. The Equality Act 2010 legally protects people from discrimination in the workplace and wider society, including education in schools. The Act protects people against discrimination against their age, gender, disability, race, religion and sexual orientation. It promotes equal opportunities for every human being.
I have suggested the biggest challenge for tutoring is how to make it dynamic, flexible, and personalized in order to meet the expectations of a more diverse student population. Indeed, the challenge is to accommodate the requirement from the working-class students whose needs of tutoring are different from the traditional students, specifically when learners are at a distance and the instructor is not physically present (Beaudin B, 1999). Therefore, the support to working-class students, or the non-traditional students is a common and urgent issue that colleges or institutions should make huge efforts on it.
Mrs. Mott designs and implements lessons that are differentiated to cater for a range of abilities and learning styles. Mrs. Mott plans and adjusts her lessons to accommodate various learning needs of her students. Mrs. Mott teaching strategies include a sound balance of teacher-directed and student-centred learning. I think that Mrs. Mott has a strong understanding of all content she teaches,, which is evident when looking at her students development. Mrs. Mott continues to strengthen this by attending professional development training. Mrs. Mott has developed each lesson to work with each students clearly linking it to her next lesson and the outcomes is a great learning experiences for the students while accommodating students’ prior