UNIT 8 – Roles, responsibilities and relationships in lifelong learning.
1. Provide a short introduction to roles, responsibilities and relationships in lifelong learning for new entrants to the profession. Your introduction must address all of the assessment criteria for this unit. You must include principles and/or theories that form a basis for teaching.
In order to fulfil the role of a teacher in the lifelong learning sector, it is essential to have an understanding of the roles and responsibilities which are important elements for successful teaching practice.
It may be useful to explore the terminology of role and responsibility. According to online dictionary Encarta (1998-2005) ‘role’ is defined as “usual or expected function, with any characteristic or expected pattern of behaviour that it entails”. ‘Responsibility’ refers to being answerable or accountable for something within one’s power/control. Therefore, as teachers it is our role to be responsible and accountable for providing a safe learning environment in which, learners are given the best opportunity to acquire new skills and for learning to take place.
As a teacher in the lifelong learning sector it is essential that you are fully aware of current legislation and codes of practise before beginning to teach students as it is your responsibility to ensure their physical and emotional safety/welfare throughout the duration of the course. Therefore, you need to be aware of the following legislations and codes of practise:
1. Health and Safety at Work Act (1974) which, defines general duties on employers, employees, contractors, suppliers of goods and substances for use at work, persons in control of work premises and those who manage and maintain them, and persons in general. (Wikipedia 28.04.2013)
It is important that you are aware of your own responsibilities in relation to this act. It is also important that you spend time at the beginning of the course making the students aware of the facilities which are available e.g. toilets, refreshments, lighting, temperature control and furniture. Consideration also needs given to health and safety requirements such as the fire drill – exit and assembly points, first aid, smoking regulations, mobile phones use and what to do if you find a health and safety problem.
2. Children’s Act (2004) amended the Children Act 1989, largely in consequence of the Victoria Climbie` inquiry. The Act’s ultimate purpose is to make the UK better and safer for children of all ages. The idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children i.e. information sharing and multidisciplinary approach/communication. (Wikipedia 28.04.2013)
It is important to acknowledge that within the lifelong learning sector there are students of 16-19years of age whom come under the Children’s Act. Whilst the students are in the learning environment their welfare is paramount and your responsibility. It is your responsibility to be aware of Child Protection procedures in relation to points of contact and information sharing. 3. Safeguarding Vulnerable Groups Act (2006). This act was created following the UK Government accepting recommendation 19 of the inquiry headed by Sir Michael Bichard, which was set up in the wake of the Soham Murders. (Wikipedia 28.04.2013)
This act places a statutory duty on all those working with vulnerable groups to register and undergo an advanced vetting process with criminal sanctions for non compliance. Therefore, before being able to be a teacher within the lifelong learning sector you will need to go through this process which, will be completed by the employer/awarding body in employment.
4. Equality Act (2010). The primary purpose of this Act was to bring together the numerous array of Acts and regulations which formed the basis of anti-discriminatory law in Great Britain...
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