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) incorporates the responsibilities of employers towards their employees and visitors to the workplace principally through risk assessment, as well as the employees duty to themselves and others (HSE: 2003) * Data Protection Act (1998) has eight principles used to protect an individual’s personal information and rights to that information (Legislation: 2003) * Control of Substances Hazardous to Health (COSHH) requires that substances that can cause harm to health be controlled, to protect anyone in contact with them (HSE: 2009) * Criminal Records Bureau (CRB) checks and controls whether a person is qualified to work with children Although there are numerous legislations regarding animal care, the most important aspects are provided within The Animal Welfare Act 2006, which protects against animal cruelty. This act incorporates the five freedoms (DEFRA: 2012) Promoting equality and valuing diversity
Equality can be promoted through inclusion of everyone, with all learners treated as individuals and all their efforts valued. Petty (2009) states, that learners expect to be treated fairly with no favouritism shown to any students. All students are individuals and their diversity should be recognised and celebrated through differentiation. Animals play different roles within societies, cultures and religion, and teachers should encourage discussions covering a wide range of cultures and belief systems, whilst discouraging discrimination. The teacher should utilise non-sexist language to avoid sexism, and provide a range of assessment criteria and methods, such as Feuerstein’s bridging method when working with students with special needs (Petty: 2009). Roles and responsibilities in lifelong learning
As the lifelong sector is comprised mainly of adults, Malcolm Knowles andragogy approach should form a basis for teaching. Adults are generally motivated through personal interest or career benefits, and typically have numerous experiences, so utilising Kolb’s experiential learning cycle (shown in figure 1), can be beneficial to adult learning (Reece & Walker: 2007).
Figure 1: Kolb’s experiential learning cycle (Reece& Walker: 2007) A tutor’s role will utilise the teaching cycle (Figure 2) which incorporates identifying students’ needs and course requirements, planning and delivering animal care, ongoing assessments beginning with the initial assessment at first contact, and ongoing evaluation, through reflective practices (such as Brookfields four critical lenses which reflects the students, peers, self and theory views) of both students learning, and own teaching.
Figure 2: The teaching cycle (Grimsby Institute: 2012)
The tutor will conduct course, institute and animal facility inductions. As animal care is continuously adapting the tutor will continue to develop professionally, have excellent subject knowledge, and will be enthusiastic and motivational (Gravell: 2008). A teacher’s role incorporates instructing, coaching, assessing, counselling and facilitating, as well as administrative tasks (Gravell, 2008). Identifying and meeting the needs of learners
Maslow’s hierarchy of needs (figure 3) states that if a learner’s basic needs are not achieved, then the student cannot...
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