Roles, Responsibilities and Relationships in Lifelong Learning

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Roles, Responsibilities and Relationships in Lifelong Learning.

Task A: Research Report.

(a) A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher.

Teachers must maintain their knowledge of legislation, regulatory requirements and codes of practice and ensure that they are up to date with all current requirements, which are often subject to change. Some are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22)

The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity .

Under the Health and Safety at Work etc Act (1974), negligence by an individual can lead to their personal prosecution, not just the organisation they work for. It is essential for my chosen field of teaching jewellery making techniques, as learners will access tools and equipment they are unfamiliar with, some of which are potentially dangerous. Risk assessment will be central to my lesson plans. As Gravells says:

“Learners are entitled to learn in a safe and healthy environment” (Gravells 2012:29)

Additionally, the Control of Substances Hazardous to Health (COSHH) Regulations (2002) will apply when teaching certain jewellery techniques, for example, when using “safety pickle” to clean annealed or soldered metals.

The Copyright Designs and Patents Act (1988) is relevant in a teaching environment. The materials used to teach learners must either be produced by myself, or I must ensure that the organisation I am employed by has a CLA licence to allow copying of learning material in small quantities from books.

Another important piece of legislation to consider is the Data Protection Act (1998) as obviously I will have access to students' personal data, such as full names, addresses, telephone numbers and must ensure that both my record keeping and that of my organisation is demonstrably secure.

The professional body for teachers in Further Education is the Institute for Learning (IfL) and their Code of Professional Practice (2008) covers the activities of teachers in the Lifelong Learning Sector.

The Code of Professional Practice (2008) “protects the interest of learners, the wider public and defines the professional behaviour which IfL expects of its members throughout their membership and professional career” (IfL website)

All teachers in further education colleges are required to register with IfL under the Further Education Teachers' Continuing Professional Development & Registration Regulations (England) 2007. Membership must be maintained throughout their employment.

The Safeguarding Vulnerable Adults Act (2006) introduced the Vetting and Barring Scheme (VBS). Currently the Criminal Records Bureau is responsible for the disclosure of criminal records (the vetting) and the Independent Safeguarding Authority is responsible for the barring function of the VBS. It is planned to merge both these organisations in the future.

Although I anticipate the majority of my teaching to be on an independent, non-accredited basis, other responsibilities I should be aware of as a teacher are those covered by Ofsted and the various awarding/certificating bodies.

b) An analysis of the boundaries between the teaching role and other professional roles.

There are many boundaries to consider as a teacher, such as maintaining a professional distance during working relationships with students. This has become more prevalent with the advent of social networking and the many methods of communication available, meaning teachers must clearly define their own personal boundaries.

Boundaries are found at every stage of the learning cycle, some of which are outlined below:

When identifying the needs of the learners, boundaries...