Roles, Responsibilities and Relationships in Lifelong Learning

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Unit 008: Roles, responsibilities and relationships in lifelong learning Task A: Research Report
a) As Gravells (2012, pp.19) states, the legislation, regulatory requirements and codes of practice relevant to a teacher in the lifelong learning sector will “differ depending upon the context and environment in which you teach”. For example, different organisations and employers are likely to have differing policies and guidelines, such as dress-code, time-keeping, equalities, regulating the role of the teacher.

When teaching accredited courses it is necessary to be aware of the requirements of external bodies, such as Ofsted, which may inspect provision, as well as awarding and funding bodies, such as an FE College, which will require evidence to assure the quality of qualifications and courses and course attendance.

There is various legislation and codes of practice relevant to the role of the teacher. Generic examples relevant to my role as a trade union tutor are listed in the table below:

Institute for Learning Code of Professional Practice (2008)| Education and Skills Act (2008)|
Equality Act (2010)|
Health & Safety at Work Act (1974)|
Human Rights Act (1998)|
Copyright Designs and Patents Act (1988)|
Data Protection Act (2003)|
Freedom of Information Act (2000)|

There will also be legislation and codes of practice relating specifically to the subject area being taught, type and age range of students, and environment. Thus, the Children Act (2004) will be relevant to those teaching learners under 18 years. I have listed in the table below some of the legislation and codes of contact relevant to my role as a trade union tutor: Health & Safety (Display Screen Equipment) Regulations (1992)| Information Technology Codes of Practice|

Trade Union & Labour Relations (Consolidation) Act (1992)| ACAS Code of Practice: time off for trade union duties and activities|

Legislation, codes of practice and...
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