Roles, Responsibilities and Relationships in Lifelong Learning

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Roles, responsibilities and relationships in lifelong learning

1.Understand own role and responsibilities in lifelong learning

1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.

The key aspects of legislation which relates to my own role and responsibilities as a driving instructor teaching learners would be that I hold a valid ADI badge and adhere to the criteria as set out by the DSA to maintain that badge including regular CRB checks. Also that I must undergo regular check tests and to renew my ADI badge every 4 years. The regulatory requirements are that I must have a roadworthy vehicle to carry out driving instruction. As an ADI, I have signed up to the Voluntary code of practice as set out in the DSA ADI 14, Annex A Voluntary code of practice, and abide by these rules. The regulatory requirements in terms of learner drivers, I must ensure that they hold a valid provisional licence and that they can read a number plate at the required distance.

1.2Analyse own responsibilities for promoting equality and valuing diversity.

To ensure that I comply with the Equality Act 2006, I need to be proactive in all aspects of equality and diversity, and to make sure my teaching style and resources promote and include all learners in respect of act, disability, gender, race, religion and belief, and sexual orientation. In terms of age, the learner driver would need to be in possession of a valid provisional licence which would show their age. If they were underage, they would not actually be in possession of one, and therefore I would not legally be allowed to take them out on the road. If their provisional licence had expired, e.g. they are over 70, the learner would need to re-apply for a provisional licence. If the learner had a particular disability I would need to establish the extent of the disability and what the limitations were as to what type of vehicle they could drive. By using the Visual, Auditory, read/write and kinaesthetic system, I could adapt teaching styles to meet the needs of the learner driver, and to respect the fact that they have differences so as not to discriminate, or stereotype between learner drivers or be prejudice.

1.3Evaluate own role and responsibilities in lifelong learning. My responsibilities in lifelong learning would be to give learner drivers the best opportunity to learn safe driving for life and not just to pass the driving test. To encourage the learner to have private practice with their parents can be beneficial, but this could sometimes be a hindrance. In order for me to maintain responsibility, if my learner driver was having private practice with friends/relatives I do offer a parent/partner course, in which the learner, parent and myself would be actively involved so we could all help each other to encourage the learner and give confidence to the parents that they are using correct teaching methods when I am not present. This would ensure that private practice is a help, and not a hindrance.

1.4Review own role and responsibilities in identifying and meeting the needs of learners.

By ensuring I comply with legislation, regulatory requirements and codes of practice, and that I comply with Equality Act 2006, also by identifying and meeting the needs of my learner drivers by ensuring that I maintain a professional image, I am flexible in terms of my availability, and that the vehicle I use for teaching in is roadworthy and clean. The vehicle I use is fully adjustable to meet learner’s needs.

2Understand the relationships between teachers and other professionals in lifelong learning.

2.1 Analyse the boundaries between the teaching role and other professional roles. When dealing with learner drivers, it is normally on a 1:1 basis in the car. When working in such close proximity with the student you are working in a confined space in the car. It is very important to be aware...
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