Unit 008- Roles, responsibilities and relationships in lifelong learning In the arena of lifelong learning, it is important to understand the complex role that you are being asked to be involved in, it is not simply a matter of preparing lessons and delivering them, the position is far more nuanced than that. We have to be aware that we are responsible for upholding not only the rules of the institution in which we are teaching but we are also responsible for upholding current government legislation. The key pieces of legislation that we must be aware of are the Health and Safety at Work Act (1974) which provides for all legislation to make sure that workplaces provide a safe place in which to work, as well as the Equality Act (2010) which ensures that no individual is discriminated against and ensures that everyone has a fair chance to fully participate in society. We also need to be aware of the Disability Discrimination Act (2005), which has enshrined in law, the need for learners to be given any necessary adaptations in order for them to be able to fully participate in learning and the Sex Discrimination Act (2005) which ensures that it is illegal for a person to be discriminated against based on their sex or marital status. Just as important are the Data Protection Act (2003) which makes provision for the management of individuals’ information; its gathering, storage, use and disclosure and the Protection of Children Act (1999) which allows local authorities to make enquiries to follow up any concerns regarding child abuse. Following on from this piece of legislation, one must also bear in mind the Children’s Act 2004 (Every Child Matters) which places a statutory duty on key people (including teachers) and bodies to safeguard and promote the welfare of children. The Special Education Needs and Disability Act (SENDA) 2001, in line with the Disability Discrimination Act (2005), is there to ensure that it is illegal to discriminate against a person with any disability and again requires the FE Institution to make “reasonable adjustments”. The above legislation relates to all providers of FE but this is not an exhaustive study of legislation for all subjects; one must consider RIDDOR (2013) which is the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations and COSHH (2002), the Control of Substances Hazardous to Health; both of which are more likely to be used in a vocational setting such as a salon or workshop. As a tutor, it is vital to understand which legislation is relevant and to have at least an intrinsic understanding of it, so that laws are not being ignored or broken. Furthermore, there are also regulatory requirements and codes of practice to be adhered to. Previously, there was no requirement for FE teachers to have a formal qualification; however since the Leitch review (2007), it has become necessary to make teaching more professional and one of the recommendations was that all Lifelong Learning employees would be qualified or working towards qualification by 2010. This ensures that employees achieve a professional qualification, are professionally registered and are therefore showing initial evidence of CPD, which will have to be continued throughout their career. In addition, one must consider the Institute for Learning, the UK professional body for teachers and trainers in the Post Compulsory Education and Training Sector. These codes of practice ensure that students should be safe, healthy, enjoy and achieve, provide a positive contribution and are provided with information and strategies that will ensure their economic well-being. With this in mind, it is essential that tutors plan lessons to fully engage students. It is important to identify the needs, plan and design lessons accordingly. Once delivered, it is important to assess whether or not learning has taken place and then to reflect on this and decide if there are more effective ways of engaging with students. This is in...
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View the code of professional practice. (2013). Retrieved February 14, 2014, from Institute for Learning: http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice
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