Pttls - Roles, Responsibilities and Relationships in Lifelong Learning (7)
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- Date Submitted: 05/27/2013 01:44 AM
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Unit title: Roles, responsibilities and relationships in lifelong learning.
URN: M/503/1232
1.1 In summary, describe the key aspects of generic and specific legislation, regulatory requirements and codes of practice, in lifelong learning.
In my role as a mentor it is vital that I adhere too many of the regulations and legislations in place. This I believe is to ensure not only the safeguarding of my mentees but also myself. This responsibility is one that should be at the forefront of our minds at all times, it should not be tampered or ignored. It would be fair to say that many of the legislations could be classed as generic, with some being specific to my role.
The Human Rights Act 1998 states ‘The Freedom of thought, conscience and religion’ (HMSO, 1998). This basic right would apply to each and every one of my mentees and should be promoted. I consider this to be generic as such legislation applies to each and every individual no matter what the situation. Such legislation is vital in my role as it promotes the mentees freedoms in aspects that would be very important to them. I encourage such mindset as it helps build rapport and thus promote confidence between the mentee and mentor.
The Children Act 2004 states that ‘Arrangements to safeguard and promote welfare’ (HMSO, 2004). This would ensure that relevant schools and local authorities are putting in place regulations that adhere to this legislation. Mentees and all other children within the school/establishment can hold confidence knowing such provisions is available. If a mentee is not aware or holds confidence in such issues it is important that I reassure them and guide them to school safeguarding policies and the above mentioned Act.
The Freedom of Information Act 2000 confirms that there is a ‘Right to Information’ (HMSO, 2000). This right is available to everyone; such information could be requested by a mentee. Taking such rights into account it is fair to say...
URN: M/503/1232
1.1 In summary, describe the key aspects of generic and specific legislation, regulatory requirements and codes of practice, in lifelong learning.
In my role as a mentor it is vital that I adhere too many of the regulations and legislations in place. This I believe is to ensure not only the safeguarding of my mentees but also myself. This responsibility is one that should be at the forefront of our minds at all times, it should not be tampered or ignored. It would be fair to say that many of the legislations could be classed as generic, with some being specific to my role.
The Human Rights Act 1998 states ‘The Freedom of thought, conscience and religion’ (HMSO, 1998). This basic right would apply to each and every one of my mentees and should be promoted. I consider this to be generic as such legislation applies to each and every individual no matter what the situation. Such legislation is vital in my role as it promotes the mentees freedoms in aspects that would be very important to them. I encourage such mindset as it helps build rapport and thus promote confidence between the mentee and mentor.
The Children Act 2004 states that ‘Arrangements to safeguard and promote welfare’ (HMSO, 2004). This would ensure that relevant schools and local authorities are putting in place regulations that adhere to this legislation. Mentees and all other children within the school/establishment can hold confidence knowing such provisions is available. If a mentee is not aware or holds confidence in such issues it is important that I reassure them and guide them to school safeguarding policies and the above mentioned Act.
The Freedom of Information Act 2000 confirms that there is a ‘Right to Information’ (HMSO, 2000). This right is available to everyone; such information could be requested by a mentee. Taking such rights into account it is fair to say...