Roles, Responsibilities & Relationships in Lifelong Learning (Level 3)
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- Date Submitted: 01/18/2015 09:44 AM
- Pages: 7
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Introduction
In this article I will describe and give examples of roles, responsibilities, relationships and boundaries involved in the practice of teaching in Life Long Learning.
1 Understand own role and responsibilities in lifelong learning
1.1 Key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibility
Teachers are required to be aware of current legislation and codes of practice both generic and specific to a specialist subject such as Beauty Therapy. As outlined by Gravells (2012), examples of generic legislation and codes of practice are the Equality Act (2010), a piece of legislation that brings all discrimination together; Safeguarding Vulnerable Groups Act (2006) designed to protect children and vulnerable adults by using the Criminal Records Bureau (CRB). These Acts and others are referenced regularly at City Gateway due to the service users we deal with, many of whom are vulnerable adults or children. The Further Education Teachers’ Qualifications (England) Regulations (2007) dealing with teaching qualifications and professional status for those teaching in FE and Code of Professional Practice (2008) introduced by the Institute for Learning (IfL) covers the activities of teachers in Lifelong Learning.
Together with qualification award bodies, organisation handbooks outlining procedures and policies e.g. codes for conduct, discipline procedure and dress codes etc., there are specific codes of practice and legislation. For example when teaching Beauty Therapy the Control of Substances Hazardous to Health (COSHH) Regulations (2002) have an important standing as chemicals such as nail varnish remover are used regularly and must be used, stored and disposed of according to COSHH. Data Protection Act (2003) must be adhered to when dealing with sensitive material about students and data given by clients of Beauty Gateway.
1.2 Own role in promoting equality and valuing diversity
In my own practice...
In this article I will describe and give examples of roles, responsibilities, relationships and boundaries involved in the practice of teaching in Life Long Learning.
1 Understand own role and responsibilities in lifelong learning
1.1 Key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibility
Teachers are required to be aware of current legislation and codes of practice both generic and specific to a specialist subject such as Beauty Therapy. As outlined by Gravells (2012), examples of generic legislation and codes of practice are the Equality Act (2010), a piece of legislation that brings all discrimination together; Safeguarding Vulnerable Groups Act (2006) designed to protect children and vulnerable adults by using the Criminal Records Bureau (CRB). These Acts and others are referenced regularly at City Gateway due to the service users we deal with, many of whom are vulnerable adults or children. The Further Education Teachers’ Qualifications (England) Regulations (2007) dealing with teaching qualifications and professional status for those teaching in FE and Code of Professional Practice (2008) introduced by the Institute for Learning (IfL) covers the activities of teachers in Lifelong Learning.
Together with qualification award bodies, organisation handbooks outlining procedures and policies e.g. codes for conduct, discipline procedure and dress codes etc., there are specific codes of practice and legislation. For example when teaching Beauty Therapy the Control of Substances Hazardous to Health (COSHH) Regulations (2002) have an important standing as chemicals such as nail varnish remover are used regularly and must be used, stored and disposed of according to COSHH. Data Protection Act (2003) must be adhered to when dealing with sensitive material about students and data given by clients of Beauty Gateway.
1.2 Own role in promoting equality and valuing diversity
In my own practice...