Roles, responsibilities and relationships in lifelong learning
Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental. Your scheme of work will demonstrate the integrity and reputation of the institute you represent, whilst also facilitating the needs of the learners. Therefore, it is your responsibility as a member of our teaching staff to meet the professional requirements valued by the institute, and to be accountable for the scheme of work that you teach to the learners. It is your responsibility to behave in a professional manner that does not damage the reputation of the institute. Utilising your Continuing Professional Development (CPD) programme, it is also your responsibility to keep up to date with any new developments within your specialist subject (Specific Legislation), and new teaching practises via the IFL (Generic Legislation).
Some key aspects of generic legislation are:
Code of Professional Practice (2008) this code was developed by the Institute for Learning (IfL) and covers aspects of: • professional integrity
• reasonable care
• professional practice
Children Act (2004)
Every Child Matters provided the legal requirements for five key aspects: • be healthy
• stay safe
• enjoy and achieve
• make a positive contribution
• achieve economic well-being.
Equality act (2010)
This brings disability, sex, race and other grounds for discrimination into one legislation. It covers nine key aspects: • age
• gender identity
• religion and belief
• sexual orientation
• marriage and civil partnership
• maternity and pregnancy.
Equality in general means that everyone is treated equally and fairly this has been underpinned with appropriate legislation which ensures that this happens both for the teacher and in the learning environment. Diversity takes this all one step further by ensuring that you value the differences between individuals. For example you may have a mixed group of students with differing levels of ability or experience who are aiming to achieve the same qualification but at a different level, you could set different activities or targets for them in order to gain the qualification. The Equality Act 2010 provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or are perceived to be disabled. Each learner is an individual who should be treated as an equal and with respect regardless of gender, marital status, sexual orientation, disability, race, nationality, age, religion or circumstance.
Within the learning environment there should be codes of practice which ensure staff are aware of the law and how to implement it into their job roles. The laws relating to equal opportunities can be developed into an inclusive strategy as shown by Kandola and Fullerton, Equal Opportunities
Diversity and Inclusion
Concentrates on removing discrimination
Maximises learner potential Can be an issue for disadvantaged groups
Is relevant to all learners Relies on positive action by manager and the organisation as a whole
Relies on implementing policies and practices in contest
Equality is about the rights of the students to have access to and participate and attend within their chosen learning environment.
Inclusive learning is about involving all students, treating them equally and fairly. Some students could feel excluded during the session if their particular needs were not met. Therefore through initial assessment or the induction process any needs...
Bibliography: Practical Teaching A Guide to PTLLS & CTLLS 2008
Teaching in Further Education 5th Edition 1997
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