Roles and Responsibilities in Lifelong Learning
Danny Bostock Roles and responsibilties in lifelong learning. Case study of a teacher/tutor/trainer in the lifelong learning sector. This role may be drawn from from a part of the sector in which you work, or where you wish to work.
Where appropriate, it will be acceptable for some of your information to be summarised in tables, charts or diagrams. You must include: Clear evidence of relevant reading Inportant principles Professional values
Atleast 3 references to support your findings Word count = 500-800 (+/- 10%) Summarise key aspects of legislation,regulatory requirements and codes of practice relating to own role and responsibilities As a consequence of a lawsuit which led to the life sentences of Marie-Therese Kouao and Carl Manning for the abuse and eventual murder of Victoria Climbie in 2003 a public enquiry was launched, which widely criticized many services put into place to protect children.
Associated reading: Ann Gravell’s Teaching Cycle
Many failings where found and as a result a series of government measures where put into place to reduce the risks to vulnerable children and young adults. The most relevant to the case of Victoria Climbie was the introduction of the children act 2004, and a new strategy ECM (‘every child matters -change for children’) ,this was designed to repair the flawed system which led to such blinding incompetance from various departments as a result of not communicating with each other and sharing their findings in order to cross reference them.
This has so far made huge improvements to the amount of support 0 to 19 year olds receive and as a result reduced the chances of repitition of cases such as this. Pg 1 Danny Bostock As part of this development towards higher levels of accountability in 2007 the learning and skills sector introduced a new framework of teacher qualification requirements which asked that all teachers, trainers and tutors working in colleges and other publicly funded organisations to hold an appropriate teaching qualification.
In 2008 a code of practice was introduced covering the activities of teachers working in the broader lifelong learning sector (LLL), to be regulated by the institute for learning(IFL). A number of the legislative provisions relate to my own work for brighter future workshop which is a community based social enterprise that provides supported vocational training and personal development opportunities to young people with severe learning and physical disabilities from deprived local communities. This support is delivered in a safe and secure workshop enviroment.
My job has many requirements from me such as safeguarding myself and my students from various dangers as well as making sure our equal opportunities policy is applied in all activities each and every day in order to give the students the best possible experiences within their time with me. The policy’s principals require that: Everyone is of equal value and worth Negative discrimination is unacceptable and will not be tolerated Attitudes which lead to harmful, prejudiced behaviour will be challenged and changed
Every trainee has different strengths and abilities; it is our responsibility to enable each one to realise their full potential pg 3 Danny Bostock Hence BFW abides by the IFL code of practice, in its pursuit of professional integrity, respect for others and the care of learners, and is fully commited to fulfilling the five ECM outcomes for its young trainees, namely of being healthy, staying safe,enjoying and achieving, making a positive contribution and achieving ergonomic well being.
In order to ennsure my compliance with the relevant legislation (equality act 1977), within my workplace each and every student is at first assessed throughout various intervals in order to identify the differences in their learning abilities and styles, from this I can come up with a plan of action on how to tailor my teaching methods around them so the student benefits from the classes as much as possible.
This is made difficult in my workplace as needs ; abilities can vary on a regular basis aswell as reactions to surroundings, because of this our initial assessment is in a state of constant review. Explain your roles and responsibilities in lifelong learning for promoting equality and valuing diversity in maintaining a safe supportive learning environment
At Brighter future we have a very successful programme that has provided dedicated , one to one vocational training and personal developmental support to young disabled and disadvantaged people for over seven years, with the aim of changing the lives of people who have significantly fewer opportunities than most people in society. My role is to support the training coordinator and workshop manager in the development of the following components aimed at maximising opportunity and accessibility for people who would otherwise be excluded from mainstream opportunities.
Flexible personal training and development programmes have allowed trainees to progress at their own pace, thereby achieving a range of benefits in terms of improved life skills, greater self esteem and new technical/vocational abilities One to one mentoring and support by trained technicians has allowed disabled trainees to quickly gain confidence snd self belief, build trust and learn a range of mechanical and electrical skills
Group tasks involving disabled beneficiaries and disadvantaged young people has removed social barriers such as discrimination and prejudice, and promoted greater social cohesion and wider awareness of disability issues Danny Bostock Correctly structured and supported training that has enabled some disabled trainees to take on additional responsibilities as qualified mentors and/or training assistants,as well as the supervision of some operation tasks such as fault checks, stock deliveries and database support.
Many disabled people remain on the margins of society and it is the role of all the staff at Brighter future to redress some of these inequalities. For example, young people in Lancashire with disabilities (and other special needs) are more likely to be living in poverty than their peers, and are twice as likely not to be in education, employment and/or trainingpost 16. pg 4