Roles, Responsibilities and Relationships in Lifelong Learning
To summarise the key aspects of the legislation, regulatory requirements and codes of
practice in relation to my job role is that within the food team and CDT we use the following.
Data Protection Act (2003) – Ensuring the protection that of Telford College, Customers and of any Learners that they deal with.
Equality Act (2010) – Ensuring that any staff or learner will not experience any discrimination due to their disability, sex, race and any other grounds of discrimination.
Health and Safety at work (1974) (HASAWA) – To ensure the safety that of the staff and learners.
Safe Gaurding Act (2006) – Ensuring the safety of children and vulnerable adults by carrying out CRB checks prior to teaching.
Food Hygiene Regs (1992) – working within all aspects of the food industry.
Manual Handling Regs (1992) – Controlling or eliminating the hazards of manual handling or risks of injury.
As stated in (Gravells, A, (2012) Preparing to Teach in the Lifelong Learning Sector page 19) it is always important to keep up to date with all relevant legislation and codes of practice this is to ensure that the Assessor/Trainer can carry out their role to the best they can.
As part of my job role I must monitor these requirements and provide any support that the staff and learners may require.
Through analysing my responsibilities for promoting equality and valuing diversity I found that it falls into every aspect of my job role whether it be my fellow workers or the learners I am assessing/training as stated by Harriet Harman -
People enjoy life more if they are treated more fairly.
The country is richer because each and every person can do what they are best at.
It is easier for people to live side by side and get on with each other if everyone is treated fairly (www.tenfold.org.uk viewed on 08.01.13) and so the benefits of equality and promoting diversity recognises and celebrates the differences in the learners we meet.
Take the IQA role I must ensure that fairness and respect is shown towards the assessors and their work and not belittle ling them as this may identify a training need such as interpretation of awarding body standards.
For the learners it might be identified that they require further assistance when it comes to their maths and English and therefore functional skills would be offered to them again we cannot discriminate them as to what level they come out at but be there to support them and give them advice and guidance throughout.
As Stated in (Gravells, A, (2012) Preparing to Teach in the Lifelong learning Sector page 53-54), Equality has often been described as everyone being the same or having the same opportunities. Nowadays, it can be described as everyone being different, but having equal rights.
I agree with this as no two people are the same, so when teaching/training I therefore must adapt my teaching style to accommodate all learners taking into consideration any possible discrimination that may occur ensuring that all are treated equally and each learner is valued.…