Roles and Responsibilities in Lifelong Learning

Danny Bostock Roles and responsibilties in long know leadge. char encounterer study of a instructor/ inculcate/trainer in the womb-to-tomb learning arena. This role may be drawn from from a part of the sector in which you work, or where you wish to work. Where tolerate, it will be acceptable for nigh of your information to be summarised in tables, charts or diagrams. You must implicate Clear evidence of relevant practice Inportant principles Professional valuesAtleast 3 references to support your findings word of honor count = 500-800 (+/- 10%) Summarise cardinal aspects of legislation,regulatory lookments and codes of practice relating to aver role and responsibilities As a consequence of a typesetters case which led to the life sentences of Marie-Therese Kouao and Carl Manning for the abuse and eventual(prenominal) murder of Victoria Climbie in 2003 a public enquiry was launched, which widely criticized more an(prenominal) services put into regulate to nurtur e children.Associated reading Ann Gravells Teaching CycleMany failings where shew and as a outgrowth a series of government mea indisputables where put into place to reduce the risks to vulnerable children and girlish adults. The close to relevant to the case of Victoria Climbie was the admittance of the children act 2004, and a new scheme ECM ( e very(prenominal) child matters -change for children) ,this was knowing to repair the flawed system which led to such(prenominal) blinding incompetance from various departments as a result of not communication with each other and sharing their findings in rank to cross reference them.This has so far made huge improvements to the centre of support 0 to 19 course of study olds receive and as a result reduced the chances of repitition of cases such as this. Pg 1 Danny Bostock As part of this increase towards high levels of accountability in 2007 the learning and skills sector introduced a new framework of teacher qualification req uirements which asked that all in all teachers, trainers and tutors working in colleges and other publicly funded organisations to hold an appropriate principle qualification.In 2008 a code of practice was introduced covering the activities of teachers working in the broader lifelong learning sector (LLL), to be adjust by the institute for learning(IFL). A bout of the legislative provisions relate to my own work for brighter future workshop which is a community based companionable opening move that provides supported vocational breeding and individual(prenominal) development opportunities to young mint with frightening learning and physical disabilities from deprived local anaesthetic communities. This support is delivered in a secure and secure workshop enviroment.My job has many requirements from me such as safeguarding my self and my students from various dangers as well as making sure our equal opportunities policy is applied in all activities each and every dayligh t in order to give the students the better possible experiences within their time with me. The policys principals require that Every iodine is of equal value and worth shun discrimination is unacceptable and will not be tolerated Attitudes which lead to harmful, prejudiced doings will be challenged and changedEvery trainee has different strengths and abilities it is our right to enable each one to consume their full potential pg 3 Danny Bostock thereof BFW abides by the IFL code of practice, in its hobby 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, that is to say of being healthy, staying safe,enjoying and achieving, making a confident(p) 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 or der to account the differences in their learning abilities and styles, from this I nooky come up with a conception 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 intemperate in my workplace as ask abilities can vary on a regular basis aswell as reactions to surroundings, because of this our sign assessment is in a nominate of constant review. Explain your roles and responsibilities in lifelong learning for promoting equality and valuing diversity in maintaining a safe supportive learning environmentAt Brighter future we assume a very successful programme that has provided dedicated , one to one vocational homework and individual(prenominal) developmental support to young disenable and disadvantaged people for over seven-spot years, with the aim of changing the lives of people who watch significantly fewer opportunities than most people in society. My role is to support the training coo rdinator and workshop manager in the development of the following components aimed at maximising chance 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 term 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 gather confidence snd self belief, build deposit and learn a range of mechanised and electrical skillsGroup 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 virtually disabled trainees to take on additional responsibilit ies as qualified mentors and/or training assistants,as well as the supervision of some operation tasks such as misapprehension checks, stock deliveries and database support.Many disabled people persist in on the margins of society and it is the role of all the staff at Brighter future to cover 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