Posted at 10.09.2018
The legislation and code of practice in teaching and learning are in location to become guidelines also to protect the employees and learners in a typical lifelong learning sector. As the Tutor in the lifelong learning sector, it is my responsibility to keep yourself updated and adhere to the current legislative requirements and codes of practice as expected on my job role.
Two examples of the existing legislation highly relevant to teaching and learning are:
The key top features of this act are, however, not limited to the next:
Aim at protecting disabled employees/learners and stop disability discrimination as it offers legal rights to them in the area of employment, education, usage of public facilities/services within an established lifelong learning institution.
It provides rights to the people (Carer or parent of a disabled person) never to be directly discriminated against or harassed because they have got association with disabled people.
It is unlawful for any education provider in the lifelong learning sector to take care of a disabled employee/learner as less favourably for a reason related to their disability or fail to make reasonable adjustments to avoid them being put at a considerable advantage.
The learning institution must make it mandatory for the teachers/trainers and learners to comprehend and comply with the Health and safety at work Act 1974. This act ensures that they put the safety and health of employees and learners first. As Trainer, I have to minimize the risks associated with repetitive strain injury (RSI) amidst my learners. For instance, highly repetitive movements such as typing on the keyboard regularly can result in RSI; continuous use of the VDU (visual display unit) can also lead to eye strain. Hence, I must ensure that learners continue short intermittent breaks.
Other current legislations that are highly relevant to lifelong learning sector are:
The Sex Discrimination Act (SDA) 1984
Special Education Needs and Disability Act (2001)
The Health and Safety at work Act 1974
Freedom of Information and Data Protection Act 2005
Employment Equality (Religious or Belief )Regulations 2003
Racial and Religious Hatred Act 2006
Human Rights Act 1998
Apart from the aforementioned current legislative requirements, there's also codes of practice that I have to abide by as a teacher/trainer in a lifelong learning sector. Codes of practice, (CoP) are lower level documents that provide guidance. For example, the institute for learning (IFL) introduced a code of practice for teachers in the lifelong learning sector in 2008. The Code originated by the profession for the profession and it outlines the behaviour expected of members - for the advantage of learners, employers, the profession and the wider community. A good example of the Code of practice that pertains to teaching in a lifelong learning sector is the disclosure of criminal offence; as it is expected that any member to notify the institute as soon as practicable after cautioning or conviction for a criminal offence.
The teaching/training cycle (as depicted below) serves as a a cyclic learning process that can continue indefinitely to facilitate successful learning experience. The teaching/training cycle can be joined at any point but must be followed through to succeed.
The teaching/training cycle involves the next stages:
The roles and obligations as well as the boundaries for every of the five stages of the teaching cycle in a lifelong learning sector are as highlighted below:
This stage is approximately learning the needs of the institution as well as that of the learners.
Roles & Responsibilities
To accommodate the specific needs of the learners e. g. provision of specialised equipment when needed, adequate provision for the disabled learners should in case of any accident/fire alarm, permitting learners to observe their religious obligation.
The need to comprehend their leaning styles as well as providing the right tools, textbooks and another materials had a need to improve their learning experience.
To need to gain the qualification that are requisite for the course that you intended to teach
This phase involves preparing the suitable delivery resources that can facilitate conducive learning environment.
Roles & Responsibilities
To identify the training outcomes and thereby ensuring the provision of value-added learning services - Ensuring that the outcomes of each session must be specific, measurable, achievable, realistic and time bound (SMART).
To ensure that the specifications that were outlined in the schemes of work are addressed in the lesson plans - this is attained by preparing the correct learning resources and also by including a variety of teaching and learning activities, dynamics and assessment methods.
Physical connection with distressed pupil should appear normal and natural.
Adhering to the ethos of the profession by maintaining high quality training, thereby guarantying that development and progression of the learner is being achieved.
Roles & Responsibilities
To conduct the learning effectively by valuing and caring for the learner - That is can be achieved by delivering the sessions based on the session plan that has already puts into consideration the many learning styles.
To build a positive environment that fosters learning and keep the learners motivated - Attained by showing by demonstration, using teaching aids, giving out clear instructions and checking understanding on the list of learners regularly.
Appropriateness of the teacher/learner relationship by making certain the learners have no idea about you and your life even though of the necessity to be open, friendly and supportive.
Knowing where you can refer learners to such as assessment support for diagnosis of Dyslexia and other learning difficulties, Learning services for support with finance as well as knowing the procedures and where/who to escalate disruptive behaviour.
Physical contact while demonstrating to the learner should not be misinterpreted.
Roles & Responsibilities
To evaluate the learners during and at the end of the session to be able to ensure they may have gained the skills and knowledge needed to achieve their qualification - Achieved by using any of different types of assessment including the Initial, Formative (quizzes and group discussion) or Summative (an examination that counts towards a qualification) assessments.
To give constructive feedback and making certain Internal and External Verification (IV/EV) are carried out.
No favouritism for any of the learners during assessment.
This stage deals with getting feedback from the learner to be able to reflect on one's teaching style and delivery.
Roles and Responsibilities
To obtain feedback from the learners in form of the course analysis questionnaires to be able to boost on one's teaching pedagogy and assist in future professional development.
To measure the effectiveness of the program.
Records are mainly kept for the following reasons:
To let awarding bodies, employers and other stakeholders know - This in terms of quality assurance is related to Internal/External verification as well as Internal/External moderation.
Monitoring of progress and performance - Helps tutors plan, monitor and review learner's progress - allows the trainer to monitor the potency of his/her teaching and learner's progress with regards to targets.
To provide written feedback and guidance to learners.
It is also the duty of the trainer to keep attendance records of the learners for health insurance and safety reasons (evacuation in case there is fire) and also for punctuality.
To make the teaching/training work much easier.
The reasons enumerated above are basically for legal reasons and to support the teaching/training cycle. The stakeholders of the records are, however, not limited to the next:
Less likely to be accessed by unauthorized user.
Information update will not require any special skills.
Prone to lots of human errors due to differing terminologies, illegibility and misspelling.
Disaster issue: can simply be lost or destroyed during fire or flood incident.
eliminate handwriting errors and provide spell checking ability.
are cost efficient, because they eliminate expenses associated with stationeries, printing, other office supplies.
Faster access to information and less space is required in regards to to physical storage.
Privacy concerns: Personal information can be dispersed in to the wrong hands.
Data access problem: lack of power or technical glitches.
This assignment has covered the various stages of the teaching/training cycles as well as the existing legislation and the ethos of the profession in the teaching and learning sector. The needs for keeping records were also highlighted.