Roles, Responsibilities and Relationships in Lifelong Learning

Topics: Education, Data Protection Act 1998, Student Pages: 8 (2672 words) Published: September 10, 2013
Unit 1: Roles, responsibilities and relationships in lifelong learning 1. Understanding own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work with vulnerable people, and so am subject to various legislation, rules and regulations which protect the welfare of all individuals. These are legally binding and must be adhered to at all times. These include: - The Health and Safety at Work Act (1974), under which I have a duty to secure the health and safety of any persons – staff, students and visitors – in my place of work. I must avoid exposing anyone to risks in the workplace, through proper maintenance and repair of the premises, correct and safe use of equipment, taking reasonable care of my own health and safety and any other persons who may be affected by my actions, and promoting others to take the same care. - The Equality Act (2010), which gives me a responsibility to protect all individuals from unfair treatment, by ensuring that no person involved on my courses are subject to any discrimination (different treatment to another), harassment (unwanted conduct from another) or victimisation arising from any of the protected characteristics listed in the Act: * Age

* Disability
* Gender reassignment
* Marriage and civil partnership
* Race
* Religion or belief
* Sex
* Sexual orientation

- The Data Protection Act (1998), which regulates information on any individual, including obtaining, recording, holding, use and disclosure of it. When participants are signed up, we take and hold personal details for our records. Under this Act, any individual is entitled to be informed of data held and any time it is disclosed. Additionally, the Act ensures that any data collected must be for specific and lawful purposes, adequate and relevant to only that purpose, kept up to date, and not kept for longer than necessary.

-The Children’s Act (2004), which applies to many of the young people I work with – under 18s, and those over 18 who are receiving youth support services. It protects young people in terms of: * Physical and mental health and emotional well-being;

* Protection from harm and neglect;
* Education, training and recreation;
* The contribution made by them to society;
* Social and economic well-being.
Codes of practice will vary between places of work. These cover areas such as timekeeping, start and finish times, breaks, holiday allowances, and dress code. 1.2 Explain own responsibilities for promoting equality and valuing diversity In the UK, equality, diversity and human rights should be defining values of society. Equality is concerned with fairness; there should be equal opportunity for all to participate in society and to reach their full potential without prejudice or discrimination. Diversity is the recognition and valuing of the differences in people, and about respecting and embracing those differences. The Commission of Equality and Human Rights (EHRC) is backed by the Equality Act (2010), and aims to reduce inequality, eliminate discrimination, strengthen good relations between people and promote and protect Human Rights. In addition to this, under the Equality Act, all public bodies have a legal obligation to promote the values of equality and diversity. This means that in my teaching environment, it is important to promote mutual respect, between myself and participants, and between themselves, and any disrespect is not tolerated and actively discouraged. Alongside the legal considerations discussed from the Equality Act in part 1.1, whereby no discrimination – positive or negative – should occur, it is also useful to find out information about participants and set rules. Such rules are discussed and agreed upon amongst the group in the first session, in order to accept and welcome diversity, so that for...
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