Roles, Responsibilities and Relationships in Lifelong Learning

Roles, responsibilities and relationships in lifelong learning
1. Understand own role and responsibilities in lifelong learning.
1.1 It is very important as a trainer that we understand our own role and responsibilities in the lifelong learning sector to allow us to deliver high quality training that ensures effective learning for our students.
Our role is defined by legislation, regulatory requirements of organisations and their code of practice. These require to be adhered to at all times by those involved in any way in the teaching of a course. For example, the Health and Safety at Work Act (1974) imposes obligations on all staff within an organisation commensurate with their role and responsibility. Morley and Wordsworth (2010:33) state: “one of your primary responsibilities is to ensure the moral and physical welfare of your learners”.
Some of the other acts that impact directly include:
The Citizen Advice Bureau gives the following summary about the characteristics that are protected by the Equality Act 2010:
  * age
  * disability
  * gender identity and gender reassignment
  * marriage or civil partnership (in employment only)
  * pregnancy and maternity
  * race
  * religion or belief
  * sex
  * sexual orientation.
If you have one or more of these protected characteristics, it is also now against the law to treat you the same as everyone else if this treatment will put you at a disadvantage. (Citizen’s Advice 2014)
The Data Protection Act (1998) requires that we follow a set of rules regarding how we manage, store and use personal information.
Another act that specifically applies in Scotland is the Protection of Vulnerable Groups (Scotland) Act 2007 which introduced a scheme of vetting which protects children and vulnerable adults. In this role we have to be members of the PVG Scheme.
These acts are all about ensuring a safe learning environment for all learners...