1 Understanding Roles Responsibilities And Relationships In Education And Training

‘The question of development must mean and include all segments of society’ ~ V Gangadharan
Promoting equality, in which all learners have the right to the highest quality of learning appropriate to their needs in a safe classroom environment, is not just an ideal to aspire to but a legal requirement.
Brought in by the Government in 2012 to replaced previous anti-discrimination laws, the Equality Act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Its legislation is far reaching, affecting all work places and teaching institutions alike.
The protected characteristics are as follows:
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
The idea being that each of us has one or more of the protected characteristics; thus the act protects each of us against unfair treatment.
Whilst specifically related to teaching; the Institute for Learning (IFL) i.e. the professional body responsible for maintaining acceptable standards and professionalism for teachers. Set out its code of professional practice in 2008, outlining expectable behaviour for its members.

Its key points being:

Integrity
Respect
Care
Practice
Disclosure
Responsibility

The codes’ purpose is to protect both its body and members from bringing teaching into disrepute, having a duty to investigate claims of misconduct in regard to the above points.

In essence the above legislation and code of conduct prohibit unfair treatment and discrimination in education. Whilst supporting inclusive education and the active promotion of equality and opportunities. In a classroom environment that is respectful, assessable; both physically and mentally and supportive to all.
The Health and Safety at Work, Act 1974, The Workplace, (Health, Safety and Welfare) Regulations 1992 and the The School Premises (England) Regulations 2012 deal with the responsibilities of health and safety requirements within the workplace and in places of education. Designed to ensure the safety of all people cohabiting a building eg. Pupils, students and visitors to educational sites, (including parents and contractors)
Dealing with a wide range of matters, including:
Maintenance of buildings and equipment
Lighting
Provision of drinking water
Temperature
Rest facilities (including that for pregnant women and nursing mothers)
Ventilation
Toilet facilities room dimensions and space
Cleanliness
Condition of floors and traffic routes.
Whilst not directly responsible for the upkeep of the building Teachers and other educational professionals are responsible for reporting to the necessary channels any environments which do not been the acceptable criteria for both themselves and their learners.
In the ever changing world we live in, it is a teacher’s responsibility to maintain an up to date understanding of relevant legislation, including the above workplace health and safety criteria. As a failure to do so could have a harmful effect on ones students and could potentially result in liability for oneself or ones place of work. Whilst the data protection act sets out clear guidelines of confidentiality for teachers when handling learners’ private information, such as assessment or health records

Teachers meet students of all different cultures, backgrounds, knowledge, skills and experiences throughout their career. It is their duty to ensure that a safe and fair environment for all prevails regardless of their own personal beliefs. Differences in gender, social class, religion and race must all be viewed fairly and as equal. As all learners are should be entitled to the same dignity and respect from both their teacher and their peers. This means actively promoting equality of opportunity for people with disabilities, providing them with the correct learning environment and facilities to meet their needs. In essence the job of a teacher is to channel such differences positively, using it to enhance and broaden learning amongst their students. Inequality and discrimination has no place in the classroom.

Further to this, effort should always be made to represent as wide a range of the students’ diverseness in ones teaching plan, using a variety of teaching methods. This helps to create an environment in which learners feel free to voice their views without fear of ridicule or fear, as boundaries and class ground rules are observed for the good of all. (Tasks 1.1, 1.2)

Offering support and inspiration whilst relating it to ‘real life’ is also paramount in adult education; I often refer to my ‘hero’ Richard Branson, as a role model for my students. As an example of a man who avoided the traditional channels of university, because of his struggled with dyslexia and instead used hard work, creativity and belief to become one of the UK’s most successful businessmen.

Where ever possible a teacher should promote a sense of comradeship between ones learners, working together for the common good of the group and towards their own personal goals of achievement. It is also imperative that assessments must be fair and open and not tainted by favouritism or shared beliefs. Any learner information should be viewed as confidential and should not be left where it can be accessed by other. This not only refers to lists of students’ disabilities, but to all information on file. Clear records should be made and kept safe, as under the freedom of information act, adjudicators and students have the right to be given access to any documentation referring to their own personal files or record of achievement.

Teaching and inclusion is about supporting learners’ needs. But it is equally important for a teacher to know where their own boundaries lie, and when their responsibility ends. Understanding points of referral i.e. when added support is needed, is extremely important. Not just for the safety and the well being of the student, but also to protect and preserve the teachers’ integrity and reputation. In this instance knowing ones learners and understanding what their needs may be is essential. Assessment grades, discussion and visual observation all help to give a rounded view of how learners are coping with the course, and any warning signs noted should be explored.

For example; a student who was previously prompt, smartly dressed and had an excellent track record of handing well written coursework in on time, might become less articulate, disengaged from the course and generally unkempt in appearance. A suspicion of drug abuse may be apparent and the student may then be signposted i.e. given all the necessary details of where to get help themselves. Or referred; which is when specialist staff members take the responsibility for facilitating referral between the student and the professional in this case, the medical expertise they need.

Points of referral may differ depending on different work places or the student in question. But within most institutions help is usually available internally. Such as; senior colleagues, who have had similar experiences previously, head of department or ones line manager. Whilst in cases of students with additional learning needs for example; teaching support staff, careers advice or counseling will be available.

External points of referral relate to professional help unconnected to the teaching institution. Typical examples being: Medical advice (doctors), financial advice, social services, police and the Citizens Advice Bureau for example.

Getting the correct point of referral is imperative, as so often teachers’ are at the front line of being able to assess learner needs. As well as being the students’ first point of contact if and when problems arise. Under these circumstances professional advice must always be sought quickly, and information passed on to them in a clear and objective manner. Whilst taking care to use discretion, so as not to alert other learners to an individual’s problem. Under the Protection of Children Act 1999 a teacher is duty bound to report any information that is deemed as harmful to the student in question or to others. At Barnsley College, as I’m sure is the case elsewhere, we have a large network of professionals available to give help and advice to students. These include: Safeguarding officers and trained medical staff at our ‘Well Being Centre’ onsite and external professionals such as Social Workers, Addiction counselors and Doctors in the local community. (Tasks 1.3, 1.4)

Reference List:
Data Protection Act (www.legislation.gov.uk – Accessed 19/05/15)
Gangadharan Quote (www.everyoneisincluded.us/inclusion/quotes.09html - Accessed 19/05/15)
The Health and Safety at Work, Act 1974, The Workplace, (Health, Safety and Welfare) Regulations 1992 and The School Premises (England) Regulations 2012 (www.atl.org.uk/health-and-safety/legal-framework/health-safety-legislation.asp Assessed 19/05/15)
The Protection of Children Act 1999 (www.legislation.gov.uk/ukpga/1999/14/contents - Accessed 19/05/15)