GORDON KOJO DANSO-MENSAH 38A Shenley Road Borehamwood Hertfordshire Wd6 1dr Tel: 07949752226 N I number: SG 202686C Date of Birth: 20/03/1978 Nationality: British I am very keen and motivate person who can work well under pressure either a part of team or independently. I have a high standard of work‚ always organized and reliable which reflects on my day to day duties and I have my own personal targets to adhere to‚ I have multi- activities‚ problem solving and working with others as
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role and responsibilities of a teacher in the lifelong learning Level 4 Evaluate your own teaching / training role; evaluate your responsibilities and limits. Analyse how you work within professional boundaries and how you might work with other professionals who support learners. 1.1 Evaluating training role As a ramp operations trainer‚ I have to train different training members of Airline Services Limited (ASL) staff on doing different jobs within the business. The training I deliver extends from
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Campbell Professor Lippert April 13‚ 2012. McKinsey and Company: managing knowledge and learning 1)The small firm “accounting and engineering advisors” was able to grow into the world’s most prestigious consulting firm in 50 years by focusing on the one firm vision. The most difficult internal challenge that the company faced was how to manage‚ release and benefit from the knowledge already held by the experts within the company.nThis required the effort of all the experts to communicate
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UNIT 001 – ROLES‚ RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING 3 CREDITS‚ 12 GLH 1. Provide a brief case study of the role of a teacher in the Lifelong Learning Sector. This role may be drawn from a part of the sector in which you work‚ or where you wish to work. a. Where appropriate‚ it will be acceptable for some of your information to be summarised in tables‚ charts‚ or diagrams. b. Your case study must include clear explanations and description to address all of the assessment
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to justify your choice‚ making reference to major developments in the organisation’s business environment. Mission statement to complement the ethos and values of the school To inspire lifelong learning through engagement and an insatiable curiosity. There are no ceilings or boundaries to holistic learning; we aspire to create a community that we are all proud to be a member of‚ through the support of each other. Every young person is cared for unconditionally and valued equally and engender
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Level 5 HND Diploma Business Unit 22: Managing Human Resources Student name Assessor name Loganathan Ramasamy Date issued Completion date 13/10/2014 30/01/2015 Assignment title Learnin g Outcom e LO1 LO2 LO3 Version 1 Learning outcome Understand the different perspective s of human resource manageme nt Understand ways of developing flexibility within the workplace Understand the impact of equal Submitted on 30/01/2015 Managing Human Resources Assessm ent Criteria 1.1 In this assessment
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being able to pass on my many years of knowledge and leadership to others with new techniques that are always coming onto the market. The role of a teacher within the lifelong learning sector is very involve taking into consideration a lot of key factors and procedures that need to be covered. Firstly‚ we must always start with the learning cycle. The cycle can be started at any stage‚ however‚ all stages must be addressed for it to be effective. All pupils should be given the opportunity to
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Unit 1 – Roles‚ Responsibilities and Relationships in Lifelong Learning Teachers must maintain their knowledge of legislation‚ regulatory requirements and codes of practice and ensure that they are up to date with all current requirements‚ which are often subject to change. Some are generic and affect all who teach‚ whereas some are subject (or environment) specific. There are a number of regulations and legislation when it comes to teaching and I will summarise some of them. The Equality act
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Assignment 2 Task 1 Task 1- Understand inclusive learning and teaching in lifelong learning This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves‚ how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructive
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PTLLS Unit 012 Principles of Assessment in Lifelong Learning Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: “Assessments should be a regular process; it might not always be formalised‚ but you should be observing what your learners are doing‚ asking questions and reviewing their progress throughout their time with you”. Gravells A. Page 113. Assessments are used to track not only
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