Employment Law Outline General Theme for Regulating/Not Regulating: Structure of Legal Responses to Problem 1. Economic Rational a. Inefficient for government to intervene b. People best at knowing what they want (rational beings) 2. In balance of information between employer/employee (safety) 3. Power inbalances a. Employees may have no other options (captive) b. Employers have more power in general 4. People are irrational‚ don’t know what is best for them 5. Social cost to society from “rational”
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12.1 Types of assessment used in lifelong learning There are three types of assessments used in lifelong learning. These are; * Initial * Formative * Summative At the beginning of a course the prior knowledge of a student must be uncovered; this is what the initial assessment is for. Establishing knowledge of ability through an initial assessment allows the tutor to tailor the teaching material appropriately‚ giving more time when lesson planning to cover weaker areas and spending
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Certificate in Teaching in the Lifelong Learning Sector (CTTLS) (7304) Assignment 1 Planning and Enabling Learning In this assignment I will be looking at how to negotiate with my learners and how to do this ensuring that each learner reaches their goal. I will also be looking at how to include my learners in their sessions as well as integrating the functional skills into their subject area‚ what are the communication techniques used and the possible barriers. Negotiating with Learners
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Not everyone can live a perfect life. In the story of Bartleby the Scrivener by Herman Melville‚ everything is complex. He gets hired to be a Scrivener and is found to be the most hardworking person no matter the time of day. However‚ his complexity is baffling because one day‚ he refuses to examine and write a simple document. In some terms‚ Bartleby might deal with depression; one moment‚ he is completely okay and then all of a sudden‚ he finds himself in a state of mind where he is unmotivated
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Case study This case study is based on five adult learners with learning difficulties. All learners are from different backgrounds‚ ages and cultures. All learners are developing their practical living skill for when they leave college. The aim for all learners is to provide a range of skills to develop independence in the home‚ community and at work. This can help the learner to improve in the following areas managing change‚ making own choices‚ being safe in and around the community‚ develop Skills
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Unit 008: Roles‚ responsibilities and relationships in lifelong learning Task A: Research Report a) As Gravells (2012‚ pp.19) states‚ the legislation‚ regulatory requirements and codes of practice relevant to a teacher in the lifelong learning sector will “differ depending upon the context and environment in which you teach”. For example‚ different organisations and employers are likely to have differing policies and guidelines‚ such as dress-code‚ time-keeping‚ equalities‚ regulating the role
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Attaining and living the “Good Life” does not always come easily. There are costs to living a fulfilling life and often times sacrifices must be made in order to do so. This is most notable in a few of the readings from the course. Siddhartha‚ from Hesse’s novel‚ exemplifies someone who so passionately wanted to find enlightenment that he was willing to give up his family‚ prior beliefs‚ and all of his belongings. Rama’s situation in the Ramayana also demonstrates the idea that the good life does
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It is the intention of the writer to identify and assess the ‘Roles‚ Responsibilities and Relationships’ of teachers in the Lifelong Learning Sector. These are vast and far reaching which often makes it difficult to define a role or responsibility. Francis and Gould (2011‚ p. 5) describes roles and responsibilities as ‘expected behaviour associated with a position’‚ whilst Gravells (2006‚ p. 9) states that ‘there are many roles‚ responsibilities and functions’ which may include ‘following professional
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References: Gravells‚ A.(2011)‚ Kindle Edition‚ Preparing to Teach in the Lifelong Learning Sector‚ Learning Matters. Gravells‚ A.(2010) Preparing to Teach in the Lifelong Learning Sector [Paperback]‚ Learning Matters Ltd. Honey‚ P. And Mumford‚ A. (2000) The learning Styles Helpers Guide‚ Maidenhead: Peter Honey Publications Ltd. Wallace‚ Susan‚ (2007) Teaching‚ Tutoring & Training in the Lifelong Learning Sector. Third Edition‚Learning Matters.
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Roles‚ responsibilities and relationships in lifelong learning 1. Understand 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 1.2 analysis own responsibility for promoting equality and valuing diversity 1.3 evaluate own responsibility in lifelong learning 1.4 review own role and responsibilities in identifying and meeting the needs of learners
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