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Roles, Responsibilities and relationships in lifelong learning Essay Sample

Roles, Responsibilities and relationships in lifelong learning Pages
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• Summarise key legislation, regulatory requirements and codes of practice relating to own role and responsibility.

The key legislations and regulatory requirements that relate to my role and responsibility as a food safety/food hygiene trainer in the U.K. include:

1. The Food Hygiene (England) Regulations 2006 or equivalent legislation for Wales The Food Hygiene (Wales) Regulations 2006, Scotland The Food Hygiene (Scotland) Regulations 2006 and Northern Ireland The Food Hygiene Regulations (Northern Ireland) 2006

2. Regulation (EC) No.852/2004 on the hygiene of foodstuffs – a regulation detailing the general hygiene requirements for all food businesses and covering all member countries of the European Union.

There are two other regulations supplementing Regulation (EC) No. 852/2004:

1. Regulation (EC) No. 853/2004 laying down specific hygiene rules for food of animal origin intended for human consumption.

2. Regulation (EC) No. 854/2004 laying down rules for official controls on products of animal origin intended for human consumption.

Other regulations that govern the U.K. workforce in general include the Health and Safety at Work etc. Act 1974, the Workplace (Health, Safety and Welfare) Regulations 1992, the Equality Act 2010, etc.

Additionally, as a member of the Chartered Institute of Environmental Health (CIEH), one is required to adhere to the CIEH Code of Professional Conduct for Members which states that all members of the CIEH shall:

1. Support the promotion of the object of the CIEH and comply with the Governing documents and any regulations and guidance made there under.

2. Be deemed in breach of the code if found guilty, or subject to an adverse decision, by another body, court or tribunal in respect of an offence or allegation impacting or having the potential to impact on the reputation, position or standing of the CIEH and its membership.

3. At all times behave with integrity, honesty, professionalism and uphold the reputation of the CIEH in all professional matters.

4. Exercise proper independent professional judgements at all times and have regard to the standards of competency required when fulfilling their duties.

5. Take all reasonable steps to ensure that information provided by them in a professional capacity on a matter within their knowledge or competence is accurate and complete.

6. Have respect and demonstrate tolerance for other members of the CIEH, their views and perspectives in respect of professional and technical matters and acknowledge diversity of opinion within the environmental health community.

7. Uphold the principle of equal opportunity and equity.

8. Comply with all legislation, guidance, codes of practice and other legal requirements bearing on them in a professional capacity.

9. Not improperly communicate to a third party information which may be seen to prejudice professional independence or breach contractual or moral obligations.

10. Not put forward views on behalf of CIEH without the authority to do so and must not knowingly undermine the reputation or standing or position of the CIEH.

There are many good and valid reasons for having codes of practice as a professional. In relation to the CIEH Code of Professional Conduct for Members, the purpose of the code of professional conduct is as listed below:

1. The authority of the CIEH depends on the confidence and trust placed in the profession. Without such authority, the CIEH would be unable to achieve the objectives set out in its Charter.

“The object for which the CIEH was established is to promote for the public benefit the theory and science of environmental health in all its aspects and the dissemination of knowledge about environmental health.”

2. A code of conduct is an essential feature of a profession and underpins the integrity of that profession. This is important because the standing and credibility of the CIEH is defined by the perceptions of those individuals and organisations with which it interacts. A key function of the code of conduct is to sustain the reputation of the CIEH.

3. The Code of Professional Conduct states the standards of which are to be expected of all members of the CIEH. As such, this code establishes a benchmark which members recognise as being appropriate for the profession. It should be considered as a baseline standard for the purposes of measuring compliance with the code. It is not an aspirational or negotiable standard. The code is embraced by the Byelaw definition of laws of the CIEH and failure to comply with it can result in disciplinary proceedings.

4. This code of conduct, taken together with the Charter, Byelaws, General Regulations and Operational Procedures relating to members sets out the framework to uphold professional standards. • Explain ways of promoting appropriate behaviour and respect within the classroom, and promotion of themes relating to equality and diversity. Explain the teacher’s responsibility to maintain a safe and supportive learning environment.

Before we promote the themes of equality and diversity, as well as the appropriate behaviour and respect related to the aforementioned themes, we first need to understand what is equality and diversity.

Equality is defined as the state of being equal, especially in status, rights, and opportunities. It ensures individuals or groups of individuals are treated fairly, equally, and no less favourably, specific to their needs, and promotes the equality of opportunity for all, giving every individual the chance to achieve their potential, free from prejudice and discrimination. As such, equality recognises that inequality and discrimination exists in our world today and there are related issues that need to be tackled.

Among the issues in question are; accessible employment and services, fair treatment, and having individual needs and the right to have those needs respected. The Equality Act 2010 is a prime example of combating inequality and discrimination in the U.K. and it aims to provide greater protection for disadvantaged groups through:

• Harmonising the existing discrimination law into one Act. • Introducing a wider scope of protection against discrimination, simplifying matters, in an attempt to create a fair environment for all. • Provision of definitions of specific terms relating to equality and diversity, providing clarity.

Contained within The Equality Act 2010 are nine protected characteristics, which mean that we cannot unequally treat or discriminate against another person on the basis of the following:

• Age

• Disability

• Gender reassignment

• Marriage and civil partnership

• Pregnancy and maternity

• Race

• Religion or belief

• Sex

• Sexual orientation
Diversity, on the other hand, at its most basic level means difference. The concept of diversity encompasses acceptance and respect because it understands that each individual is unique and recognises our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.

It is the exploration of these differences in a safe, positive, and nurturing environment that gives us the capability to understand each other and move beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. Therefore, diversity aims to recognise, respect and value people’s differences to contribute and realise their full potential by promoting an inclusive culture for all staff and students

Now that we know the meaning of equality and diversity, how do we then promote equality and diversity within our learning environment? We can promote equality and diversity by:

• Treating all staff and students fairly
• Making certain that any policies, procedures, and processes do not discriminate • Equipping staff and students with the skills to challenge inequality and discrimination in their work or study environment • Building an understanding of backgrounds, lifestyles, cultures, abilities,
and characteristics • Giving respect to all whenever we interact regardless of any differences, e.g. using appropriate terms and mannerisms in our conversation. • Developing and sustaining a pleasant and productive environment in which we can work and learn together • Making the most of our diversity by celebrating our differences • Ensuring we stay on the right side of the law

According to the Maslow Hierarchy of Needs in learning theory, different learners have different needs that must be addressed if a learner is to achieve the pinnacle of learning which is, self actualization. These needs, in ascending order, are; Physiological, Safety, Social, and Esteem.

Therefore, it is the teacher’s responsibility to maintain a safe and supportive learning environment so that learners may overcome the barriers to learning which may be, physiological, social, emotional, or intellectual, and thus reaching their full potential.

Some examples of what a teacher could do to maintain a positive, supportive, and safe learning environment include:

• Creating an inclusive culture for all staff and students • Making certain that any learning materials do not discriminate against any individuals or groups • Ensuring equal access to opportunities to enable students to fully participate in the learning process • Enabling all staff and students to develop to their full potential

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