Ptlls

Assignment 3 L3: Explain how you could promote inclusion, equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. To answer this question one would have to first define the terms ‘inclusion, equality and diversity. According to Ann Gravells inclusivity is “involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly” Gravells defines equality as “ the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age. And finally Gravells definition of diversity is “valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have”. ( Gravells, A., 2008, pg. 18). The Government defined inclusion in 2001 as“ a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils”( http://www.csie.org.uk). The essence of the definitions of all three terms is acceptance it implies that the objective of teaching is to impart the knowledge and to assist the entire group in achieving their educational goals regardless of their background. As a teacher I must ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity . Inclusion is about involving my learners in relevant activities rather than excluding them for any reason either directly or indirectly during the NVQ training. In the assessing of NVQ it is very paramount that a skills scan is carried out to know the relevant units that will suit the learners based on their sphere of activities at work. In the process there is likelihood that amongst 10 learners who work for a certain organisation you might have 3 different groups. The mandatory units can be taught in the same class of 10 but when its time for the options I need to plan to see them in groups so the lesson would be relevant to their needs. I have had learners come to me and say they will need more support in specific areas and I arrange workshops afterwards to meet this category of learners. Sometimes learners have personal problems or they will be away for reason that are genuine it is my responsibility to arrange for them to attend make up sessions which might be directed by a colleague or myself.Observing learners also can be very difficult if the distance is too far to ensure learners are treated fairly and they all have access to been observed at work which is mandatory I partner with other assessors who live in close range to these learners. Equality is about the rights of my learners to attend and participate in the NVQ training regardless of gender, race, ethnic origin, religion, disability sexual orientation and age. we once had a class of 8 learners and one of them was about 65years old initially we thought the best idea would be to see this learner individually so she wouldn’t draw other learners back as she said she is unable to take notes in class. we had to treat this learner fairly bearing the equal opportunities policy to allow her contribute in class even though sometimes she gives answers that might not benefit the others in class. I also ensured I checked with other learners that their learning wasn’t disturbed by the way this elderly learner of mine kept asking questions during the lesson. Majority also have a sense of been fair and respected the fact that she’s elderly so they were happy to work along side this learne I have learners of different race and ethnic origin whom English is not their first language. At the training centre some of the legislation needed to complete their knowledge criteria is provided in different languages so they can understand the topic without been left out. Diversity is about valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristic they may have. My learners have different experiences, abilities and needs and I have to take that into consideration at all times. Delivering of NVQs at workplace is made very flexible to learners nowadays taking into account young people who would like to finish their programme within a short period, nursing mothers who have to think of childcare likewise busy people who can’t take a break from work because of their financial situation. People are different and there is a way to organise these workshop taking into consideration most people’s needs. For example I had a group of eight learners who were all women and 6 out of 8 had to pick up kids from school at half three in the afternoons. The previous workshops with this particular organisation had always been held between 2pm and 4pm because none had children of school age. In the case of this present group we had to agree on a workshop running between 1pm and 3pm this made all learners comfortable with the training arrangements. One person actually said she is unable to attend 8 different workshops and I agreed to see her later. I was able to arrange for her to join another group that normally holds at the training centre for 3 full days and she was happy with this arrangement. Other issues might be around people’s disabilities, for instance some learners find it hard to articulate their knowledge and present it in writing but they are good on their jobs. Arrangements are made for professional discussions which can be recorded and taped as evidence towards the knowledge criteria. It is highly my responsibility to assess learning venues and ensure they are suitable for learning. If there are any concerns I discuss with the manager of the organisations. I make myself approachable and accessible to all learners by giving them my contacts so I can be reached when they need help with their learning. My workshops are segments that include feedback sessions with learners as they always want to know how well they are progressing. Feedback is also continuous throughout the workshop. Methods of assessment are agreed with the learners as they have a choice to gather evidence in different ways suitable to them. All my learners work with individual assessment plans which have been agreed within us. I have had instances where learners need someone to talk to because they are going through trying periods. For instance bereavement, divorce, financial hardships and so on. I do have to listen to them when necessary but I always suggest to them alternative people or organisations they need to discuss these issues with eg citizen advice bureau, benefits agency, hardship funds for students within the Further Education sector or sometimes I refer them to their managers at work depending on the issues presented. I am unable to take on such roles like marriage counselling, finance advisor and so on. I ensure I am not breaching confidentiality or any other legislation I’m aware of at all times . Some sources of referral in further education can be Learning support unit Pastoral Care Child Protection Officer Learning Resource Centre Students Union Careers Service In conclusion as a teacher i must ensure that i do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity References Ann Gravells (2008) Preparing To Teach in the Lifelong Learning Sector. Learning Matters. http://www.csie.org.uk ( Date Accessed 18.3.11) Bibliography Petty G. (2004) Teaching Today 3rd edition Cheltenham Nelson Thornes Reece R. Walker S. (1997) Teaching Training and Learning a Practical Guide 3rd edition Tyne and Wear Business Education Publisher Limited Teaching , Training and Learning A Practical Guide Sixth Edition Ian Reece and Stephen Walker 2009 Teaching and Learning in Further Education L.Walklin 1992