Unit 503 Champion Equality, Diversity and Inclusion 1.1 Models of Practice that underpin equality, diversity and inclusion in own area of responsibility. Within my role as a manager I have to ensure my own and staff members practice is fair and that practice is underpinned by policies and procedures that raise awareness about equality, diversity and inclusion, encouraging debate and devising strategies of practice that empower rather than disable. This practice needs to be passed on
Unit 503 - Champion equality, diversity and inclusion. 1 – Understand diversity, equality and inclusion in own area of responsibility. Within my areas of responsibility i.e the workplace, service users homes are people of different nations, sexual orientation, backgrounds etc each with different views on life in general. It is essential everyone is not judgemental and does not discriminate against each other’s different views, training on e learning on such topic of equality and diversity
Although Equality, Diversity and Inclusion are essential in promoting improvements in care delivery and stamping out bad practices, evidence points to the fact that most care providers are negligent in propagating the benefits of EDI in their services. More often than not, individuals who use the care services or their representatives are left out of vital decision making processes during Initial Assessment, Care Planning, and implementation and Review phases. The CQC which is supposed to be the
the four units required to achieve Pathway A of the HABC Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). Successful completion of the workbook meets the requirements of the following Units: M/503/1229 Roles, responsibilities and relationships in lifelong learning T/503/1233 Understanding inclusive learning and teaching in lifelong learning Y/503/1239 Principles of assessment in lifelong learning The remaining Unit is the practical unit (micro-teach): Y/503/1242 Using
QCF level 5 Unit 503 questions and answers 1.1 Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favorably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age. Promoting equality should remove discrimination in all of the aforementioned areas. Bullying, harassment or victimization are also considered as equality and diversity issues Diversity aims to recognise, respect and value
Unit 503 – champion equality, diversity and inclusion Explain the models of practice that underpin equality, diversity and inclusion in own area of responsibility. DIVERSITY. means difference. Diversity recognises that although people have things in common with each other, there are also different, individual and unique in many ways, Diversity is about recognising and valuing those differences. It could be differences in: * Back ground, * Culture * Personality * Race *
QCF Level 5 | Unit:503 | Learner Name: Rafal Gac | Date of Evidence: 19/07/2012 | Expert Witness Name: Colin Telford | Relationship to Learner: Area Director | Learning Outcome 2.1, 2.2, 2.3abc, 2.4:Please explain, giving a minimum of 4 real examples of how the learner: Promotes equality, diversity and inclusion in policy and practice Challenges discrimination and exclusion in policy and practice Provide others with information about: (a) the effects of discrimination (b) the impact of
UNIT 2: ROLES AND RESONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING UNIT NUMBER: M/503/1232 – OUTCOME 1.1 LEVEL 4 1.1 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1. The first aid trainer is governed by a number of legislative Acts designed to ensure the overall safety and welfare of the trainer and their students. Some of these Acts have lead to the creation of generic Codes of Practice. The
unit 503 models of practice that underpin Equality, Diversity and inclusion in my area of responsibility. DIVERSITY Diversity is about recognising and valuing differences people have, recognising that though people have things in common with each other, they are also different and unique in many ways, This consists of visible and non-visible factors, which include personal characteristics culture, personality, their background and work-style in addition to the characteristics that are
Unit 503; Champion Equality, Diversity and inclusion Diversity Diversity means difference. Diversity recognises that though people have things in common with each other, they are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors, which include personal characteristics including background, culture, personality and work-style in addition to the characteristics that are protected under
Level 5 Diploma in Leadership for Health and Social Care Learner Name: CADWELL DUBE Unit Title: 503 Champion equality, diversity and inclusion |Learner statement |Assessor Use Only- | |
Unit 503 How I manage Equality, Diversity and Inclusion in my work setting. Introduction. I will first of all read up more on Equality, Diversity and inclusion to make sure I have a very good understanding of this, once I have done this I will explain what Equality, Diversity and inclusion means and what barriers are there. I will then wright out an assignment on how I manage Equality, Diversity and inclusion within my work setting. Diversity Diversity means variety
Shared Core & Mandatory (A) 5 units 20 credits Children and Young People’s Pathway Children and Young People’s Residential Management (B) 7 units 44 credits Children and Young People’s Management (C) 6 units 38 credits Children and Young People’s Advanced Practice (D) 4 units 26 credits (E) 7 units 32 credits (F) 7 units 33 credits (G) 5 units 21 credits Adults’ Residential Management Adult Pathway Adults’ Management Adults’ Advanced Practice (H) Optional Management Units (B) Children and Young People’s
Level 3 Diploma in Health and Social Care (Adults) for England (QCF) 600/1898/7 Optional Units Contents Qualification Structure ............................................................................................................................. 5 Optional Unit Structures ........................................................................................................................ 13 M/502/3146 Purpose and principles of Independent Advocacy..................................
Taxes on American Politics by Thomas Byrne Edsall; Mary D. Edsall; Intimate Enemies: Moral Panics in Contemporary Great Britain by Philip Jenkins Review by: Nancy K. Cauthen and James M. Jasper Sociological Forum, Vol. 9, No. 3 (Sep., 1994), pp. 495-503 Published by: Springer Stable URL: http://www.jstor.org/stable/684713 . Accessed: 18/11/2011 00:31 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms
responsibilities and relationships in lifelong learning | Anne Sallis 7/1/2013 | PTLLS L4 Assignment Sheet Assignment Number | T1 | Name of Learner | Anne Sallis | Date Submitted | 01/08/13 | Name of Mentor | Elsie Williams | UNIT (M/503/1229) – Roles, responsibilities and relationships in lifelong learning LO 1- (1.1, 1.2, 1.3, 1.4), LO 2 (2.1, 2.2, 2.3), LO 3 – (3.1, 3.2) Assignment Review your roles, responsibilities and relationships in the lifelong learning sector
supported with quotations were crucial to answer my research question. Characters from the book that emerged together through the six different but interlinked stories, were described as being ‘aware’ of their moral values. Therefore, this enables equality between morality with the arrangement of rewards and punishments, or with a system of right and wrong actions across time. Each character are representatives of different themes (such as the theme ‘injustice’) that due to the context of each story
Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) Qualification handbook for centres 501/1306/9 www.cityandguilds.com January 2011 Version 1.0 About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for
Level 2 Certificate in Understanding End of Life Care Level 2 Certificate in Understanding End of Life Care (QCF) Specification Ofqual Accreditation Number: Ofqual Accreditation Start Date: Ofqual Accreditation End Date: Ofqual Certification End Date: st 601/1405/8 1 October 2013 st 31 March 2017 st 31 March 2019 O:\ASCENTIS\Programmes\Vocational\Health and Social Care\L2 End of life Care\Level 2 Certificate in Understanding End of Life Care specification v2.doc Version 2
Health Specification Edexcel competence-based qualifications Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) For first registration January 2011 Issue 3 Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning