Equality and Diversity Strategy

Transcription

1 Equality and Diversity Strategy

2 1. Introduction 1.1 The Equality and Diversity Strategy underpins the College s Equality and Diversity Policy. It describes in detail how the College seeks to ensure that it is free from unlawful discrimination and promotes diversity across all of its activities and work. The strategy recognises how the requirements of the Equality Act (2010) will be met. 2. The Equality Act (2010) has three main aims: To simplify, streamline and harmonise the law To strengthen the law To support progress in promoting equality and achieving year on year improved outcomes 2.1 The Act introduces the term protected characteristic which refers to aspects of a person s identity explicitly protected from discrimination. Nine of which are identified to include Race; Disability; Gender; Age; Sexual Orientation; Religion or Belief; Gender reassignment; Pregnancy and Maternity; Marriage and Civil Partnership. 2.2 This Strategy lays out in detail the legislative requirements the College is required to uphold, the key priorities (equality objectives) and how progress against these will be monitored and reported. 3. Legislative Background 3.1 The College recognises the Equality Act (2010) and the extended general duties required by public authorities to: Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act 2

3 Advance equality of opportunity between people who share a protected characteristic and those who do not Foster good relations between people who share a protected characteristic and those who do not 3.2 And to have due regard to To remove or minimise disadvantages experienced by people who share a protected characteristic Take steps to meet the needs of people who share a protected characteristic Encouraging people with protected characteristics to participate in public life in other activities where their participation is low 3.3 The general equality duties will be fulfilled by the College, when exercising its functions as follows: Discrimination is recognised as when a person is treated less favourably than another person because of a protected characteristic they have or are thought to have. It is also recognised as potentially occurring through association to another individual who may be discriminated against because of their protected characteristic Harassment is recognised as unwanted behaviour that has the purpose or effect of violating a person s dignity or creates a degrading, humiliating, hostile, intimidating or offensive environment Victimisation is recognised when a person experiences disadvantage because they have supported someone in making a complaint or an allegation of discrimination, or because they personally have made an allegation of discrimination. 3.4 The College recognises the definition of disability as a physical or mental impairment which has a substantial and long term adverse effect on a 3

4 person s ability to carry out normal day to day activities. This is recognised to include not just people with obvious physical disabilities, visual or hearing impairments, but also people with dyslexia, diabetes, epilepsy, mental health conditions or long term illnesses that are now in remission. 4. Equality and Diversity Impact Measures & Equality Objectives 4.1 Equality and Diversity Impact Measures (EDIMs) are in place at both Corporate and School level. Targets are set on the basis of analysis of student and staff data which relates to enrolments, recruitment, absence, retention, achievement, success and behaviour. These are set and monitored through the Self-Assessment and Quality Improvement Action Plan monitoring activities to ensure that equality is embedded in quality monitoring activities. 4.2 The EDIMs set at corporate level have been reviewed to meet the Equality Act (2010) requirement to set and publish Equality Objectives. Those in place are: 1. To raise success rates of age group students from the following ethnic groups where performance has been low against all white students and/or the College average. The groups include; Irish, Gypsy or Irish Traveller, White and Black African. 2. To raise success rates of 19+ age group students across all groups where performance has been low against all white students and/or the College average. The groups specifically include; Males, specifically at level two, White and Black Caribbean 3. Maintain the gap between male and female qualification success to no more than 3%. 4. Maintain high success and achievement rates for students with a declared disability or for those receiving Additional Learning Support so that qualification success rates are within 3% of other students. 4

5 5. Ensure equality and diversity is promoted and embedded consistently well within all curriculum areas (formal and informal lessons observations identify good practice which is shared across the College). 6. To promote opportunities and improve the recruitment and retention of men and women in non-traditional occupations/curriculum areas such as Hairdressing; Construction. 7. To increase the level of staff disclosure relating to protected characteristics and narrowing the gap between student and staff ethnic populations. In turn to develop employee engagement activity which meets the needs of the staff population to include all groups. 8. Provide staff development opportunities which equip staff with the knowledge and skills to embed equality and diversity in their job role. All existing employees will undertake Equality and Diversity training at least every 3 years and new employees will undertake training within two weeks of commencing employment. 5. Employee Engagement 5.1 The Equality and Diversity policy is reviewed by the Equality & Diversity Monitoring Group. Involvement with College employees takes place through a number of mechanisms, including new employee induction, Staff Forum, training and development and also on an ad hoc basis, as and when required. 6. Student Engagement 6.1 Students are involved in the development and review of equality and diversity policy and practices through a variety of mechanisms including conferences, student representatives, surveys, focus groups, student Council. 7. Equality Impact Assessment 7.1 All policies, procedures and practices are impact assessed at the point of their formal review, or where policies are rarely implemented, after each use. 5

6 Equality and diversity is considered and reviewed as part of each responsibility or strategy that is being reviewed as part of the College Quality Assurance Plan. 8. Monitoring & Reporting Progress 8.1 The Equality and Diversity Monitoring Group reviews the College s performance against its Corporate EDIMs and also monitors the implementation and impact of the Equality and Diversity Strategy. 8.2 Key student performance indicators are monitored on a monthly basis by the College Leadership Group and Senior Management Team. These include enrolments, absence, retention, achievement and success. 8.3 Regular monitoring and reporting of associated policies and procedures also takes place on a scheduled basis within the College s business cycle. This includes the Managing Student Behaviour Policy, Bullying and Harassment policies, staff Grievance and Disciplinary policies and the Complaints Policy. Other information is also reviewed such as safeguarding reports, student satisfaction surveys, participation in training and development. 8.4 A formal Equality and Diversity report is submitted to the Corporation on an annual basis and meets the reporting requirements of the Equality Act. This includes reporting on a wide range of student and staff data, for example: Students: o Profile of students enrolled o Retention, success and achievement of students o Numbers of students receiving a range of support services o Disciplinaries and exclusions of students o Complaints Employees: o Profile of employee recruitment, including short listing and success rates for employment o Access and take up of training 6

7 o Grievances, disciplinaries, and harassment (where relevant) o Access to flexible working, including parental leave, and return to work rates following maternity leave o Performance information for staff 9. External Benchmarks 9.1 The College s work in relation to equality and diversity will, wherever possible, be measured against external benchmarks. Opportunities to work towards external recognition on all aspects of equality and diversity will be actively sought and maintained, for example the disability Two Ticks scheme. 7