EQUALITY AND DIVERSITY UK LTD EQUALITY STANDARDS TEACHING AND LEARNING ALYSON MALACH 11/1/2012

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1 EQUALITY AND DIVERSITY UK LTD EQUALITY STANDARDS TEACHING AND LEARNING ALYSON MALACH 11/1/2012 This is a review document with copyright to Equality and Diversity UK LTD C; copyrighteduk Page 1

2 Contents About this resource 2 Context 2 How do we effectively deliver over and above what inspectors are looking for? Terminology 3 Promoting equality and valuing diversity 4 Valuing difference 7 3 Developing a culture and systems that promote equality and value diversity 9 Managing equality, diversity and inclusion 12 Planning an inclusive curriculum and learning 14 Delivering inclusive learning 17 Managing behaviour 19 1

3 About this resource Context Threading equality and diversity through the organisation and the curriculum has never been more important. Not only is it a good thing, but increasingly it is becoming both a legal requirement and something that Ofsted inspectors look for. The consequences of not embracing equality and diversity can result in damaging litigation and/or an Ofsted inspection judgement of inadequate for the overall effectiveness of provision. The Equality Act 2010 is a single source of discrimination law, setting out who is protected and the types of discrimination that are unlawful. It also introduces a new public sector equality duty on all public bodies, including colleges, with the aims of: eliminating unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act advancing equality of opportunity between people who share a protected characteristic and people who do not share it fostering good relations between people who share a protected characteristic and people who do not share it. Equality is also a key aspect of the inspection framework. We know that in learning provision, promotion and management of equality and diversity are important to learners success. Learners cannot achieve well unless individual needs are met, the provider is inclusive, and equality and diversity are promoted well. With this in mind Ofsted is looking to focus even more closely on the impact of equality and diversity on learners. At the core of this is a sharp focus on the progress that all individuals and groups of learners are making over time, and whether providers are effectively narrowing the gap in achievement between potentially vulnerable learners and their peers. Promoting equality of opportunity for all learners in a further education context is a key feature of the inspection framework. Your design, development and delivery of the curriculum can play an important part, not only in ensuring that your organisation meets its obligations in law but also in ensuring that it acts in the best interests of all learners, meeting diverse needs and improving outcomes regardless of background. 2

4 How do we effectively deliver over and above what inspectors are looking for? In recent times the focus has shifted from processes to outcomes. Having written policies and communicating them is not enough. They must be accompanied by actions to implement them and this requires staff with the right attitude, knowledge, understanding and skills to: promote equality and valuing diversity value difference develop a culture and systems that promote equality and value diversity create an inclusive curriculum and learning environment manage behaviour This resource looks in detail at the competencies that individuals, managers, staff, tutors and support staff need, identifying what they must be able to do and what they should know and understand in order to do it. Many of these competencies are drawn and adapted from National Occupational Standards produced by the Learning and Skills Improvement Service (LSIS) and by sector skills councils representing other sectors where equality, diversity and inclusion (EDI) are important aspects. Terminology Throughout this resource, the phrase promoting equality and valuing diversity is used to mean: tackling bullying, harassment and other forms of discrimination levelling the playing field between people who share a protected characteristic and people who do not share it fostering good relations between people who share a protected characteristic and people who do not share it. 3

5 Competency: Applicable to: Promoting equality and valuing diversity People working at all levels and in all posts Performance indicators This means: interpret relevant legal and organisational requirements, regulations and codes of practice and ethical considerations to inform your role promoting inclusion, equality and diversity keeping up-to-date with equality and diversity issues that relate to your work acting in ways that: o take into account people s differing background, cultures, customs and beliefs o respect diversity o value people s individual differences o do not discriminate against people based on any of their protected characteristics being aware of how your actions, decisions and behaviour affect individuals and their experience of teaching, learning, curriculum and the organisation as a whole actively helping others to promote equality, tackle discrimination and foster good relationships between diverse groups whilst valuing diversity working with partners, learners and colleagues to identify any issues or concerns regarding inclusion, equality and valuing diversity addressing promptly any instances of harassment, victimisation, bullying or discriminatory behaviour providing effective support to individuals who may have been subjected to bullying or discriminatory behaviour based on a protected characteristic or whose rights may have been compromised investigating and dealing with complaints effectively, sensitively and promptly seeking immediate support to deal with instances of bullying or discriminatory behaviour which is outside your experience or limits of responsibility 4

6 To be competent at promoting equality and valuing diversity you must be aware of and understand: legal and regulatory requirements, regulations and codes of practice and ethical considerations impacting upon promoting inclusion, equality and valuing diversity local issues, wider structural inequalities and other factors impacting upon inclusion, equality of opportunity and diversity the benefits to learners and the organisation of promoting equality and valuing diversity how inequality and discrimination affects the life chances and outcomes of individuals, groups, communities and society as a whole why promoting equality and valuing diversity is one of the critical success factors for learners, communities and the organisation if you are to work effectively in the learning and skills sector your own role and responsibilities in confidently promoting equality and inclusion and valuing diversity with learners and colleagues how your professionalism and behaviour contributes to your organisation s culture and your responsibility for developing a positive learning culture for all how your behaviour, actions and decisions can affect others and their experience of the organisation what you can do to promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity in your day-to-day work the gaps in your skills, knowledge and understanding in relation to promoting equality, tackling discrimination, fostering good relationships between diverse groups and valuing diversity, and how you can remedy these how joint working with a diverse range of agencies, communities and workers can help in the promotion of equality, tackling discrimination, fostering good relationships between diverse groups and valuing diversity the actions (yours and others ) that undermine equality, diversity and inclusion and what to do about this (including when these people are senior to you) 5

7 what to do about systems and structures when they do not promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity the actions you can take to help other people promote equality, tackle discrimination, foster good relationships between diverse groups and value diversity and how to do this effectively the wide variety of forms that discrimination and bullying can take and effective strategies to tackle them when procedures to deal with complaints about bullying or discriminatory behaviour or rights may have been compromised why it is important to address bullying or discriminatory behaviour promptly and correctly where to seek support when you are having difficulty understanding how to promote equality and value diversity and how to use it effectively 6

8 Competency: Applicable to: Valuing difference People working at all levels and in all posts Performance indicators This means: showing awareness and understanding of difference, anti-discriminatory practice and the rights and responsibilities of yourself and others relating to and communicating with people of differing gender, age, race, preferred language, national or ethnic origin, culture, class, ability, sexual orientation, religion and belief being aware of your own culture and cultural style, race and racial origins and belief systems and how these can impact positively or negatively on your relationship with others critically reflecting on your language, attitudes, behaviour, thoughts and feelings in order to identify your own assumptions, prejudices and stereotypes undertaking EDI-related continuing professional development activities that enhance understanding of issues of difference demonstrating awareness and sensitivity in the use of language recognising the potential for misunderstanding when speaking with someone who is not using his or her first language or who comes from a different cultural background contributing to promoting an organisational culture that values and respects the differences between individuals not stereotyping or making assumptions about people based on their gender, age, race, preferred language, national or ethnic origin, culture, class, ability, sexual orientation, religion and belief 7

9 To be competent at valuing difference you must know and understand: relevant legislation, regulations, policies, guidelines and codes of practice that relate to difference the effect of cultural differences on verbal and non-verbal communication how to behave and communicate in ways that: o promote/support equality, diversity and inclusion o include, respect and value people regardless of their background o challenge discrimination, inappropriate behaviour, language or actions effectively o demonstrate respect for individuals differences o remain professional at all times and do not abuse the status and power that you have o recognise and address the difficulties in communication and language area of work the actions you can take to value the differences between people you are interacting with and enable them to interact with you and each other 8

10 Competency: Applicable to: Developing a culture and systems that promote equality and value diversity Managers with responsibility for developing EDI culture and systems Performance indicators This means: interpreting relevant legislation, regulations and codes of practice to inform how the organisation should promote equality and value diversity evaluating how effective the organisation s systems, policies, procedures and guidelines are in promoting equality and valuing diversity taking appropriate actions to ensure that the organisation s systems, policies, procedures and guidelines do in fact promote equality and value diversity promoting equality and diversity policies to staff in ways that motivate them to take action identifying and implementing ways of promoting equality and valuing diversity demonstrating how to promote equality and value diversity through your own behaviour reviewing the organisation s systems and processes regularly and improving them to address unfair and discriminatory practice challenging discriminatory behaviour by individuals and institutional discrimination 9

11 To be competent at developing a culture and systems that promote equality and value diversity you must know and understand: how to interpret current and emerging relevant legislation and employment regulations that apply to promoting equality and valuing diversity the business case, moral case and your legal duty to promote equality, tackle discrimination and foster good relationships between diverse groups under legislation and employment regulations the benefits to learners and the organisation of valuing diversity and promoting equality how inequality and discrimination affect the lives and life chances of individuals, groups, communities and society as a whole why promoting equality, tackling discrimination and fostering good relationships between diverse groups is of vital importance for employees and learners (including those on work placements) how you in your day-to-day activities can actively encourage promoting equality and valuing diversity in a way which inspires others to take action and see its value the meaning of the term `organisational culture', who this is set by and your role and responsibilities in relation to it the effect of organisational culture on under-represented groups in the workforce and in the learner body, and how they may respond as a result how promoting equality and valuing diversity can be built into the culture and systems of the organisation and into the curriculum, and the reasons for doing this how leadership roles and styles can be used in promoting equality and valuing diversity and in challenging individual and institutional discrimination how you can effectively use complaints and grievance processes as a way of tackling discrimination and oppression the gaps in your understanding, skills and knowledge in relation to promoting equality and valuing diversity and how you can remedy these how the promotion of equality and valuing of diversity may be affected by systems and structures and your role in actively tackling these 10

12 the actions you may need to take to help other people promote equality and value diversity and how to do this effectively what you need to do to support people whose equality and human rights have been compromised (including ensuring that adequate support systems are in place) how you can actively challenge individual and organisational discrimination, the risks that you might be taking in doing this and why it is necessary to take these risks who can support you in challenging individual and organisational discrimination effective methods of evaluating the effectiveness of equality and diversity policies and procedures how you can contribute to developing and implementing good and best practice in relation to equality and diversity where to seek support when you are having difficulty understanding how to promote equality and diversity and how to use it effectively 11

13 Competency: Applicable to: Managing equality, diversity and inclusion Senior managers with responsibility for allocating resources and implementing systems for delivering equality, diversity and inclusion Performance indicators This means: ensuring specialist support is available, is managed well and makes a difference to learner outcomes liaising with colleagues with specialist knowledge to ensure systems have the flexibility to deliver support in accordance with the needs and preferences of individual learners finding solutions to competing demands for resources and allocating resources efficiently and effectively facilitating appropriate levels of joint planning between specialist staff, support workers and subject teachers monitoring and reviewing learner outcomes to measure the effectiveness of the collaboration between learning delivery practitioners, support workers and specialist staff and identifying good practice and areas for improvement allowing experienced specialist staff to play a strategic role by producing resources, offering advice and training across the curriculum developing SMART equality objectives providing clear information about the steps that will be taken to achieve these objectives involving staff, learners and others (or where appropriate their representatives) who have an interest in what the organisation does in developing and reviewing policies and practice in relation to equality, diversity and inclusion conducting effective, proportionate equality impact analysis to the effect of the organisation s existing and new policies and practices on equality, diversity and inclusion identifying evidence to show your organisation complies with the public sector equality duty under the Equality Act

14 To be competent at allocating resources and implementing systems for delivering equality, diversity and inclusion you must know and understand: how specialist support can be made available and how its use can be monitored to ensure quality of provision and value for money the importance of treating learners who share a characteristic, such as a particular disability, first language or religion, as individuals and not adopting a one size fits all approach ways of allocating resources efficiently and effectively to get the most from the resources you have available the value of allowing experienced specialist staff to play a strategic role by producing resources, offering advice and training across the curriculum how to ensure equality objectives are SMART how to monitor the effects of providing additional support to individual learners on learner outcomes ways of involving staff, learners and others in developing and reviewing policies and practice in relation to equality, diversity and inclusion how to measure the effects of policies and practices on equality, diversity and inclusion how to evidence your organisation s compliance with the public sector equality duty under the Equality Act 2010 while continuing to focus resources on outcomes not processes 13

15 Competency: Planning an inclusive curriculum and learning Applicable to: Curriculum development and learning delivery practitioners Performance indicators This means: planning and designing learning programmes and sessions that are relevant to and meet the diverse needs of learners and the wider community identifying in advance learners with literacy, language and other specific needs and finding out the best ways of providing information for them identifying, selecting and preparing appropriate resources and materials that meet the needs of diverse learners planning staff development sessions to review and revise appropriate EDI resources for use in teaching and learning seamlessly embedding equality, diversity and cultural competencies into your classroom and subject area without it being a bolt-on activity considering the full range of protected characteristics, not just disability/ learning difficulty, gender and ethnicity using the curriculum to support learners to see the world from different people s viewpoints and to be able to demonstrate respect and empathy towards others who have different beliefs, non-beliefs, disability, gender, identity or values, including those from other cultures, faiths and backgrounds ensuring the subject area is explored from a range of perspectives, not just the Eurocentric perspective, bringing richness and diversity to the subject and exposing learners to difference listening carefully to learners experiences, needs and requirements and encouraging them to express their individuality, needs and ideas proactively making reasonable adjustments to minimise the impact of learners disabilities and learning difficulties and foster inclusion sharing your resources and the intended learning objectives and outcome (both for the group and for supported individuals) with support workers so they can advise you on accessibility/suitability for the learners they work with 14

16 To be competent at planning an inclusive curriculum and learning you must know and understand: current legislation, codes of practice and requirements for planning and delivery where to obtain learner data and/or how to find out about learners literacy, language and other specific needs ways that learning programmes and delivery sessions can be designed, planned and adapted to promote equality and meet the diverse needs of all learners the issues associated with sexual orientation, transgender and age, as well as disability/ learning difficulty, gender, ethnicity and culture how the curriculum can be used to actively support yourself and learners to promote equality, tackle discrimination, foster good relationships between a diverse range of learners and value diversity how to use the curriculum to promote and motivate learners to develop a culture which promotes inclusion, equality and values diversity and is respectful and accepting of other cultures and faiths the diverse range of people who have contributed to and benefited from your subject area ways to use the curriculum to actively raise learners awareness of the impact of bullying, discrimination, harassment and victimisation and, at the same time, challenge discriminatory behaviour the impact on individuals and groups of inappropriate language, how to avoid the its use and what is appropriate terminology where attitudes, values and beliefs originate from and how they can positively or negatively influence learners how the grouping of learners and the design of teaching and learning contexts affect the understanding of differences, behaviour and attitudes of learners how to facilitate inclusive learning, including actively involving each learner in the design, planning and delivery of the learning process how delivery and resource needs, including use of language, can be affected by learners needs and abilities 15

17 how to produce information in different formats to meet the needs of specific learners for them the implications of disabilities and learning difficulties on learners abilities to participate in learning activities and how to make adjustments to minimise the impact of these how to recognise, celebrate and make effective use of different cultures and languages when planning, delivering and assessing learning how to ensure that methods and materials used recognise and value diversity and promote equality how planning can be adapted to support the eradication of discrimination in learning how feedback from the learner can inform future planning of learning 16

18 Competency: Delivering inclusive learning Applicable to: Learning delivery practitioners Performance indicators This means: delivering sessions that meet the diverse needs of learners and the wider community promoting a positive outlook and attitudes to equality and diversity through your own practice using methods that proactively anticipate and respond to the diverse needs and motivations of each learner challenging discrimination that is unlawful, affects learners and is likely to bring the organisation into disrepute ensuring the experience, knowledge, skills, talents and diversity within the group is shared and explored using naturally occurring events and situations to promote discussion of equality, diversity and inclusion issues including what types of behaviour are unacceptable and why communicating clearly so that learners with diverse needs can access learning using learning technologies effectively, where appropriate, to promote and support learning and to meet the diverse needs of all learners pacing the teaching to meet the needs of the diverse range of learners including learners with disabilities, those for who English is an additional language and learners with specific difficulties employing inclusive learning strategies that establish ground rules around respect and promote equality, diversity and inclusion 17

19 To be competent at delivering inclusive learning you must know and understand: how to manage effectively the diversity of learners of different genders, ages, ethnic backgrounds, faith, sexual orientation and those with learning difficulties and/or disabilities how to exemplify good practice in relation to equality, social and cultural diversity and the protection and welfare of young people and vulnerable learners how to encourage acceptable/positive learning behaviour and mutual respect how to role model positive attitudes to remove real and perceived barriers to learning how to use active listening skills and individualised learning to promote equality and diversity how learning materials, delivery and assessment methods can be adjusted to overcome real and perceived barriers to learning how delivery can be adapted to support the eradication of discrimination in learning how to communicate clearly using plain language when and how to mix learners in group activities how and when to use learning technologies effectively to promote and support learning and to meet the diverse needs of all learners how to differentiate subject matter to match most learners needs and level how to establish and motivate learners to adopt ground rules around respect and promote equality, diversity and inclusion 18

20 Competency: Applicable to: Managing behaviour Learning delivery practitioners Performance indicators This means: applying rules and boundaries fairly and consistently at all times and to all learners being an effective role model for the standards of behaviour expected of learners and others within the organisation regularly reminding learners of agreed ground rules and/or the organisation s code of conduct recognising and rewarding positive behaviour handling incidents of unwanted behaviour in a calm and controlled manner, supporting learners to understand why the behaviour was not acceptable ensuring your timing and method of intervention for incidents of unwanted behaviour are appropriate to the situation and event, and supporting learners to cease the unwanted behaviour encouraging and supporting learners to consider the impact of their behaviour on themselves and others taking immediate action to deal with any bullying or harassment referring incidents of inappropriate behaviour outside your area of responsibility to the relevant staff member for action contributing to reviews of behaviour, including bullying and harassment and the effectiveness of rewards and sanctions providing clear and considered feedback on the effectiveness of behaviour management strategies 19

21 To be competent at managing behaviour you must know and understand: the organisation s policies for the welfare, and discipline of learners, including hose on bullying and harassment, the use of language and, respect the roles and responsibilities of yourself and others in relation to managing learner behaviour the importance of modelling the behaviour you want to see and the implications of this for your own behaviour how to recognise, reward and foster positive behaviour strategies for dealing with inappropriate behaviour the organisation s arrangements for reviewing behaviour including bullying and harassment and the effective use of rewards and sanctions stereotypical assumptions about learners' behaviour relative to gender, cultural background and disability and how these can limit learners how aspects of learners culture, upbringing, home circumstances, and physical and emotional health may affect behaviour, and how to use such information appropriately to anticipate and deal effectively with difficult situations 20

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