Equality Diversity

1. Equality & Diversity Training Materials The diversity of the people within your region is one of our greatest assets. Diversity, at its most basic level, means difference. With so many different people, sometimes we need a helping hand in educating those around us with regard to: Building understanding of backgrounds, lifestyles, cultures, abilities and characteristics; Giving respect to all whenever we interact � regardless of any differences; Developing and sustaining a pleasant and productive environment in which we can work and learn together; Making the most of our diversity (for example, by considering applicants of all backgrounds, of all abilities, regardless of sexual orientation, etc, you are able to access a much wider pool of talent and skills � and can consequently enhance your competitiveness); Ensuring we stay on the right side of the law. Terry McHale 2009

2. Here are some equality and diversity training materials with the above points in mind. We envisage the materials will be of interest to tutors, facilitators, equality & diversity advisers & officers, and other staff working with LSC-funded learning and training providers - including individuals and groups with a strategic responsibility for managing equality and diversity issues. The materials provide a structured and practical approach to delivering equality and diversity learning and training. The design is intentionally flexible, allowing the guide to be used effectively with a range of audiences. In the first instance three guides have been developed with a focus on the �Gender�, �Sexual Orientation� and �Disabilities and / or Learning Difficulty� strands of equality and diversity. Please note the materials are not an exhaustive source of information and should be used for guidance purposes only. We would also encourage you to: Explore the resources detailed toward the back of the guidance and others; Follow other links and references as they are recommended to you; Attend equality and diversity events where relevant and appropriate; Maximise the potential of any internal expertise you are lucky enough to have; Network with a variety of organisations, and share good practice and ideas; Undertake frequent and thorough needs analyses with regard to staff training and the most effective ways in which to embed equality and diversity material into the curriculum, etc.

3. The documents, where applicable, will include the following information: Purpose of the Materials; Definitions, Acronyms & Useful Links; Background Details; Discrimination Information; Cultural & Religious Issues; A Good Practice Guide; Case Studies; A Summary of Key Issues; Information on How & Where to Find Out More.  Gender Sexual Orientation Disabilities and / or Learning Difficulty

4. Areas to explore Having E&D on the website:with specific reference to ACL Consider offering �free access� sessions Offer �Ad Hoc� extras to learning sessions Consider reviewing the induction process with a view to include more (and different) messages about E&D Consider the �access to� E&D information Review the marketing and publicity materials used What about partnership working, with whom, why and what !! What about the mechanics of staff training/updating on E&D ?

5. E & D is used as a criterion in the lesson observation scheme matrix E & D is included in staff induction and CPD E & D data is captured and effectively used to drive improvements within the organisation E & D data is available for the use of staff at all levels and is accurate The organisation analyses trends and uses this to inform quality improvement planning Staff are trained to address specific E & D issues arising from a complaint. Learners fully understand their rights and responsibilities with regard to E & D E & D is effectively addressed during induction

6. Promotional literature is reflective of local community, free from bias and reflects diversity Website may need revisions Demographic data is used regularly to identify data to be benchmarked MIS reporting reflects primary E&D requirements MIS reporting is accessible by everyone, at all times Snapshot data from each delivery venue available Impact measures/measurements - what form ? Audit of impact assessments in place Single Equality Scheme incorporates: RED - Racial Equality Duty GED - Gender Equality Duty DED - Disability Equality Duty Underpinned by data, data, data, & impact assessments

7. Renew Strategies ?? 1. Raising awareness and profile Staff Learning and Development - Have embedded diversity, equality and inclusion principles into learning and development including recruitment, and promotion skills. Offer a suite of learning focusing on raising knowledge levels, including Cultural Awareness, Diversity Awareness and Diversity for Managers which could be on offer throughout the year to all staff. Consider Equality and Diversity Essentials and Managing Diversity courses, outsource them if necessary. These could form part of the induction of all new staff and pre-course preparation for relevant courses. 2. Involving People Staff and learners participate in focus groups examining diversity issues across the provision, raising concerns and sharing best practice from their own experiences. � Annual student focus groups focus on induction experience and highlight areas for improvement. � Consider forming an Engagement Group, with representatives from staff and students and Service partners from the local area. � Inviting expert speakers from the public and private sectors to contribute to diversity events and inform the debate on these issues, through to direct input into the development of policy and planning. � Close liaison with the PR&D clusters to access �shared good practice�. 3. Engaging Engaging staff and students, to make sure they understand how diversity and inclusion will impact upon their personal experience and its role in our success, is essential to cultural change. 4. Representing all staff and students 

8. Key Facts and Figures - perhaps ? Sheffield is England�s sixth largest city with a total population of over quarter a million people. 65% (165,600) of Sheffield�s population are of working age and of those 48% are women and 11.4% are of minority ethnic origin. 4.3% of the city�s population have classified themselves as permanently sick or disabled. Disability � Nearly 1 in 5 people of working age in Britain have a declared disability (7 million people � 19% of working age population). � Only half the people of working age with a disability are in work compared to 80% of the working age population without a disability. � Approximately 9.5% (3.5 million people) of the national working population have a declared disability. [Reference � all 3 bullets: UK Office for National Statistics� Labour Force Survey � 2005, as cited by The Shaw Trust 2006]. � 4.5% of the city�s population have classified themselves as permanently sick or disabled. � 4.2% of the Council�s staff have a declared disability. � 3.6% of senior staff at the Council have a declared disability. � 3.5% (4 from 114) of staff with a declared disability were promoted with effect from 1/10/07. � 6.1% (376) of the provider�s students have a declared disability.

9. Race Race 5.5% of the working age population of England and Wales and 8.4% of Sheffield are of minority ethnic origin: � 0% of staff at the Open Door ALC are of minority ethnic origin. 4.9% (14) of the Centre�s students are of minority ethnic origin.

10. Gender 48% of Sheffield�s working population are women compared to 74% of staff at the Centre.???. In Admin roles there are representative numbers of women is 63% In Teaching roles women = 71% ?? � 64% of the Centre�s students are female and 36% male. On ACL programmes countrywide the split is 54% - 46%, on FE programmes 43% - 57% ????

11. Cultural Change ? � Raising awareness through leadership from the top (Board) � Clear communication in all directions, top down, laterally, and bottom up � Sharing good practice across the organisation � Have in place a range of relevant training; compulsory if needed � Establish diversity champions at all levels

12. Scrutiny � Defining clear achievable targets � Supporting staff to achieve targets � Rewarding achievements � Making use of data and benchmarking � Measuring improvement

13. Project vision Consider a vision - to design and put in place a change programme which will engender a step change in the relationship between the Open Door�s strategic business objectives and the equality and diversity agenda. In parallel with the creation/adoption/revision of a Single Equality and Diversity Strategy, beginning in 2010, is a longer term transformational change agenda, in 2009 and the years ahead, when we set out not only to create a more inclusive learning community but also to create really strong links between the strategic business objectives of the Centrte and the equality and diversity agenda. At the heart of this will be changes in levels of understanding, engagement and accountability. We have set out to approach this as a real transformational change project but recognise that the traditional tools of centrally-driven, top-down change management may be inappropriate here � something radically different may be required. We are keen to find an innovative and more helpful approach.

14. Final thoughts !! Setting E&D targets, included in 2009-10 SAR Implementing electronic and paper-based E&D handbooks, workbooks, quizzes or other media, across the service Does the induction process contain sufficient E&D ? Are electronic messages sufficient Benchmark learner pockets and demography, and map Benchmark staff profiles, and map Revise MIS reporting to assist benchmarking to ALL

15. Ideas !!

18. Terry McHale 2007