Community Relations, Equality and Diversity in Education Policy (CRED)

1. Community Relations, Equality and Diversity in Education Policy(CRED) Brigid Murray Adviser Environment & Society

2. Programme outline • Introduction- context; rationale; aims; objectives; intended outcomes • The guidance notes and their implications • Quality indicator framework • Examples of practice/ current projects in schools • Support to schools

3. Our future • ‘We make our future….it is not made’ • Pablo Neruda, Chilean poet • What is our vision for the future? • What kind of society do we want in Northern Ireland in 2025?

4. How can we contribute to bringing about the changes we wish to see? • What is the role of formal educational settings in bringing about change in our society?

5. Rationale for CRED policy • Evolution of community relations policy since the 1980s • Society in Northern Ireland is much more diverse than 20 years ago • Sectarianism, racism and bullying are examples of social problems which need to be addressed in our society • St Andrew’s Agreement

6. Context • Overarching aim of the current programme for Government is to build ‘a fair and prosperous society for all’ • NI curricula (formal & informal) aim to develop in young people knowledge and understanding of the challenges and opportunities that they may encounter in an increasingly diverse society • Teachers are able to address issues of diversity in citizenship and PDMU • JEDI initiative in youth

7. Department of Education documentation • Policy document entitled ‘Community Relations, Equality and Diversity in Education’ (March 2011) • Community Relations, Equality and Diversity Policy Guidance notes ( January 2012) • Community Relations, Equality and Diversity in Education Policy Quality Indicator Framework (January 2012) • DE Circular 2012/02 Guidance to Schools and Youth Service on the Community Relations, Equality and Diversity in Education Policy (January 2012) • www.deni.gov.uk

8. CRED Aims of the policy • Contribute to improving relations between communities by educating children and young people to develop self respect, respect for others, promote equality and work to eliminate discrimination. • Provide formal and non-formal opportunities to build relationships with those of different backgrounds and traditions within resources available.

9. CRED Objectives of the policy: • Develop understanding and respect for rights, equality and diversity of all without discrimination • Value and respect differences and engage positively with them • Equip children/young people with required skills attitudes and behaviours

10. Community Relations, Equality and Diversity in Education Policy Intended Outcomes • Understand and respect the rights, equality and diversity (including linguistic diversity) of all • Develop skills, attitudes and behaviours to value and respect difference and engage positively with it

11. Scope of the policy What is your understanding of the following terms: • Diversity • Equality • Community relations? Are these themes currently addressed in school life and if so, in what ways?

12. Definitions • Diversity is about recognising individual as well as group differences, treating people as individuals and placing value on diversity in the community. • Equality is about creating an equal society where everyone can participate and has the opportunity to fulfil their potential. • Community Relations is to encourage greater cross-community contact and co-operation; to support, encourage and develop mutual understanding and to promote recognition of and respect for cultural diversity. Source: page 42 Guidance notes

13. Core principles of the policy • Child-centred • Responsive to the needs of children • Progression • Participation • Experiential learning • Meaningful interaction between different groups

14. Core principles of the policy • Differentiation • Complementary • Collaboration • Improve the outcomes for young people, society and economy • Dissemination of good practice

15. Key changes from Community Relations Policy Wider definition of Community Relations – all section 75 groups: • Religious belief • Political opinion • Race • Age • Marital status • Sexual orientation • Gender • Disability • Between persons with dependants and persons without

16. Current context in schools • Key policy driver – Every School A Good School A Policy for School Improvement • New school development planning regulations (2011) Importance of ethos is highlighted. • Collaboration between schools • Whole school approach

17. CRED Policy Follows the characteristics from Every School a Good School • Child centred provision • High quality teaching and learning • Effective leadership • A school connected to its local community

18. Community Relations, Equality and Diversity in Education Policy Post-Primary Schools • Sits naturally in LLW within Citizenship • Can be addressed through all other curriculum areas • Embed the work within the school context, it is no longer an ‘optional add-on’

19. Potential areas of work Best practice within CRED may include (but not be limited to): • Single identity work within a cultural context • Contact between young people from diverse cultures/backgrounds • Reaching out to specific Section 75 groups • Exploring similarities and difference • Challenging prejudice

20. CRED Enhancement Scheme • Total BELB budget approximately £110k split equally across schools/youth • Applications will open in the summer term for 2012/13 • Schools complete project report by 1st June 2013 • Forms available at www.credni.org in term 3

21. CRED Policy – Guidance notes Purpose of the Guidance Document • To support the delivery of CRED policy and the challenges that may arise • To align the work of CRED with the school improvement agenda and related policies • To align the work of CRED with priorities for youth • To support the change of focus away from ‘old’ concept of community relations to include equality and diversity

22. Quality Indicator Framework • To support the implementation of the CRED policy, the Department has developed a set of quality indicators to monitor and evaluate the impact of the policy on children and young people and their communities. • Department has developed the self evaluation framework to assist educators in evaluating CRED related issues within their own context and help in action planning.

23. The 8 Areas • Educational provision: outcomes for participants • Participants’ learning experiences: achievements and standards • Quality of external links • Leadership and management • Quality of effective use of resources (value for money) • Quality of pastoral care and ethos • Quality of child protection and the protection of vulnerable adults • Equality of opportunity

24. Community Relations, Equality and Diversity in Education Policy Resources • Training and capacity building of workforce • Dissemination of good practice and materials • Targeted support for meaningful interaction

25. Examples of support organisations • African and Caribbean Community Support Organisation www.acsoni.org • Schools Library Service based in Ulidia • Artsektawww.artsekta.org.uk 02890 310125 This organisation uses arts-based programmes to explore cultural diversity and develop cultural understanding and healthy inter-community relationships.