1 / 9

The Equality Bill and equality practitioners

This article discusses the implications of the Equality Bill, including the public sector duty, positive action, and socio-economic status considerations. It addresses the purpose of the bill, protected characteristics, and new powers for Employment Tribunals. The ongoing consultation on specific duties, feedback from the sector, and key concerns are also highlighted.

luckett
Download Presentation

The Equality Bill and equality practitioners

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Equality Bill and equality practitioners Nicola Dandridge, Equality Challenge Unit, 16 July 2009

  2. Equality Challenge Unit • ECU promotes equality and diversity for staff and students in higher education institutions in the UK • Implications of the Bill • Implications of the public sector duty • Ongoing consultation on the specific duties • Feedback and issues raised by the sector: positive and negative

  3. The Equality Bill • Purpose: harmonise and strengthen • 9 protected characteristics • Direct discrimination: association and perception • Indirect discrimination: simplified comparison • Equal pay: gender pay gap and ban on secrecy • Positive action • Socio-economic status • New public sector duty • Employment Tribunals: new powers to make recommendations to benefit workforce

  4. Positive action • General clause 152: will cover students • Overcome or minimise disadvantage • Meet needs • Participate in activities • ‘Having identified its white male pupils are underperforming at maths, a school could run supplementary maths classes exclusively for them.’ • Recruitment and promotion clause 153: employers will be able to use equality characteristic as ‘tie break’ between equally qualified candidates • What does ‘equally qualified’ mean?

  5. Socio-economic status • Clause 1: When makingdecisions of a strategic nature …[an authority must] have due regard to the desirability of exercising them in a way that is designed to reduce the inequalities of outcome which result from socio-economic disadvantage • Only applies to bodies with strategic functions: not higher education institutions • But positions SES within Equality Bill

  6. Source: LSC/ DFES

  7. Public sector duty: clause 143 • Extends to all equality characteristics • Requires due regard to the need to • Eliminate discrimination • Advance equality of opportunity (remove or minimise disadvantage; meet different needs; encourage participation in public life) • Foster good relations (tackle prejudice; promote understanding) • Ongoing consultation on specific duties

  8. Consultation on specific duties: feedback • Overall positive response to proposals • Concern about implicit hierarchy of equality characteristics (clauses 4.29 and 5.17 – data and reporting to relate to gender pay gap and race and disability employment rates) • Concerns that requirement for data and reporting relates solely to staff not students • Moving away from impact assessments being mandatory: what does this mean in practice? • Need for guidance on procurement • Responses by 30 September 2009

  9. 7th Floor Queens House • 55/56 Lincoln's Inn Fields • London • WC2A 3LJ • Tel: 0207 438 1010 • Fax: 0207 438 1011 • www.ecu.ac.uk

More Related