Solat Chaudry

1. Solat Chaudry • Sharing Equality & Diversity Best Practice

2. Equality Bill Briefingby EHRC Kirtikumar Doshi October 2009

3. Government's Equality Bill • Commission's response to the bill, provisions for: • a socio-economic duty • outlawing age discrimination • introducing a single public sector duty • tackling the gender pay gap • promoting equality through procurement • clarifying aspects of discrimination law and positive action • Parliamentary Briefing for the second reading

4. 1. Socio-economic duty Some of most deep rooted discrimination One of many complex structural causes Driver of social mobility EDUCATION key Tool for health authorities Creating social change

5. 2. Age Discrimination Covers goods, facilities & services Mandatory retirement age remains Premiums on age remain legal EHRC research on ageism in health & social care EHRC wants abilities rather than DOB Guidance, working with NHS

6. 3. Public Sector Equality Duty • Currently legal requirements race gender and disability • Covers all types of inequality • Focus on results, not box ticking • Simplified approach, one single duty, one EIA • Cross over benefits • EHRC view that specific duties needed to: • Evidence gathering & prioritise, via EIA • Disability distinct • June, Gov office consultation on specific duties • Code of Practice due prior to 2011 implementation

7. 4. Gender Pay Gap • Transparency • Some sectors difference stark • 60% in Finance • Private sector 21.7% • Public Sector 13.8% • EHRC consulting re measuring and publishingthis summer. • Report by 2012/13 final report for all 250+ employee organisations

8. 5. Procurement £180 billion pa from public sector Guidance needed EHRC wants Single Public Sector Equality Duty to make explicit link to E&D and procurement Office of Government Commerce to reform Pre Qualification Questionnaire, with EHRC Streamline and clarify

9. 6. Enforcement and clarifying the law Complexity of the law Clarification & consistency No ‘hierarchy of rights’ Disability distinctive Malcolm judgement & EHRC proposal ‘disability related less favourable treatment’ Coleman case and ‘discrimination by association’

10. 7. Positive Action Confusion (PQs for second reading) Positive actions vs discrimination Business benefits re representing community Role models in schools Tipping factor for tie break Positive discrimination remains unlawful EHRC guidance

11. 8. General Guidance on the Bill • Statutory Codes of Practise & informal materials • EHRC Six weeks consultation on non statutory guidance for priortisation • Web based survey http://www.equalityhumanrights.com/en/projects/newequalityact/ page/equalitybillbriefing.aspx • Available by July 2010 • Statutory Guidance parliament by late 2010 in time for implementation in early 2011

12. Lunch • Back at 1pm

13. Sarah Dennis The Castle College NottinghamExperience

14. A Challenge for all of us We are all passionate about making a difference and there is much to do – we need to work together to share best practice and ideas and remember we all have the same challenges. I have been asked to share some of the thoughts we at castle have had to meet these challenges

15. Training to raise awareness • Mandatory half day for all permanent staff • Offer more flexible for sessional staff (distance learning/on-line) • More accessible content around culture and ways of working • Communication Rules – Words Vs Tone Vs Non Verbal communication • Cover basic legislation but emphasise it is about they way we behave and work • Use of intranet to make information user friendly and accessible – especially resources

16. Learner Voice • Central to Equality and Diversity • Learners can be involved in everything from strategic thinking and planning, policy and procedure development, curriculum development, impact assessments • Learners can provide valuable information about accessability, learning environment, feeling safe.. • Learners can provide feedback but need to see action as a result • Need more celebration of achievement

17. Ofsted Framework • Increased emphasis on narrowing the achievement gap between particular groups – need specific targets agreed across the organisation and everyone understands their role in making the improvement • On-line reports which make data accessible and drill down to individuals • Embedding of E and D into the curriculum – need accessible resources and support • Staff profile to reflect student profile – mentoring, leadership programmes, open events… • Demonstrating impact of policy and procedures – the ‘so what’ scenario

18. Single Equality Scheme • Comprehensive document which needs to be distilled for staff and students • Selection of targets need to be achievable and shared by whole organisation • Use of intranet and website to demonstrate commitment and progress being made • Annual report on workforce and students to governors

19. Impact Assessments (IAs) • Embedded across the organisation • Great process to raise awareness of six strands and how we could inadvertently affect individuals and or groups • Improves what we do and ensures policies, procedures are inclusive • Involve learners in student policy development and IA’s

20. Equality and Diversity Local Network • EMFEC coordinating network – next meeting on Wednesday 25 November 2009: 12.15 pm (networking lunch), 1.00 - 3.45 pm (meeting) EMFEC, Robins Wood House, Aspley, Nottingham • Need broad range of providers • Support from LSIS • Opportunity to share best practice • Action Research Project(s) to evaluate impact

21. Equality and Diversity in Self‑assessment Jim Aleander 21 October 2009

22. Self-Assessment • Self-assessment: updated guidance Oct 2008 • Self-assessment and health, safety and welfare March 2009 • Self-assessment and equality & diversity October 2009

24. Equality and Diversity (1) • Use of terms • Current policy and regulation: the Equality Bill • EHRC and Ofsted • The Framework for Excellence

25. Equality and Diversity (2) • The Learner Voice • Workforce leadership and development • Sources of support • AoC, ALP, NIACE • Support for learners

26. Equality and Diversity (3) Case Studies: • East of England: colleges and WBL • Leeds City College LSIS: • Enhancing practice • Equality and diversity leadership toolkit

27. Funding Body Expectations • The LSC: Setting expectations, support • E&D Impact Measures • Single equality schemes • Successor Bodies and others: DWP, HEFCE

28. Engagement • Learners and potential learners • Employers • Communities • Peers • Support services

29. Is mental health getting a look-in? Kathryn James Programme Director NIACE

30. A model for Mental health and well-being

31. Promoting mental health and well-being for learners and staff is a win:win situation Participation in learning and being in work are good for mental health and well-being There is good practice but the FE sector is not immune from negative experiences and poor practice

32. Is mental health getting a look-in? Key policy drivers: No One Written Off: Reforming welfare to reward responsibility (DWP 2008) Working for a Healthier Tomorrow (2008) New Horizons Public Mental Health Strategy (2004) Mental Health and Employment (Perkins Review) (2009)

33. Learning for Living and Work: Improving education and training opportunities for people with learning difficulties and/or disabilities (2006) Commission for Disabled Staff in Lifelong Learning (2008) LSC Mental Health Strategy – The Way Forward (2009) Healthy FE Framework

34. Barriers Stigma Disclosure Lack of awareness about ‘reasonable adjustments’

36. For any further details contact: Kathryn James – Programme Director kathryn.james@niace.org.uk Carol Anne Taylor – Regional Project Officer Mental Health carolanne.taylor@niace.org.uk

37. Workshops • Nuthall 1: Evidencing Good Leadership and Management of E&D – Alison Scott, EMFEC • Fountain Room 1 & 2 (near Restaurant): Supporting Self-assessment for E&D – Jim Aleander, Principal Learning Ltd • Nuthall 2: Fitting if all together – setting E&D in our everyday life as a provider – Sue Daley, Boston College • Nuthall Suite: Q&A session – Investing in Diversity – Solat Chaudry, NCFD

38. Conclusions Thanks Evaluations & Book to Read Next steps And finally…

39. From the undesirable Ds.. Disbelief Disheartened Disengaged Disappeared

40. To the desired Ds… We’re going to disappear now, but… Define what it is needed Decide what and how it’s going do be done BeDefiant in Driving the future!

41. THANK-YOU Enjoy your journey towards achieving equality & diversity embedded excellence