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COMMUNITY RELATIONS, EQUALITY & DIVERSITY IN EDUCATION POLICY

This session aims to raise awareness of the context, rationale, aims, and objectives of the CRED Policy in education. It discusses the evolution of community relations policy, the challenges society faces, and the need to address issues such as sectarianism, racism, and bullying. The session explores the role of teachers in addressing diversity through citizenship and personal development. The session also covers the background to the CRED Policy review and its core principles, objectives, and intended outcomes.

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COMMUNITY RELATIONS, EQUALITY & DIVERSITY IN EDUCATION POLICY

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  1. COMMUNITY RELATIONS,EQUALITY & DIVERSITYIN EDUCATION POLICY Awareness Raising Session

  2. Aims for the Session • To raise awareness of the context, rationale , aims and objectives and outcomes of the CRED Policy

  3. Rationale for CRED Policy • Evolution of Community Relations Policy since 1980s • Society in NI has become more diverse in last few decades • Sectarianism, racism and bullying are examples of social problems, which still need to be addressed in society

  4. Context • Programme for Government seeks to ‘build a fair and prosperous society for all’ • NI Curricula (formal and informal) aims to develop in young people, the knowledge and understanding of the challenges and opportunities they may encounter in an increasingly diverse society • Teachers are able to address issues of Diversity through Citizenship and PDMU (Personal Development & Mutual Understanding)

  5. Background to CRED Policy Review initiated by Minister June 2008 Working Group Established (17 Reps) Working Group Report June 2009 Education Committee Consulted Jan 2010 Public Consultation commenced 6 September 2010

  6. CRED Policy premised on: Equality & human rights UN Convention on the Rights of the Child Commitments in Good Friday, St Andrews & Hillsborough agreements Changes in society & policy context

  7. CRED Policy Aims Contribute to improving relations between communities by educating children & 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

  8. CRED Policy Objectives Develop understanding and respect for rights, equality and diversity of all without discrimination Value and respect difference and engage positively with it Equip children/young people with required skills attitudes and behaviours

  9. CRED Policy Intended Outcomes Understand and respect rights, equality and diversity (including linguistic diversity) of all Develop skills, attitudes and behaviours to value and respect difference and engage positively with it n.b. Based on set of core principles

  10. CRED Policy Core Principles • Child centred • Responsive to the needs of children • Encourages progression • Participation • Experiential learning • Meaningful interaction between different groups

  11. Core Principles continued • Differentiation • Complementary • Collaboration • Improve outcomes for young people, society and the economy • Dissemination of good practice

  12. CRED Policy Intended Recipients Primary Schools Post-Primary Schools Youth Settings Statutory nursery settings Other pre-school settings – “strongly encouraged” to adopt CRED principles

  13. CRED Policy ~ Key changes from CR Policy: Wider definition of Community Relations - all Section 75 groups (not just two main communities) Reflects changed environment Reflects changes to curricula

  14. Move away from dependency on external organisations Embed work within schools and youth settings Provide strong skills base for educators Within framework of existing policies CRED Policy ~ Key changes from CR Policy:

  15. Context for Schools • Key policy driver – ESaGS, 2009 • School Development Planning regulations, 2011 – highlighting importance of ethos • Collaboration between schools • Whole school approach

  16. CRED in Education Schools can promote CRED through: • the ESaGS indicators: • Child Centred Provision • High Quality Learning and Teaching • Effective Leadership • A School Connected to its Local Community • the Curriculum: • requires schools to address issues around diversity & inclusion and to consider how people from differing traditions can live together • aims to empower young people to make informed, responsible decisions

  17. Community Relations, Equality & Diversity in Education Pre-School Curriculum • Sits naturally in Personal, Social and Emotional development • Can be addressed within all other Curricular Areas

  18. Community Relations, Equality & Diversity In Education Primary Curriculum • Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding” • Can be addressed within all other Curricular Areas

  19. Community Relations, Equality & Diversity In Education Post Primary Curriculum • Sits naturally in the areas of Local and Global Citizenship and Learning for Life and Work • Can also be supported through all other curricular areas

  20. Community Relations, Equality & Diversity In Education Youth Work • CRED Relevant to ethos, principles and practice of all youth work • A Model for Effective Practice • Occupational Standards for Youth Work • Priorities for Youth • School based youth work has particular potential

  21. CRED Guidance

  22. CRED: Why a Guidance Document? • To line up the CRED policy with the curriculum and related policies, including the school improvement agenda • To support the change of focus away from ‘old’ concept of Community Relations to include Equality and Diversity • To provide support for engagement in unfamiliar and contentious work areas

  23. CRED: Who is the Guidance for? • Formal and Non Formal Education (Schools and Youth Work settings) • Management Committees, Advisory Committees, Boards of Governors • Strategic Managers – in Education Authorities • Operational Managers – Schools and Youth • Delivery staff – teachers and youth workers

  24. CRED Policy: Measuring Success • A robust evaluation process is a key aspect of the policy • Quality Assurance Indicators are included in Guidance • External monitoring of attitudes (e.g. NI Life and Times)

  25. Community Relations, Equality & Diversity In Education Policy Quality Indicators will: Evaluate the success of the implementation of the policy Assist with the work of those who receive CRED funding Assist ETI in their Quality Assurance Provide guidance to support funding applications

  26. Key priorities for implementation • Training and capacity building of workforce • Dissemination of good practice and materials • Targeted support for meaningful interaction

  27. Community Relations, Equality and Diversity in Education http://www.deni.gov.uk/cred_policy_doc1.pdf

  28. Community Relations, Equality and Diversity in Education CRED Website www.credni.org

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