Transcript Equality Impact Assessment Workshop Myerscough College

Pradeep Passi
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To ensure that curriculum heads understand
the practical implications of equality on
curriculum design and are able to conduct
equality impact assessments on programmes.
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In pairs spend 5 minutes providing a
definition of equality and diversity.
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Equality
What we need to achieve and take account of in all that we do
Race/ethnicity
Physical/Mental Ability
Gender
Age
Religion/ culture
Family status
Work style
Education
Class
Income
Job
Etc
Sexual Orientation
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Ethical
Business case
Legislation
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Girls outperform boys routinely at aged 5, at age 16 and at
degree level throughout Britain
Students eligible for FSM are less than half as likely to achieve
5 good GCSEs including English and Maths.
In England, the best performing group are Chinese girls; even
those on FSM outperform all other ethnic groups whether on
FSM or not.
In England, 17% of children with Special Educational Needs
(SEN) get five good GCSEs including English and Maths,
compared to 61% of children without identified SEN.
Across Britain, disabled adults are three times as likely as
others to have no qualifications
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Two-thirds of lesbian, gay and bisexual students in Britain
and four-fifths of disabled young people in England report
being bullied. Almost a quarter (23%) of young people
questioned who practiced any religion in England reported
being bullied because of their faith
In England, Asian children are excluded at a rate of 5 per
10,000 students compared to Black Caribbean children at 30
per 10,000 and Gypsies and Traveller children at 38 per
10,000.
Equality and Human Rights Commission. (2010) How fair is Britain? The first Triennial review
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Consider some of the reasons why there is
discrimination and inequalities in society
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Can you be sure that your programmes are accessible
and that there are no inequalities in your area of work?
Are there any barriers in people accessing your
programmes?
Are there any differential outcomes for students in your
area?
Are you confidently able to challenge
discrimination/harassment when you come across it?
Is their sufficient staff/student diversity in your area
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Equal opportunities?
or
 Equality of outcomes?
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Things to think about with regard to diversity
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How do you elicit contributions from all your students?
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How do you draw on the diversity of your students to enhance the learning experience
of the whole group?
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Have you explored and do you understand your own views and attitudes towards
diversity and diverse groups in general?
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Do you make assumptions and stereotypes based on a person’s background or
appearance?
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Do you assume that there is a collective identity that people from a particular diverse
group share or do you treat everyone as an individual?
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Have you ever asked anyone to act as a spokesperson for their perceived ’group’ without
their express permission in advance?
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Do you agree expected standards of behaviour with students to avoid derogatory or
stereotypical comments?
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Do you make your expectations clear eg by confronting any derogatory or stereotypical
comments that are made about individuals or groups to prevent a recurrence?
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Do you recognise that some aspects of diversity may not be visible?
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Admissions criteria
Course structure
Course content
Learning materials
Assessment methods
Evaluations
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Equal Pay Act 1970
Sex Discrimination Act 1975
Race Relations Act 1976
Disability Discrimination Act 1995
Race Relations (Amendment Act) 2000
Special Educational Needs and Disability Act 2001
Equality ( Religion and Sexual Orientation)
Regulations 2003
Gender Recognition Act 2004
Disability Discrimination Act 2005
Equality (Age) Regulations 2006
Equality Act 2006
Equality Act 2010
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where a person treats another person
less favourably because of………..
than he treats or would treat
someone else
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Differential marking standards between
different groups
Different quality of feedback provided to
different groups
Using/ not challenging derogatory/abusive
language linked to protected equality strands
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Where an apparently neutral
provision, criterion or practice
would put members of a given
group at a particular disadvantage
compared with other persons,
unless it could be objectively
justified. Such discrimination can be
established by any means
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Admissions criteria which may have a
differential impact
Not being able to produce materials in
different formats
Assignments which are not culturally/ gender
etc competent
Rooms that classes are held in
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In small groups identify key areas where discrimination may
creep in. You will be given one or two areas from the
following list to consider:
Marketing
Admissions
Learning materials
Course delivery
Assessment methods
Course evaluation
Answer the following questions:
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What might discrimination or inequality look like in this area?
How might you check whether there is discriminatory practice
in this area – what data, intelligence might assist?
How might you minimise the risk of discrimination if you find
it in that area ?
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Equality impact assessments are a thorough
and systematic analysis of whether there
could be a differential impact on different
groups in relation to policies and services
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The main purpose of conducting an equality
impact assessment is to pre-empt the
possibility that your proposed policy could
affect some groups unfavourably
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It ensures that policies are developed in full
recognition of the diverse needs of the
whole community
Minimise the risk of the policies being
unlawfully discriminatory
Improve quality of all policies
Legal requirement
If done properly could begin to challenge
institutional discrimination
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The collective failure of an organisation to
provide an appropriate and professional
service to people because of their colour,
culture or ethnic origin. It can be seen or
detected in processes, attitudes or
behaviour which amount to discrimination
through unwitting prejudice, ignorance,
thoughtlessness and racist stereotyping
which disadvantages ethnic minority
people” (MacPherson (1999).
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Equality Act 2010
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Age
Disability
Gender
Gender reassignment
Marriage and civil partnership
Maternity/pregnancy
Race
Religion
Sexual Orientation
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Programmes/ Courses
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Marketing
Admissions
Course delivery
Learning materials
Assessment methods
Evaluation methods
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Equality Impact Assessment Toolkit
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The Impact
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Positive, neutral, negative
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A number of relevant people been involved
The impact has been considered
Evidence has been used to arrive at conclusions
All equality strands have been considered
equally
Actions have been generated where
appropriate
Principles of proportionality have been utilised
How will the policy continue to be monitored
Does it feel ‘real’
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Is Crucial to have data
Use Internal data
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equality monitoring data such as ethnicity, disability etc
surveys and consultation
complaints and grievances
Student profile data, access, retention, outcomes
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data collected by the National bodies
research undertaken by the Equality Commissions
research undertaken by Trades Unions
census data
labour force surveys.
External Data
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