The University of Huddersfield

The PCET Consortium

School of Education and Professional Development

Equality & Diversity Resource Pack

Sandra Rennie

2007

Sandra Rennie

Sandra Rennie first worked in Equal Opportunities as a Project Officer at the University of Bradford in the early 1990s. She has enjoyed and learned from 17 years spent working as a lecturer on Access courses and 5 years in teacher education and as a manager in Further Education. She recently completed a 1 year research project on Equality and Diversity for the Consortium for PCET at the University of Huddersfield. Sandra is at present working as a consultant for SEQUALS engaged in research, training and development projects on equality and diversity issues.

Email:

Acknowledgements

Thanks are due to Denise Robinson, Lyn Ashmore, Alison Gorf and Julie Dalton from the University of Huddersfield for reading this resource pack and providing the author with helpful comments and suggestions for amendments. Thanks are also due to workshop participants at the York and North Yorkshire Learner Providers Equality and Diversity Network who tried out and evaluated some of this material and provided suggestions for amendments and to Bob Walker of SEQUALS for his comments and for proof-reading.

Equality & Diversity Resource Pack

Contentspage

  1. Introduction 4
  1. LLUK Standards and Equality and Diversity 6
  1. Key Current Equality Legislation 9
  1. Definitions and Labels – Discussion material 13
  • Race
  • Disability
  • Disclosure of Disability and Sexual Orientation
  1. Celebrating Diversity 18
  • Defining Diversity
  • Values and ethics
  • Celebrating Diversity
  1. Assessment 22
  • Learner Assessment
  • Impact Assessment
  1. Embedding Equality and Diversity in a Subject 28
  • Health, Care and Public Services
  • Hairdressing and Beauty Therapy
  • Management and Business Studies
  • Construction
  • Information and Communication Technology
  1. Positive Action 35
  1. Monitoring for Equal Opportunities 37
  1. Inclusion 41
  • Insider or Outsider
  • Telling jokes
  • Planning an inclusive lesson
  • Inclusive language

11. Additional Resources 47

  • Multi-media
  • Periodicals and research reports
  • Toolkits
  • Web and e-mail based
  1. Appendix 50
  • Bibliography
  • Web sites consulted

1.Introduction

These materials have been designed as sampleresourcesthat can be used by Teacher Educators in Initial Teacher training in the Learning and Skills Sector.

The resource pack aims

  • To provide a first point of reference for further research and information gathering on Equality and Diversity in the Learning and Skills Sector.
  • To describe the wide ranging and pervasive nature of equality and diversity concepts and issues.
  • To act as a catalyst to encourage others to produce and share teaching and learning materials with a similar focus.

The field

Other specialist publications already exist covering specific aspects of diversity or focusing on the needs of particular interest groups. For example, NIACE has recently published a useful guide to support adult education providers, curriculum managers and tutors in thinking through how they can work effectively with adult learners from black and minority ethnic groups. (White and Weaver, 2007). Many current teacher education text books e.g. Reece and Walker (2000), or Petty (1998), cover the relevant and related topics of “differentiation” and “inclusion”. These books give ideas and advice on how to consider the individual differences of learners when lesson planning or how to manage a classroom to ensure that all learners are included. Good teachingpractice already incorporates the values of equality and diversity and the task of the teacher educator may simply be to help the trainee teacher identify when this is the case.

Education policy has an impact on equality and diversity. For example the funding and expansion of Basic Skills Programmes and Access to Higher Education courses has improved and widened access to education. On the other hand, changes in the sources of funding for Adult Education may prove to reduce access for certain excluded groups.OFSTED inspectorsare instructed to look for evidence of Equality and Diversity not only in the providers’ policies and action plans, but also in classroom practice e.g. Inspectorsmay look to see whether teachers direct their questions to seek responses from a range of learners. External Moderators and Verifiers from awarding bodies are also charged with looking for evidence of equality and diversity e.g. Moderators consider whether assessors provide a range of different assessment methods and whether they plan assessment to take into account the those learners with particular learning requirements or difficulties.

The contents of this pack

The sections on equality legislation and the LLUK standards provide the framework of essential knowledge for all trainees.

The choice of the content of the teaching and learning materials was informed by the findings of the Equality and Diversity Research project carried out in Consortium for PCET Centres in 2005/6. This research found that,

“for most trainees, their understanding of “equality” was fairly unsophisticated and based on the old concept of ‘Equal Opportunities’ as used in the 1980s and early 1990s. That is, at that time, the concept of ‘Equality’ was commonly taken to mean treating everyone the same”(Rennie, 2006)

The discussion material ondefinitions and concepts should be read before using the practical activities. The discussion materialaimsto enable trainees to make a realistic judgement of how far their own values are in accordance with the principles of equality, diversity and inclusion. Some of the language used in the materials pack may be quite telling and worth reflecting on. e.g. in Disability legislation the term “mental impairment” is used and such languageindicates legislators are here using a medical model rather than a social model of disability. When necessaryand to illustrate a point, the original termcoined by legislators is used in the pack rather than a more acceptable phrase today, which in this case would be“mental health issues”.

A section is included on embedding diversity into a subject as severalteachers contacted the researcher to ask practical questions of the order, “How would I embed diversity into teaching Biology?”

Sections are included on impact assessment and on positive action as these are topical issues in educational institutions.

Using the materials in the pack

All the materials are mapped into theLifelong Learning UK Standards for teachers, tutors and trainers. The codes for the relevant standards are marked in a circle on the bottom right hand corner of each activity or piece of information.

The activity material is designed as stimulus material to be photocopied and used in group learning situations in a variety of ways. As such, lesson plans and lesson aims and objectives are not included but, where further explanation is considered necessary, there are notes appended to the activity.

The web site addresses are of particular importance for professional teachers to use in order to keep up to date as the field of Equality and Diversity is changing rapidly at the present time.

  1. LLUK Standards

and Equality and Diversity

LLUK Standards and Equality and Diversity

The values of equality and diversity underpin all the cognitive domains in the Lifelong Learning UK Standards for teachers, tutors and trainers. The core value is stated as;

Teachers in the lifelong learning sector value

AS3 Equality, diversity and inclusion in relation to learners, the workforce and the community

In addition to this there are certain more detailed standards that focus in particular on equality, diversity and inclusion. They are described in the four boxes below.

Domain AProfessional values and practice

Teachers in the lifelong learning sector know and understand

AK3.1 Issues of equality, diversity and inclusion

AK6.1 Relevant statutory requirements and codes of practice

AK 6.2 Ways to apply relevant statutory requirements and the underpinning principles

Teachers in the lifelong learning sector:

AP 3.1 Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity

AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality including appropriate consideration of the needs of children, young people and vulnerable adults.

Domain B Learning and Teaching

Teachers in the lifelong learning sector are committed to

BS1 Maintaining an inclusive, equitable and motivating learning environment.

Teachers in the lifelong learning sector know and understand

BK 1.2 Ways to develop and manage behaviours which promote respect for and between others and create an equitable and inclusive learning environment.

BK 5.2 Ways to ensure that resources used are inclusive, promote equality and support diversity.

Teachers in the lifelong learning sector

BP 1.2 Establish and maintain procedures with learners which promote and maintain appropriate behaviour, communication and respect for others, while challenging discriminatory behaviour and attitudes.

BP 5.2 Select, develop and evaluate resources to ensure they are inclusive, promote equality and engage with diversity.

Domain D Planning for Learning

Teachers in the lifelong learning sector are committed to

DS1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners

Teachers in the lifelong learning sector know and understand

DK 1.1 How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity

Teachers in the lifelong learning sector

DP1.1 Plan coherent and inclusive learning programmes that meet learners’ needs and curriculum requirements, promote equality and engage with diversity effectively.

Domain E Assessment for learning

Teachers in the lifelong learning sector know and understand

EK 2.1 Issues of equality and diversity in assessment.

Note:S =Scope; K = Knowledge ; P = Practice

Reference

New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector, LLUK (2007)

The codes for the relevant standards listed above are marked in a circle on the bottom right hand corner of each activity or piece of information.

3.Key Current Equality Legislation
Key Current Equality Legislation

The Race Relations Act 1976 Under the Race Relations Act, it is unlawful to discriminate against anyone on grounds of race, colour, nationality (including citizenship), or ethnic or national origin. All racial groups are protected from discrimination

Definition of Race. Discrimination arises when a person or group is treated less favourably than another in similar circumstances 'on racial grounds'. These are defined as colour, race (which is given no further definition in the Act), nationality (including citizenship), or ethnic or national origins. See the web site of the Commission for Racial Equality for further information on definitions. At

The RRAA Race Relations (Amendment) Act 2000 introduced therace equality duty which requires public authorities to monitor their functions and policies for any adverse impact on race equality. They are also required to assess the likely impact of any proposed policies on the promotion of race equality. There are specific duties for Institutes of Further and Higher Education. Included in these duties they are required to:

  • Write a policy : Prepare a written statement of their policy for promoting race equality.
  • Monitor impact : Monitor, by reference to those racial groups, the admission and progress of students and the recruitment and career progress of staff
  • Assess impact : Assess the impact of their policies, including their race equality policy, on students and staff of different racial groups including, in particular, the impact on attainment levels of such students.
  • Publish results : Take such steps as are reasonably practicable to publish annually the results of their monitoring under this article.

For further information, Commission for Racial Equality at

The Gender Equality Dutycame into force in April 2007. It requires public authorities to promote equality between women and men and eliminate unlawful sex discrimination and harassment. This meansthe public sector will have to develop policies, design services and have employment practices with the different needs of women and men in mind.

For further Information, the Equal Opportunities Commission at

The Disability Equality Duty came into force on 4 December 2006.
This legal duty requires all public bodies to actively look at ways of ensuring that disabled people are treated equally.All of those covered by the specific duties must also have produced a Disability Equality Scheme, which they must now implement.

For further information,Disability Rights Commission at

Definition of Disabled

Section 1 of the Disability Discrimination Act (DDA) defines a person as having a disability “if he or she has a physical or mental impairment which has an effect on his or her ability to carry out normal day-to-day activities.” That effect must be:

  • substantial (that is, more than minor or trivial), and
  • adverse, and
  • long-term (that is, it has lasted or is likely to last for at least a year or for the rest of the life of the person affected).

The scope of the DDA was extended in 2005 to cover, effectively from the point of diagnosis, people with HIV infection, cancer or multiple sclerosis. For a fuller understanding and explanation of the concept of disability under the Act, refer to the Government publication ‘Guidance on matters to be taken into account in determining questions relating to the definition of disability’

Why are the Race Equality Duty, the Disability Equality Duty and the Gender Equality Duty important?

This is the first major change in discrimination legislation for thirty years. They shift the onus away from individuals complaining of unfair treatment, and instead put a positive duty on colleges and universities to promote equality in all their policies and practices.

Employment Equality (Sexual Orientation) Regulations 2003

On 1 December 2003, the Employment Equality (Sexual Orientation) Regulations 2003, which ban discrimination on the grounds of sexual orientation in employment and vocational training, came into force. This legislation specifically bans direct and indirect discrimination, harassment and victimisation because of sexual orientation. Harassment is defined as unwanted conduct that violates people’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment.

For further information, Stonewall at

The Employment Equality (Religion or Belief) Regulations2003, ban discrimination on the grounds of religion or belief in employment and vocational training. Religion or belief is defined as 'any religion, religious belief, or similar philosophical belief', but excludes 'any philosophical or political belief unless that belief is similar to a religious belief'. ‘

For further information, ACAS at

The Employment Equality (Age) Regulations 2006

The Employment Equality (Age) Regulations 2006 came into force on 1 October 2006. The regulations ban age discrimination in terms of recruitment, promotion and training and ban unjustified retirement ages of below 65.

For further information

The Equality Act 2006 establishes the Commission for Equality and Human Rights (CEHR) that will come into being in October 2007. The Chair will be Trevor Philips, current chair of the Commission for Racial Equality.For further information, CEHR at

Direct Discrimination, Indirect Discrimination and Victimisation

The legislation with regard to race, gender, disability, age, religion and belief and sexuality all cover direct discrimination, indirect discrimination and victimisation.

Direct discrimination occurs when factors unrelated to the merit, ability or potential of a person or group are used as a reason for discriminating against them. E.g. An admissions officer deciding not to offer a disabled person a place on a course solely because of their disability.

Indirect discrimination occurs when there are rules, policies or procedures in place that can have a discriminatory effect on certain groups of people. E.g. A rule that required women to wear knee length skirts would discriminate against women from certain cultures and religions.

Victimisation occurs when a person is punished or treated unfairly because they have made a complaint of discrimination or supported someone else making a complaint. E.g. An employer who gave a lecturer a bad employment reference because he had made a complaint of discrimination.

Impact assessments

In accordance with the requirements of legislation (the RRAA 2000 and the DDA 2005), each Higher Education Institution (HEI) and FE college has to produce their own race equality action plans and disability equality schemes. Many HEIs have chosen to extend the required impact assessment to include other equality areas such as gender,disability, religion and belief, age and sexual orientation.


4.Definitions and labels
Definitions and labels : Race – Discussion materials

Race

“Does race exist? The Collins English Dictionary defines ‘race’ as ‘a group of people of common ancestry’ and that ‘the principal races are Caucasoid, Mongoloid and Negroid’. This categorisation is reductive and dangerous. Grant applications often ask applicants to state their ‘race’, and monitoring is implemented with the very best of intentions. But in the twenty-first century, is the term in need of deeper examination? Even the Commission for Racial Equality cannot offer a clear definition of race.”Julia Pascal in Catalyst 20th November 2006

No definition of “Race” as a legal category exists,although there have been some medical and biological definitions made by academics. Because of this ambiguity some people may dispute whether or not “Race” is a valid category at all. The Race Relations legislation in the U.K.describes what “discrimination on racial grounds” means in practice. The Race Equality Duty, enshrined in law, requires that public authorities and education institutions monitor the impact of their policies on “racial groups.”

The Commission for Racial Equality has published several brief essays on the issues behind what we mean when we use the term “Race”