Equality Outcomes Progress Report

Transcription

1 Equality Outcomes Progress Report September 2015 Author: George Hotchkiss Assistant Principal Curriculum & Innovation

2 The College established three equalities objectives in our Equalities Mainstreaming Report published in 2013 which are now described as outcomes Outcome 1 Outcome 2 Outcome 3 West Lothian College is fair and respectful to its staff and reflects and values cultural diversity. The West Lothian College learning and support experience is fair and equitable for all students and reflects cultural diversity. At West Lothian College the environment, estates and resources are designed to remove barriers to people using the College, provide equality of opportunity and reflect cultural diversity. This report documents progress in relation to the outcomes. West Lothian Community West Lothian s population is around 175,990 with a projected growth to 215,345 by % of the West Lothian population are economically active. 21% of the adult population (working age) claim Job Seekers Allowance. 42% of the working population occupy roles involving lower levels of skills and salaries. West Lothian has a lower percentage of people educated to degree level (33%) than the Scottish average 38.5%. In 2013, 21% of children in West Lothian were living in poverty as compared with a national Scottish average of 22% % of the West Lothian population are declared as white. The College works in close collaboration with West Lothian Council and is an active member of the Community Planning Partnership. This partnership of many public agencies delivers on key outcomes for the community and aspires to deliver on the national ambitions set out by Scottish Government. Equality Report Sept 2015/APC&I 2

3 College Planning Our key planning document is the West Lothian College Regional Plan and Outcome Agreement In promoting equality this plan notes that: West Lothian College is committed to the provision of equal opportunities in all aspects of college life and we have a range of policies which ensure that staff, learners and visitors are treated equally regardless of colour, race, nationality, ethnic or national origins, religion or belief, disability, gender and gender reassignment, age and sexual orientation, pregnancy and maternity, marriage or civil partnerships. We value diversity and aim to advance equality of opportunity, foster good relations and eliminate discrimination, victimisation and harassment in all our activities. Additionally the College is committed to mainstreaming all equality activities to ensure the pursuit of equality and diversity is embedded in our day to day work. Equality Report Sept 2015/APC&I 3

4 Progress on Outcome 1 West Lothian College is fair and respectful to its staff and reflects and values cultural diversity. Gender Pay Gap The College employs approximately 322 people (August 2015) 209 women and 113 men. Gender pay gap analysis was undertaken in relation to academic staff, support staff and managers and the results are noted below. This analysis was undertaken following the guidance provided by Close the Gap. The gender pay gap among academic staff is 2.5% indicating that the average hourly rate for male academic staff is 2.5% higher than it is for women. All academic staff are placed on the same incremental scale. Recent recruitment has resulted in the appointment of more women than men, with women now disproportionally represented at the lower level of the incremental scale. Staff progress through the incremental scale irrespective of gender and this progression will close this gender pay gap. The gender pay gap among support staff is 2.5% indicating that the average hourly rate for male staff is 2.5% higher than it is for female staff, and is generally due to the predominance of females in cleaning and catering in the estates area. This compares with a national pay gap of 11% for full time employees (figure from Close the Gap). The College undertook a job evaluation exercise three years ago which evidenced parity of pay across a range of work activities and did not highlight any gender orientated pay differentials. There is no evidence of male/female employees being paid differently for posts at the same level. An independent evaluation of roles and salaries remains in place and a small number of posts are being revaluated as part of that. The gender pay gap among managers is -7.8% indicating that the female hourly rate is 7.8% higher than the average for males. Of the 33 managers in the College, 19 are women and 14 men. Of the senior team, four are women and two are men. This gender gap exists because of the higher percentage of women occupying promoted posts within the College and is not indicative of gender bias in salaries. The College is well represented by women at managerial and senior level. Staff Data Set The College is currently developing a shared service with the local authority and staff data, which has been transferred through payroll, will be reported through a new system. The College is currently reviewing the data set held and will work to improve reporting in relation to protected characteristics including ethnicity, sexual orientation, disability etc. The limited historical data held does not support analysis at present. Equality Report Sept 2015/APC&I 4

5 Staff Development In terms of staff development during circa 10,000 hours of development are delivered across all College staff, and a snapshot of specific activity highlighted that of 15 staff supported through professional development and teacher training, ten were women and five men. All of the staff supported to achieve a management qualification were women. The College evaluates each individual s professional development needs annually and commits significant funding to staff development. Records indicate that no staff development requests were refused. Staff Recruitment The College has a suite of policies and procedures which support equality and diversity. The status of these policies/procedures and of equality impact assessment is presented in Appendix 1. From autumn 2015, the College plans to publish policies and procedures as they are reviewed on the website and to provide copies of impact assessment work as an appendix to documents. The processes are subject to data analysis which is reported on a quarterly basis to the College s Finance and General Purposes Committee (a sub-committee of the College Board). As a matter of policy, any applicant who notes a disability on the equality monitoring section of the form, and who meets the minimum shortlist criteria, is offered an interview. Human Resources offer all staff who are leaving the College an exit interview. A review of this process indicates that none of the staff who engaged in an exit interview commented adversely on equalities aspects of the College culture. A summary of recruitment data is provided below. 1 August June 2015 Equality Report Sept 2015/APC&I 5 Male % Female % Local Population 175,990 Posts Advertised 79 Applications (23%) 269 (48%) Applicants Interviewed (35%) 102 (59%) Number of Appointments (37%) 43 (54%) Staff Turnover NB The related data set is incomplete as a significant percentage of applicants do not provide information to some or all equalities monitoring questions. From the data available it is apparent that the College attracts more applications from women than men and then interviews/appoints more women than men. Human Resources monitor this data set and are working to revise application

6 forms to encourage better quality equality data for monitoring purposes only being provided at application stage. The black and ethnic minority communities of West Lothian make up less than 2% of the overall population, which is 98.66% declared as white. A significant percentage of applicants to the College do not disclose ethnicity or nationality on the equality monitoring component of the application form. The existence of very small numbers and high levels of non disclosure render statistical analysis of applications very difficult and potentially inaccurate. The College is reviewing the application process and within this the College will take steps to improve data collection at the point of application. Please note that short leet decisions are taken without data on age, gender, ethnicity or other protected characteristics. The College has a suite of policies to ensure parents are supported in relation to family life and considerable flexibility is extended to staff. Promoting Equality and Diversity The promotion of diversity is stressed during the staff induction process and reinforced in subsequent staff development. Staff are encouraged and supported to generate a culture of zero tolerance of discrimination within the College campus. Staff have access to an occupational health service through self-referral or referrals by the Human Resource department. Occupational health makes recommendations of issues including adjustment of working arrangements, phased return to work and stress management. Overall progress has been made in relation to Outcome 1. The next important step is to establish a staff data set which can report in relation to protected characteristics and a positive action plan in relation to this analysis. Equality Report Sept 2015/APC&I 6

7 Progress on Outcome 2 The West Lothian College learning and support experience is fair and equitable for all students and reflects cultural diversity. The College has a suite of policies and procedures which support progression of equality and diversity. The status of these policies/procedures and of equality impact assessment is presented in Appendix 1. From autumn 2015, the College plans to publish policies and procedures as they are reviewed on the website and to provide copies of impact assessment work. All students who identify any form of additional need are contacted directly by the Guidance and Support team and are offered a range of services. In the College committed approximately 8% of curriculum funding to provision of additional support, this figure has been increased to 10% in Applications/Admissions processes are currently under review and equality will be central to this revision. The importance of equality, diversity and acceptance clearly features in the student induction process and all learning and teaching materials are reviewed at least annually for cultural appropriateness and the inclusion of diversity materials. The Student Association is actively involved in promoting equality and diversity and appoints an Equality Officer each year. Assessment arrangements are revised for each teaching course at least annually and these arrangements are open to revision on an individual basis where an additional need occasions the adjustment of assessments. Academic staff individualise assessments and materials in conjunction with guidance from the Extended Learning Support team. Adaption of learning was undertaken in in relation to:- Dyslexia Visual and Hearing difficulties Mental Health issues Mobility difficulties The College operates a zero tolerance approach to discrimination on the campus and all teaching staff are introduced to the importance of diversity at induction and then through provision of professional development awards and teacher training. In the Extended Learning team supported 156 students. Detailed analysis is being undertaken, however, it is clear that it was difficult to engage young men in support services and the improved engagement of young male students is a target for In order to support this, the Extended Learning Equality Report Sept 2015/APC&I 7

8 Support team have more staff for and working practices have been adapted to focus more staff time in engaging fragile students. A full data set is not yet available for , however, curriculum staff have identified that young learners have a greater tendency to leave courses or only partially complete studies. The College has allocated additional staff and resources to address the needs of learners with particular emphasis on early interventions with the most vulnerable. In a number of campaigns were run with the Student Association, these included:- Anti-Sectarianism Campaign Anti-Racist Campaign Prevention of Domestic Violence Mental Health Awareness Campaign Further work of this nature is planned for with the Student Association Equalities Officer taking a lead role. Academic staff are currently analysing the performance data from courses and are doing so in relation to equality and diversity and protected characteristics. Each course team, and then Centre, produces a self-evaluation report which focusses on action planning in and which will improve the learner experience. College staff are very aware of the gender influenced course choices made by applicants and we are actively engaged with Close the Gap, an initiative which seeks to open up career choices and promote diversity. Academic staff are currently working to promote engineering courses to young women and all our advertising materials are designed to promote equality and diversity. The College holds the Buttle Award in acknowledgement of the work undertaken to engage and support young people who have experience of being cared for. The College has generally very positive working relationships with local schools, youth groups and the local authority. A considerable amount of work is undertaken to support young people who have grown up in the context of poverty and deprivation. The College Regional Plan and Outcome Agreement notes the College s commitment to attract learners from the most deprived postcodes and supports them through their studies. Equality Report Sept 2015/APC&I 8

9 FT FE Learner Achievements West Lothian College performance Early Further Partial Success % 12% 11% 68% % 15% 10% 68% % 19% 8% 65% % 15% 16% 62% % 13% 11% 65% % 16% 13% 63% FT FE Scotland performance Completed successfully Early Further Partial Success Completed successfully % 18% 13% 59% % 18% 13% 60% % 17% 11% 62% % 16% 11% 64% % 15% 11% 65% % 15% 11% 66% FT HE West Lothian College performance Early Further Partial Success % 12% 13% 69% % 13% 11% 68% % 12% 12% 69% % 10% 9% 74% % 11% 13% 69% % 14% 12% 68% FT HE Scotland performance Completed successfully Early Further Partial Success Completed successfully % 14% 14% 64% % 15% 14% 64% % 14% 13% 67% % 12% 13% 69% % 12% 12% 70% % 11% 13% 71% Equality Report Sept 2015/APC&I 9

10 Equalities Data Analysis for Data analysis for illustrated that students with a reported disability were 3% less likely to complete successfully and 1% more likely to partially achieve than students with no known disability/information not given. Work has been undertaken on programme design, recruitment and support availability and the impact on these actions will be evaluated in relation to data for Data from illustrates that BME students completion rates are 3% better than non BME students and that BME students completed successfully 3% more than non BME students. Analysis of data from is being undertaken. A full analysis of college equalities learner outcomes by protected characteristic groups is undertaken by the Equality Challenge Unit and West Lothian College uses this report to benchmark our performance and to inform our actions for the following year. The analysis of has just been published and this will inform action planning. International Development A number of applications were made during for funding to support international development and this funding will be used in to support overseas trips and study opportunities across Europe. The intention is to open up opportunities for international travel and a wider educational and cultural experience particularly for students from the most deprived areas of West Lothian. Overall good progress has been made in relation to Outcome 2. Further action planning for will be undertaken in light of student attainment data from As noted, it is anticipated that this action planning will focus on:- Attainment and retention of young male learners. Addressing the highly genderized course choices made by young people. Recruitment from areas of deprivation and poverty. Creating a proactive model of seeking out vulnerable learners who require additional support. Equality Report Sept 2015/APC&I 10

11 Progress on Outcome 3 At West Lothian College the environment, estates and resources are aligned to remove barriers to people using the College, provide equality of opportunity and reflect cultural diversity. The modern College campus provides open access to all areas and was built to a good standard in relation to the physical environment and access. Major refurbishment has been carried out on all lifts in order to reduce the frequency of breakdowns and prevent any related access issues. Work was undertaken in to render the physical environment as safe as possible for learners with visual difficulties. Adaptations are provided as and when required by individuals. The College has a suite of policies and procedures which support equality and diversity. The status of these policies/procedures and of equality impact assessment is presented in Appendix 1. From autumn 2015, the College plans to publish policies and procedures as they are reviewed on the website and to provide copies of impact assessment work. The College is aware that accessibility can be experienced rather than related to the physical environment. Work is underway to develop community based learning in some of the most deprived communities in West Lothian. The aim is to engage learners on an outreach basis and then help them access the campus. The College also provides courses specifically for individuals who experience mental health issues and/or physical disabilities, whenever possible, supporting access to mainstream services. The College Chaplaincy team are available to support students on a spiritual and religious level. Rooms are allocated on request for anyone who needs space for religious observance. The Extended Learning Support and Guidance team provide additional support for learners with visual difficulties to orientate them to the College environment or to support travel between classes. Individual classrooms and workshops are adapted to individual needs as required. Facilities staff have access to a range of adaptive equipment and technologies which are provided when requested. In the College invested almost 2m in developing construction, engineering and workshop facilities alongside a new sport and fitness suite. These developments will be used to promote subject areas particularly of interest to young disaffected males. Equality Report Sept 2015/APC&I 11

12 A review of requests for adaptions indicates that no requests were refused in and that no learners were unable to access a programme of study as a result of access issues. Overall, good progress has been made in relation to Outcome 3. The College campus provides good access to learners with a range of additional needs, no barriers to education have currently been identified. The College will continue to monitor this and respond to issues identified. Equality Report Sept 2015/APC&I 12

13 Appendix 1 Name of Strategy/Policy Review Date Equalities Outcome of EIA Impact Assessed Strategies Procurement Strategy 01 January 2016 Estates Strategy 01 September 2018 Yes Financial Strategy 01 September 2016 Yes ICT Strategy 01 June 2016 Yes Learning & Teaching Strategy 01 May 2016 Yes Business Growth, Marketing & Corporate 01 September 2016 Currently under review Communication Strategy Organisational Development Strategy to be agreed Yes Quality Assurance & Enhancement Strategy 01 September 2015 Currently under review Learner Engagement Strategy 2015 Currently under review Policies Absence Management Policy & Procedures 01 November 2015 Academic Misconduct Policy and Procedure 01 March 2018 Yes No impact identified Admissions & Enrolment Policy & Procedure 01 August 2015 Currently under review Adults at Risk Policy 01 August 2015 Yes Adapted to limit risk factor Alternative Assessment Arrangements Policy 01 March 2018 Yes No impact identified and Procedure Approval of Learning Course Policy and Procedure 01 March 2018 Yes No impact identified Assessment Appeals Policy and Procedure 31 Oct 2015 Currently under review Childcare Safeguarding Policy 01 January 2016 Yes Adapted to limit risk factor Complaints & Handling Policy 01 August 2016 Conflict of Interest Policy and Procedure 01 March 2018 Yes No impact identified Data Protection Policy 01 April 2018 Yes Equality Report Sept 2015/APC&I 13

14 Appendix 1 Disciplinary Procedure 01 December 2015 Environmental and Sustainability Policy 01 April 2018 Yes Equalities, Diversity + Inclusion Policy 01 August 2016 External Assessment Policy & Procedure 01 October 2016 Yes No impact identified Financial Regulations Flexible Working Policy 01 October 2015 Fraud & Corruption Policy & Procedures 01 September 2016 Yes Freedom of Information Policy 01 September 2018 Yes Grievance Procedure 01 December 2015 Harassment Policy & Procedure 01 November 2015 Health & Safety Policy 01 January 2016 Independent Review of Learning & Teaching 01 March 2018 Yes No impact identified Internal Assessment Policy & Procedure 01 March 2018 Yes No impact identified Internal Quality Audit Policy & Procedure 01 March 2018 Yes No impact identified Internal Verification Policy & Procedure 01 March 2017 Yes No impact identified Job Evaluation Policy & Procedure 01 January 2018 Job Sharing Policy & Guidelines 01 June 2016 Maternity & Family Care Policy Updated August 2015 Performance Improvement Policy & 01 October 2017 Procedure Protection of Employment Policy & 01 January 2016 Redundancy - All Staff Protection of Vulnerable Groups Policy Staff 01 July 2016 Yes Recruitment & Selection Policy & Procedure 01 January 2016 Retirement Policy & Procedure 01 March 2016 Signed R & P Agreement Lecturing (Policy) May 2017 Signed R & P Agreement UNISON (Policy) September 2015 Social Network Internet Policy 01 September 2016 Yes Staff Development Policy & Procedure 01 August 2015 Yes Equality Report Sept 2015/APC&I 14

15 Appendix 1 Staff Secondment Policy 01 January 2016 Stress Management & Wellbeing Policy & 01 January 2016 Procedure Student Positive Behaviour and Discipline 01 March 2017 Yes No impact identified Procedure Substance & Alcohol Misuse Policy & 01 June 2016 Procedure Whistleblowing Policy 2015 Equality Report Sept 2015/APC&I 15