Edinburgh College Mainstreaming Equality Progress report

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1 Edinburgh College Mainstreaming Equality Progress report April 2013

2 Contents Introduction Public Sector Equality Duty (PSED) the General Duty Mainstreaming the general duty overview Challenge and opportunity Our report: What we have done as a new College so far Good practice identified in mainstreaming activity from the former 3 colleges Appendices Appendix 1 - Equality Strategy Appendix 2 - Approach to mainstreaming equality Appendix 3 Edinburgh College student statistics Appendix 4 Learning Activity Planning Tool Appendix 5 Course team profile example 2 of 38

3 Introduction Back to contents Edinburgh College Edinburgh College was formed on 1 October 2012 as a result of the merger between Edinburgh s Telford College, Jewel & Esk College and Stevenson College Edinburgh. We have four main campuses: Granton (formerly Edinburgh s Telford College), Milton Road and Midlothian (both formerly Jewel & Esk College) and Sighthill (formerly Stevenson College Edinburgh). Edinburgh College is one of the largest colleges in Scotland and in the UK, with an annual turnover of 65 million. With about 22,000 students and 1,200 staff, we believe Edinburgh College to be an institution of real depth and scale, ideally placed to serve the economic and skills needs of a growing region. A strong and vibrant vocational and educational provision for our increased and diverse student body is our highest priority. We continue to develop a broad curriculum, which will underpin the development and sustainability of the Edinburgh and Lothians key economic sectors, working hand in hand with industry and our local Universities. We seek to tackle the economic and social challenges presented by the current economic climate by serving our local communities and reaching out to provide education and training opportunities to those who most need them. 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Edinburgh College student profile to date 49.0% 50.9% 51.6% 36.9% 13.4% 16.2% 10.7% 11.7% 9.0% 7.8% 6.9% 1.4% 8.8% 3 of 38

4 Public Sector Equality Duty (PSED) Back to contents The PSED replaces the previous public sector equality duties: the Race Equality Duty (2002), the Disability Equality Duty (2006), and the Gender Equality Duty (2007). As with preceding duties, public authorities are required to take a proactive and organised approach to tackling institutional discrimination and to mainstream equality into their functions in practical ways. The PSED covers the following protected characteristics: age, disability, sex, gender reassignment, pregnancy and maternity, race, religion or belief, and sexual orientation. The PSED also covers marriage and civil partnership, with regard to eliminating unlawful discrimination in employment. The PSED Scotland has a general duty which sets out requirements for all public authorities and those bodies exercising a public function, and is supported and enhanced by specific duties, which place additional requirements on listed public authorities. General Duty The general equality duty requires public authorities, in the exercise of their functions, to have due regard to the need to: Eliminate unlawful discrimination, harassment and victimisation, and other prohibited conduct; Advance equality of opportunity between people who share a relevant protected characteristic and those who do not; and Foster good relations between people who share a protected characteristic and those who do not. Specific Duties The specific duties in Scotland were created by secondary legislation in the Equality Act 2010 (Specific Duties) (Scotland) Regulations Statutory specific equality duties for Scotland came into force on 27 May As part of these duties Scottish public authorities are required to publish a set of equality outcomes which will enable them to improve performance in relation to the general equality duty; publish a report on progress in mainstreaming the general duty into all functions; gather and use information on employees; publish gender pay gap information; publish statements on equal pay for gender, race and disability; have due regard to the general duty in specified procurement practices; publish information in a manner that is accessible. This report is on our progress in mainstreaming the general duty. Our Equality Outcomes, employee information, gender pay gap information and a statement on equal pay and occupational segregation relating to men and women, are being published separately. 4 of 38

5 Mainstreaming the general duty Back to contents Mainstreaming sets out to integrate consideration of equality into our functions so that it is a routine part of our day-to-day workings. It means ensuring that equality sits at the heart of our mission, strategy and operational delivery in order to create both a structure and a culture that embraces and advances equality and diversity. This involves a college-wide strategic approach across all our functions. However, it is also necessary to work with the staff and student body to create the values, behaviours and culture that will support the application of mainstreaming and ensure equality translates into the day-to-day practice of our college. Challenge and Opportunity Edinburgh College came into being on 1 October This presents both a challenge and an opportunity in terms of our approach to mainstreaming the general duty into all our functions, and complying with the reporting requirements of the specific duties. It s been a challenge to develop equality outcomes for the newly merged college so early in its existence. However, the timing of that process has helped to push equality to the forefront of our thinking in the new College. We have a golden opportunity to embed equality considerations in developing our new suite of strategic objectives, policies, procedures and processes. In doing this, we can draw on the best of the good practice identified in the former three colleges. In particular, we will seek to ensure that equality impact assessment ( EIA ) is carried out for all the major decisions which will be made over the current session and beyond at strategic and operational level, in particular those which will impact significantly on staff, students and the wider community of this new entity. Two major strands of this activity will be the review of the College curriculum, and the development of a new staffing structure for the College. In this first mainstreaming report we focus on - 1. What we have done as a new college so far; 2. What we have identified as good practice in mainstreaming activity carried out in the past in the former 3 colleges, which we intend to take forward and develop over the next session and thereafter. 5 of 38

6 What we have done as a new College so far Back to contents An equality strategy and a new model of EIA were developed in advance of the merger, and training was provided to all managers and the Board of Management in May/June 2012, to ensure due regard was paid to equality considerations during the early period, when a great many decisions had to be made in a very short timescale. Given the pace of change dictated externally for this process, it was not practicable to carry out full formal EIAs for all changes. We recognise that going forward we must ensure that a robust formal process, with a sound evidence base and the widest consultation possible, will be used to help us make the right decisions. The EIAs we have carried out on policies to date are published separately. A new Procurement policy for Edinburgh College has been developed which will embed the highest ethical standards, advancement of equality and principles of fairness towards suppliers, in our commissioning and procurement services, in accordance with the best practice from the former 3 colleges. Since merger we have developed our approach to mainstreaming equality (within the new College structure which is still evolving). We have maintained a Senior Management level responsibility and leadership for equality matters. This person chairs the Equality and Diversity Steering Group which reports to the Board of Management, and oversees the work of the operational Equality and Diversity Committee, chaired by the Head of Quality and Equalities, reflecting our commitment to mainstreaming equality within the College s quality improvement and enhancement aims. This committee s membership comprises a core group of staff whose expertise and areas of responsibility are directly concerned with Equality and Diversity within all main College functions and operating processes; members all have an explicit and recognised equality leadership and reporting role. See Appendix 2 for details. A sub-group of the Equality and Diversity Committee has been tasked with developing an Equalities Training Programme for Edinburgh College. As a first step, the group is currently engaged in gathering and carrying out a review of all training materials which have to date been used in each of the campuses to advance equality, in relation to both staff and students. The sub-group has visited all campuses and spoken to staff who have been involved in developing and/or delivering training to either staff or students (or both). Training materials are then reviewed with particular focus on: which protected characteristics have been highlighted; if QELTM guidelines have been met; the format of the materials (e.g. online or for face-to-face delivery); the level of interactivity and the feedback from participants. The next stage will be to prioritise training needs at each campus, based on what has already been delivered, gaps identified during the review, changes in legislation, issues identified during the self-evaluation process and from student feedback and college statistics. A programme of training will then be developed and rolled out across all campuses. The development of the College s equality outcomes early in the life of the new College was a very useful process which helped us to develop our thinking about equality and mainstreaming it. Through the consultation process on the outcomes we received helpful feedback from a number of organisations, including Stonewall Scotland, Edinburgh & Lothians Regional Equality Council, NHS Lothian and the Equality Challenge Unit. This 6 of 38

7 process will help us further develop and also assess the impact of our Equality strategy and outcomes from it over time. We have made a good start in combining our student data from the separate student records systems of the former 3 colleges. We have used this to help us set equality outcomes and to inform EIA and planning. See Appendix 3 for details of the analyses we have started to conduct for the new merged College, building on past good practice. More work will be done to develop more sophisticated and comprehensive analyses, and accessible sharing and reporting of this and other key data, such as student satisfaction surveys and student destination data. We have started to collect more data for the protected characteristics of sexual orientation, religion and belief and gender reassignment via our student survey, the results of which will be available in May/June We used the provisional data collection fields proposed by the College sector represented by Equality Challenge Unit s college liaison group. These proposals are currently being reviewed by the Scottish Funding Council. We prepared the way for gathering data for these new protected characteristics with a leaflet drop using the Stonewall resource What s it got to do with you, and advertisement on our Student Virtual Learning Environment (Moodle) explaining why we were asking for this type of personal data, and how we want to use it to improve services. The Student Association and Learner Development Tutors supported this initiative, and helped encourage participation and completion by students. We look forward to learning lessons from this process which will help when we come to start collecting this type of data from all students at enrolment stage in session Stevenson College was one of the first Scottish Colleges to join Stonewall s Diversity Champions programme to promote diversity, and improve the workplace for lesbian, gay and bisexual people. Edinburgh College has now signed up to this, and we look forward to working with Stonewall closely over the next year and beyond to further advance equality and foster good relations for our LGBT staff and students. Initial partnership working with our Student Association and Stonewall identified unisex toilets as a priority for transgender students. Plans are underway which will result in at least one unisex toilet in each of the new College s 4 campuses. The challenges facing young people leaving care are enormous. Often lacking family support, suffering financial disadvantage and struggling to find somewhere to live, applying for and succeeding within education is a real achievement. The former colleges each held the Buttle UK Quality Mark for the quality of support they offered to young care leavers. Plans are underway to ensure the new Edinburgh College services continue this important work and meet the criteria to achieve the Quality Mark. Our Student Association is more active and engaged than ever before in helping advance equality in College and in the wider community. As well as the Student President and Vice Presidents for each campus, the Association has officers for specific equality strands who have been tasked with representing and feeding back relevant student views. Through the Student Liaison Officers in each campus, the College has engaged with and supported the Student Association in organising a number of equality related events and activities over the current session to date: o For Mental Health Awareness Day in November, a number of organisations (Penumbra, SAMH, Choose Life, Cruse, Nightline, Breathing space, Action on Depression, Edinburgh Crisis Centre) were invited to set up stalls in the main Hub area to give advice to students on staff on mental health issues. The organisations all 7 of 38

8 commented on the success of the event, stating that the students really engaged with them. o The Student Association invited the Dyslexia Society from Edinburgh University to deliver workshops offering advice to staff and students on coping strategies for study and the expected level of support for students progressing to University from Edinburgh College. The feedback on these sessions has been very positive and this collaboration between Student Associations is an excellent example of students supporting each other and the staff who work with them. o As part of the One Scotland, Many Cultures campaign, the Student Association put on an event to celebrate the diversity of Scotland whilst addressing the subject of Independence. This included entertainment by bagpipe music and an Indian dance group, and a visit by SNP Councillors to discuss what Independence will mean to our students. o Students and staff from Edinburgh College came together in 2013 as they did in previous years to celebrate Lesbian, Gay, Bisexual and Transgender History Month (LGBT). As part of the celebrations, students showcased LGBT inspired artwork while enjoying live bands, music and poetry readings. Artwork exhibited at the event was inspired by the students' ideas of family life, and what these relationships mean to them. The event aimed to expose the prejudices often faced by individuals due to their sexuality, to let them know that they are not alone, and how with support from friends and loved ones it does get better. Feedback from those attending was very positive. o The Student Association has organised a safe space in every campus for students to go to if they are feeling isolated or feeling bullied because of their sexuality o The Student Association supported a Counselling student, Katy Dixon to organise the One Billion and Rising event at the Granton Campus which was designed to raise awareness of the major issue of violence against women. This involved active engagement of students and staff through a placard signing activity, and a video and dance performances and workshops offered by a female dance group, IHYIAMI. Katy won the award for Inspirational Woman of the year at the NUS Scotland Women s Awards in April. o The Student Association itself has been recognised in the NUS Awards as the first college students' association across the UK, and the first college or university students' association in Scotland, to introduce a full time Women's Officer position. A staff/student Mental Health Working Group has been established in collaboration with NHS Lothian and the Student Association The aim of the group is to develop a training programme to build capacity across the College by training trainers who can offer peer support regarding Mental Health issues for both staff and students and embed a sustainable Mental Health support network across Edinburgh College for the future. As part of this initiative: o Key staff in Student Support, Customer Services and the Learning Development Tutor team have undergone Mental Health First Aid Training; o To help staff who work with students to feel confident about openly discussing suicidal feelings with them, and to take appropriate action if a crisis arises, Applied Suicide Intervention Skills Training (ASIST) has been provided for support and delivery staff; o Staff guidelines have been developed in line with College Development Network materials to give clarity to all staff about their role in supporting students and each other when concerns are raised; 8 of 38

9 o Student Services invited Penumbra into College to deliver a session on self-harm for front line staff in the team. This session was very useful in clarifying the reasons for self-harm, highlighting the stigma attached to those who self-harm and how this can affect a student s willingness to ask for support; o Student Services have established a relationship with Circle Harbour Young People s Project who offer counselling and support to young people and their families who are at risk of misuse of drugs and alcohol. Circle Harbour will be offering drop-in sessions for students in College on a monthly basis; o The Student Support Team Leader has signed up to undertake the NHS Lothian led Alcohol Brief Intervention Module in order to broaden the support on offer to students; o The Learner Development Tutor team have run four Young Driver workshops in collaboration with our local police team. These have focused on the lasting damage that can be caused to young lives through carelessness, alcohol and drug misuse. The delivery was directed to transition groups who may not have been regular attenders at secondary school. The session was successfully adapted to encourage participation for our Preparation for Learning students; o Representatives of Shakti and the Equalities Officer from our local police force ran two sessions for cross campus staff on Forced Marriage and the impact of the new legislation which has just come into effect to protect young people in Scotland. Staff found the insight into a subject which can be veiled from public view very informative, and are now more knowledgeable about the protection offered by the law and external referral mechanisms for students requiring support; o Staff from Human Resources and Student Services participated in a two day antibullying workshop in February 2013 offered by the organisation Respect Me ; o We are aware that an increasing number of school pupils are being identified as having ASD or Asperger s Syndrome. The needs of students with Autism can vary tremendously from one individual to another. Student Services staff strive to offer personalised support to all such students on a case by case basis, and have recently attended training offered by the National Autistic Society to help them with this. Training for other relevant support and delivery staff in understanding and working with people with autism has been identified as a priority for next session. We have started a consultation process on new staffing structures, and launched two staff surveys to capture the impact of the merger on staff to date, and get a snapshot of the state of wellbeing of staff in a time of College cuts and uncertainty. The results of this should be available in May/June Our employee information, gender pay gap information, statement on equal pay and occupational segregation relating to men and women and Equality Impact Assessments are being published separately. 9 of 38

10 Back to contents Good practice identified in mainstreaming activity from the former 3 colleges This is not an exhaustive list of all previous activity, but rather some highlights which illustrate the type of processes and initiatives which have had positive impact, and which we want to continue and build on in our new College. Most of the examples and practices included here are drawn from only one former college. Among the challenges on the journey to mainstreaming equality across this new larger organisation are ensuring that good practice across the different campuses is captured and not lost; establishing consistency of practice across all relevant functions, and all sites, while having sensitivity to local needs and concerns. Examples are in 4 sections with Appendices to follow. 1. Elimination of discrimination Rigorous analysis of student data as evidence base for impact assessment. Mainstreaming in Health and Safety procedures Mainstreaming in Estates procedures Raising awareness - Human Resources 2. Advancing equality of opportunity Case study 1 - Inclusive practice in Learning and Teaching and Assessment Case study 2 Helping disabled students into employment Case Study 3 - Edinburgh Equality Forum Case Study 4 Model of support for students on courses 3. Fostering good relations Case study 5 - LGBT Equality Raising awareness - D and E calendar of events International students mainstreaming 4. Cultural change Case Study 6 - Creating cultural change - Equality Challenge Unit mainstreaming programme 10 of 38

11 Elimination of discrimination Back to list of good practice Rigorous analysis of relevant data as evidence base for impact assessment College planning, equality outcome setting and impact assessment activity have been informed by rigorous analysis of student recruitment, retention and achievement data by age, gender, disability, and ethnicity and deprivation status; student satisfaction survey data and records of student destinations after leaving college broken down by equality group; benchmarking information for other Scottish colleges; local and national demographic information culled from the Scottish Government Equality Evidence database and other relevant sources; relevant equality research e.g. LGBT Youth Scotland Education report, Stonewall Gay and Bisexual Men's Health Survey 2012 and Scottish Transgender Alliance research report on Transgender Experiences in Scotland. This data has been analysed and summarised by equality strand and made available in a single document for the benefit of college planners. We recognise that this approach has not been consistently used across all campuses, and that our evidence base is currently lacking in comprehensive data on recruitment, development and retention of staff. In our Equality Outcomes we have included actions designed to address this deficit. Every learning and teaching team is also provided with student profile data broken down to course level by disability, ethnicity, gender, age and level of deprivation, and also a quality profile which shows the retention and achievement rates of these protected groups. This promotes awareness of the diverse nature and needs of our student community and is used in self-evaluation and planning activity at course team level. For an example of a course team student profile see Appendix 5. This complements the Inclusive practice in Learning, Teaching and Assessment model which is referred to in the Advancing Equality section below. Mainstreaming in Health and safety procedures Equality impact assessment is embedded explicitly within our approach to Health and safety risk assessment with reference to the protected characteristics. We have a health promotion and surveillance programme to promote mental wellbeing, physical wellbeing and conducting basic medical investigations for at risk (in terms of potential material exposure) staff. Granton campus is now qualified to do most forms of surveillance and exceeds many higher and further educational establishments in Scotland in terms of provision. We offer person to person assessment in terms of reasonable adjustments. Examples of this provision are the work done with pregnant workers and people who need assistance/systems put in place for fire and emergency/business continuity building evacuation. 11 of 38

12 Mainstreaming equality in Estates planning Back to list of good practice At all 3 former colleges, Estates work planning incorporates improvements identified as necessary by accessibility audits, and on-going feedback from our staff, students and other stakeholders. Some examples of work carried out over a 3 year period are - Granton -Renewal of Induction Loop systems equipment in common areas such as Reception, LRC Reception desks and Lecture Theatres, and more recently in the newly refurbished computer based rooms. Granton - Updated signage at accessible doors at main entrances in main campus building and improved college way-finding boards within college Granton - accessible parking bays increased enforcement of bays by college facilities staff and TCP has resulted in these bays being available to users at all times during the session The Radar National Key Scheme key offers disabled people independent access to the 9,000 accessible locked toilets around the country. Providers of disabled toilets fit Radar locks to ensure their facilities are in good condition. This system has been installed in two of the accessible changing facilities at Granton campus and its address has been included in Radar s national directory as a venue for such facilities. These facilities at Granton Campus and a toilet at Sighthill campus have also been equipped with hoists, changing beds etc. so as to meet the criteria to be classed as Changing Places toilets by the Changing Places Consortium. The application was made through partnership working with PAMIS. At Milton Road campus, a side access to Bolman House has been installed to make it more accessible to people with mobility problems as they will have less walking distance to the building. The Request for Change procedure (RFC) at Granton campus was redesigned to embed an equality impact assessment process, and report on what adjustments have been made, and the impact on users. Planning ahead will include audit of all 4 main campuses to identify best practice and develop it across the whole College estate. Early plans include the establishment at each campus of a breast-feeding facility, at least one unisex toilet and a prayer or faith room. Raising awareness Human Resources HR staff in collaboration with Student Services produced and published a staff guide to the Equality Act 2010; On the Staff Portal is an HR page dedicated to Equality & Diversity, with resources set out by the 9 protected characteristics. 12 of 38

13 Advancing equality Back to list of good practice Case Study 1 - Inclusive practice in Learning and Teaching and Assessment We developed an inclusive practice Critical Friend peer observation model which was initiated during session Participants were asked to observe a colleague delivering a lesson and then give feedback on the effectiveness of the lesson. Included in the evaluation is consideration of what attention is given to equality, diversity and inclusiveness in respect of the students, the curriculum content and the resources used. The Critical Friend Exchange has been championed by Programme Area Leaders who, as part of their Quality remit, and embedding equality in the classroom, actively encourage all team members to take part. We developed a Learning, Teaching and Assessment Model which incorporates the principles of the Curriculum for Excellence which place emphasis on equality, diversity and inclusive practice in relation to learning and teaching processes. The Model seeks to support the development of successful students, confident individuals, responsible citizens and effective contributors by providing a curriculum which incorporates: o Challenge and enjoyment o Breadth o Progression o Depth o Personalisation and choice o Coherence and relevance. We have sought to advance equality and inclusiveness through focusing on continuous improvement of learning, teaching and assessment for all students. Inclusive teaching is about minimising the barriers to learning. To improve outcomes for students, we work to identify and remove barriers and actively seek to create the conditions required for student success. We do this by creating a learning environment in which students feel able to participate and take risks. Active Learning strategies which foster co-operative learning, build on prior knowledge and experience and include reflective practice are used to support this process. A range of assessment approaches, including peer and self-assessment, are used to enhance learning and achievement. E-assessment provides the opportunity to use assessment to reinforce learning and the virtual learning environment (Moodle) enables independent learning to take place. All of these approaches are designed to break down barriers to learning and enable students to become co-creators of their learning, thus improving student motivation and engagement. In order to improve life chances and open up opportunities for all, we have recognised the importance of developing not only the vocationally specific skills of our students, but also of developing essential skills for learning, life and work. These skills must be integrated into meaningful vocational contexts and provide opportunities for students to have clear learning targets for essential skills which they can monitor throughout their time at college. Senior college managers provide a strategic focus on essential skills which helps to create a positive culture across the college in relation to developing students essential skills. Learning Development Tutors deliver a programme of activities designed to promote the development of essential skills linked to the vocational specialism of the course. They share the content of these activities with Lecturers so that topics covered can be reinforced and consolidated during delivery of vocationally specific units. To support this process, a Learning Activity Planning Tool (Appendix 4) has been piloted with staff working towards achieving the Professional Development Award Advanced Diploma: Teaching in Further Education. Designed to complement the Lesson Plan template, this tool introduces prompt questions which ensure that opportunities to embed 13 of 38

14 the development of essential skills in all lessons are identified. The pilot group has responded positively to using this tool which will now be rolled out across the wider College so that all staff can play an enhanced role in developing the skills that will remove barriers for students and improve their chances of getting and keeping a job. Our focus on Personalisation of Learning is designed to improve the learning experience for all students through the use of differentiated learning and teaching strategies and preparation for learning activities. The principles of Personalisation of Learning are embedded in the Professional Development Awards undertaken by new or recent teaching staff and, through the Professional Development Academy, a programme of developmental training sessions is being rolled out to all teaching staff to enhance their understanding of the critical success factors to delivering effective personalised pedagogy. Improved lesson planning is promoted as key to achieving effective Personalisation of Learning, as are team approaches to contextualising learning. We embedded equality impact assessment explicitly in our self-evaluation procedures for learning and teaching teams, who are asked to evaluate the impact of their services on students. The self-evaluation framework and documentation require learning and teaching teams to take an evidence based approach to evaluate the inclusiveness of programmes, and the success rates of different groups of students. Some examples of how the above strategies have led to mainstreaming equality, diversity and inclusiveness in learning and teaching processes: Course materials and teaching demonstrations for Make-up Artistry courses were developed to show both male and female images. Computing assessment materials were revised to ensure they demonstrated a balance of male and female and non-western-centric scenarios which staff recognised as important for a subject area which is conventionally white-male dominated. Wood Trades staff engaged with a partnership pilot programme between Edinburgh Napier University and Construction skills which aims to promote women in construction. Female students involved gained their CSCS card and took part in a 4 week work placement with Barratt Homes In Fine Art, work is underway to encourage applications from male school leavers who are underrepresented in this subject area. In Beauty Therapy the team set up a student café which has resulted in more students with support needs taking up their access to individually tailored support, and which resulted in an increase in attainment of qualifications. In Sports coaching, Access students who have few formal qualifications attend practical coaching sessions with HND advanced classes, and learn through experience about standards of expected behaviour. Their feedback given by Access students is used to evaluate how well students who are disadvantaged are engaged by the approaches taken. In Childcare and Social Care, students with additional support needs make good use of Moodle and Click view to access resources when it suits them. 14 of 38 Coloured transparencies were introduced as standard by Graphic Design staff to assist students with dyslexia. Construction staff undertook staff development on how to support students with dyslexia who form a relatively large proportion of their student intake. In Brickwork, a BSL mentor and vocational staff supported deaf students to undertake and complete their programme.

15 In Wood and Masonry, staff have introduced innovative use of software and video content to enhance and increase the accessibility of learning materials. Access level Art and Design students promoted equality and diversity by designing a poster for the college as a result of researching how different cultures celebrate festivals, eat, wear clothes. Floristry team designed briefs that promoted cultural understanding. Textiles and Theatre Costume staff went on an exchange visit in Bangladesh to advise on the development of textiles courses there, share best practice and improve cultural understanding and different approaches to this discipline which they brought back to enrich the diversity of curriculum experience here. In Hospitality, feedback from observation of teaching helped staff improve their practice through avoiding using colloquialisms which might not be understood by students whose first language was not English. In Graphic Design, staff introduced moral or ethical project subjects: o Show Racism the Red Card project, assigned to both Further and Higher Education groups o Twende Pamoja Art client brief. A project which gave the students an opportunity to work directly with a Tanzania-based trust, who needed poster and video material for their campaign to promote good relationships and sharing of life and culture between people in Scotland and Tanzania, and to encourage people here to pledge their commitment and build a more secure future together. o A Hate Crime awareness raising brief was used for a college visual communication campaign. In Computing, the virtual learning environment Moodle interface was localised in Hindi, Chinese, Spanish and Polish languages. Interactive Whiteboard training for teaching staff has encouraged more use of visual tools in teaching which helps students whose first language is not English Students on Social Science programmes come from a wide range of social backgrounds and staff ensure that their learning and teaching materials embed equality values and activities on race, gender, religion and ethnicity. In hairdressing programmes staff brought students from the barbering group to the Salvation Army soup kitchen where they gave free haircuts. Brickwork staff and students have been involved in several projects which bring them into contact with the needs in the local community and they have used their skills to impact positively in a social context with the Pilton Equalities Project. There is evidence to suggest that in the campus which adopted them, these approaches, along with the improved student support mechanisms described in Case Study 4, had a positive impact on students. Between and Overall achievement rates for disabled students on mainstream courses rose from 71% to 78%, and the gap between disabled and non-disabled students narrowed from 8% to 3%; Achievement rates for students with dyslexia on mainstream courses rose by 9% to 80%; The achievement rate for year olds, historically lower than those of other age groups, rose from 71% to 76%; Achievement rates for home based ethnic minority students rose from 72% to 76%. However, we recognise that 15 of 38

16 Ethnic minority success rates are still lower than those of other students, and Indian and Pakistani students in particular have had lower than average success rates at Edinburgh College; Achievement of students with mental health difficulties remains the lowest rate of any disabled student group; Overseas student success rates are significantly lower than the College average. In our Equality Outcomes we have included actions designed to help improve the College experience and success rates of these groups. 16 of 38

17 Back to list of good practice Case study 2 helping more disabled students into employment Pathways Partnership A Partnership between City of Edinburgh Council Health and Social Care and Edinburgh s Telford College has been in existence since 1999 and is continuing with the new Edinburgh College. The aim of the project is to provide further education in an appropriate setting within the mainstream college for young people and adults with learning disabilities to study at a level appropriate to their needs, abilities and learning styles and support them to progress through college towards positive destinations out with college including meaningful employment. A number of developments have taken place during the life of this partnership. The following summarises where we are now, and the work currently under way to improve employment prospects for these young people and adults. A. ENABLE Partnership Funded by Health and Social Care and managed by Pathways Team Leader in college to work with students in the Pathways programme Partnership working has included: Development of New Individual Learning Plan ( ILP) to include ENABLE Referral form, Activity Record and Outcomes; Individual Learning Plans (ILPs) reviewed and 50 students from session 10/11 and 80 students from 11/12 identified with employment goals; Guidance meetings held with identified students and enhanced ILPs and referrals completed and forwarded to ENABLE team; Information provided to parents/carers/professional support staff; Drop In sessions arranged in College for all new referrals to provide general information, how work progresses over the next months and completion of outstanding referral information; Series of Daily Jobs Clubs arranged and delivered over 7 weeks before end of term; Student Workbook produced to engage individual; Planning and Development of Database to record work, progress and inform future planning; Development and completion of Employment Action Plan for each individual engaged; ENABLE follow up with offer of continuing support to gain employment with individuals identified during this process. B. Bespoke Course Development With major changes and challenges to funding in all Scotland s colleges, the number of courses available within the Pathways portfolio has been reduced significantly. However, remaining courses have been remodelled to reflect the desired employability outcomes of the partners and new Government strategy. The Pathways course guide was completely redesigned and rewritten and information then disseminated appropriately for Guidance and Marketing. For courses which have remained in the portfolio, changes in delivery are reflected in the following: all courses will include elements to provide direct or transferrable skills for employment; 17 of 38

18 courses have been condensed to include certification achievable in 1 year where previously studied over 3 years; 6 courses now have work experience placements which are an integral part of the course and students must sign up to complete this as well as agreeing to a referral to ENABLE; Students receive individual guidance meetings to clarify aims and objectives of attending college, appropriate level of courses, progression through college and discussion about support needs. C. Work Experience Placements A major new focus has been the sourcing and organisation of Work Experience Placements for the new courses in the current portfolio. A full programme of staff training and development has taken place. Actions taken include: Collaboration with NHS Lothian and the sourcing of work experience placements within NHS as well as the wider community; Developing and evaluating work experience placements for a range of students and courses within the Pathways Portfolio; Assessing suitability of work experience and match with courses and skills being learned; Planning and placement of students in relation to progress on course and other commitments; Managing and outlining expectations for both student, college, placement provider, parent/carer, support staff and other professionals; Coordinating with student, college, placement provider, parent/carer, support staff and other professionals to deliver risk assessments and outline any training required before placement commences; Assessing suitability of students for placement in relation to travel, location, Health & Safety and other identified risks; Completing and processing PVG documentation in relation to specific placements; Organising and supporting students on orientation visits to work placements; Providing individual placement information sheets and other relevant job role information for each work placement identified; Providing on the job coaching and or support as required; Monitoring and Reviewing Progress of placements; Completing a placement report for each student to include student and workplace feedback; Linking feedback in with ILP to refer to ENABLE Employment Development Worker. The initiative is at an early stage, but evaluation of the impact of our actions so far shows that an increased number of referrals have been made, and opportunities provided. However, the numbers of successful work placements and jobs achieved have been lower than hoped for. Evidence to date suggests that our students are further away from being job ready than we had expected. We will continue to monitor results on a course by course basis and review our strategy as necessary. 18 of 38

19 Case Study 3 - Edinburgh Equality Forum Back to list of good practice Prior to the merger, the 3 colleges formed a collaborative partnership to improve how we undertook external involvement with equality related organisations, and reduce involvement fatigue. To do this we jointly agreed an initial database of equality related organisations from all of our previous experience, and launched the initiative in June A series of events were held to which representatives of these organisations and members of our local communities, as well as staff and students, were invited. The events focused on different equality strands, and general issues of concern and interest to the community, and typically involved presentation by a key speaker followed by open questions addressed to a panel. Gender was the theme at one event which focussed on occupational segregation. The keynote speaker was the Manager, Scottish Resource Centre for Women into Science, Engineering and Technology, and on the panel were a female lecturer in plumbing, a male nurse, and a male child support worker, who were able to talk personally and positively about their own journeys, first as students, and then as workers in gender segregated areas. Other events were held around student support, people s concerns and hopes regarding the planned College merger, and Race Inequality and Social Mobility with keynote speaker Professor Fernando Almeida Diniz, Chair of the Community Organisation for Race Equality, Edinburgh. A regular newsletter was issued to stakeholders, reporting on follow ups from each event. Evaluations from the events were very positive. At the event which took place in June 2011 on the implications of the new equality legislation, feedback suggested staff training and development, and engaging the student body in advancing equality, were of prime importance. The departure of some key staff members under the voluntary severance scheme which accompanied the merger meant that Equality Forum events have not taken place in recent months. Now that a new College structure has been put in place, we will re-establish the Equality Forum and continue to invite community representatives, staff and students to help us evaluate how well we are succeeding in mainstreaming equality, diversity and inclusiveness in the College. 19 of 38

20 Back to list of good practice Case study 4 Model of support for students on courses The College implemented a new post of Learning Development Tutor (LDT) as part of its strategic aim of providing consistent high quality support for all students throughout their studies. These tutors are responsible for supporting students in the development of Essential Skills. Student development activity includes raising awareness of equality and diversity values, rights and responsibilities in the workplace or volunteering as part of employability training, which is increasingly important for our students. The LDT role includes discussion on progress on course including core and transferable skills whilst supporting the student s personal progress through tutorials and monitoring achievement of the Individual Learning Plan. LDTs are responsible for: Providing pre-entry, on-course and pre-exit guidance and support to all students. Providing structured on-going guidance to students either in groups or individually to ensure a positive learning experience and support retention and attainment. Identifying student support needs prior to enrolment and making appropriate referrals. Facilitating the development of appropriate and effective learning techniques in conjunction with vocational lecturers. Following up on absenteeism to improve student attendance. In addition, a team of Student Services Officers offer advice, assessment and practical support through the delivery of individual support packages and the development of relevant services, information and partnerships. This Team also offer advice and support to academic staff to ensure that students learning needs are met. Each teaching team has a named Student Services Officer to facilitate two-way communication, sharing of information and collaborative working between staff. All students accessing support have a named Student Services Officer and an agreed and negotiated Personal Learning Support Plan which is reviewed and monitored throughout their course. In addition the Student Services Team offers access to a range of additional services and information for students including: Personal Problems Advice and Information Service The Spiritual Care Team developing pastoral links across cultures and the promotion of multi-cultural celebration and values Support for young people leaving care. The College holds the Buttle UK Quality Mark for the quality of its support services to young people leaving care. The College assists students who require any type of learning support by the provision of an extensive range of services which are delivered through the Student Services and Learning Resources teams. Support for students with a disability covers a wide range of services and includes: Specific budget provision to promote inclusion Communication for the deaf and one to one communication support workers 20 of 38

21 Training a number of College front line support staff in British Sign Language to assist in the support of deaf students Additional funding support through a College trust fund which includes criteria for students with disability Dyslexia screening Reading & scribing Enabling technology and equipment loan Provision of one to one workers for class and study support Support for blind students and accessible services for guide dogs Partnership with SAMH to develop support materials for students with mental health difficulties Assessment arrangements Partnership with local Councils to share information on school leavers with dyslexia to ease their transition to college Personalised support for students with autism. 21 of 38

22 Fostering good relations Back to list of good practice Case study 5 - LGBT Equality Stevenson College started work to achieve the LGBT Charter mark in This involved engagement with the students in college and professional support and advice from LGBT Youth Scotland. It was a public way of sending out a positive message to students, staff and stakeholders about the College s values. A working group of 5 staff and the LGBT student officer, who were called the champions, met regularly to pull together the information required to evaluate where we were and also to meet with LGBT Youth staff. LGBT Youth provided 3 Toolkit Training sessions both with the group and other key college staff. They also staffed stalls for Fresher and Open Days. LGBT issues were explicitly stated in all college policies and procedures, high profile leaflets and booklets were displayed across college (designed and written by students), further resources were bought by the college library to form an extensive collection of materials on LGBT issues, and we had a permanent display of LGBT Youth advice and information leaflets in the library and student support. LGBT History month has been celebrated annually since This is a valuable opportunity to campaign and educate the whole college community about LGBT issues, and foster good relations and better understanding between LGBT people and others. Over the years we have included; films, competitions with prizes donated by the Cameo cinema, musical performances, library displays, posters, talks and presentations. We have designed posters, badges and included the information in our Equality Calendar, staff and student newsletters. Partnership with LGBT Youth Scotland contributed significantly to the success of the initiative. Not only did it provide guidance and support while working towards the Charter, but it supported the college in terms of staff and student awareness campaigns and training. Benefits of this process have included Establishment of an LGBT student group who meet regularly and who contribute to the work of the College; Greater awareness among staff and students and the wider community of LGBT issues and what the college is doing actively to advance equality; Development of a buddy scheme to mentor students and work with staff to advance equality, a model which was then rolled out to include students with other protected characteristics. LGBT History month has also been celebrated at the other 2 former colleges. Edinburgh s Telford College won the Equality and Diversity category at the Scotland s Colleges Annual Awards November 2012 for its LGBT History Month series of events, including the launch of its LGBT Society a support group to address homophobic bullying. 22 of 38

23 To promote equality and diversity for LGBT History Month, a series of events and workshops were organised including a production of the play The Laramie Project; a self-produced It Gets Better video which featured both staff and students, and a LGBT Role Model Conference. Each of the activities was aimed to expose the prejudices often facing individuals due to their sexuality but with messages of how with support from loved ones it does get better and they are not alone. The LGBT History Month events made a considerable impact on all those involved with a high degree of positive feedback from both staff and students. In the new Edinburgh College we continue to use LGBT History Month as an opportunity to foster good relations, and as part of our work to achieve the LGBT Charter Mark for the new College. 23 of 38

24 D&E calendar for staff and students Back to list of good practice For many years, all 3 former colleges have held regular themed events which have provided an opportunity to raise awareness, celebrate diversity, and promote mutual understanding and confidence or challenge assumptions. A number of calendar dates are highlighted for a range of festivals (e.g. Diwali, Ramadan) or to promote reflection (e.g. Anti-bullying or LGBT History Month, Black History Month, Mental Health week). External organisations taking part in previous events have included those representing LGBT Youth, Stonewall, Edinburgh Interfaith, Caledonia Youth, YWCA, Respect Me, Young Scot, organisations offering support such as the local Police Community Support Team, counselling organisations and Depression Alliance Scotland. International team mainstreaming Edinburgh s Telford College attained in 2012 the AoC International Charter (AoCIC) which is a Charter Mark for those Colleges which have made a commitment to quality assuring and taking an ethical approach to all areas of their international activity and to making the global agenda an agenda for all staff, students and the local communities served by the College. The AoC has been approached to carry out an audit of all campuses in Edinburgh College, with a view to an extension of the Charter mark to the new Edinburgh College. International staff support a programme of social /cultural events for Home/EU and International students in collaboration with academic departments and the Students Association. English Language Support is available free of charge for all International and Home / EU non-native English speakers at Sighthill and Milton Road campuses. We are investigating ways of extending this support to all campuses of Edinburgh College in the future. Integration of Home and International students in classes and through social events is seen as important in fostering good relations on campus, and as part of a strategy for improving achievement rates for our International students. Other improvements are planned to the recruitment, interviewing and pre college preparation processes for International students, and also development of consistent induction practices and support mechanisms at all campuses, to ensure that all our International students feel welcomed and supported to achieve their potential. 24 of 38

25 Creating cultural change Back to list of good practice Equality Challenge Unit mainstreaming programme Edinburgh s Telford College and Stevenson College took part in the mainstreaming programme run by the Equality Challenge Unit between summer 2011 and April This involved a facilitated action learning programme to help participating colleges develop and implement mainstreaming initiatives. Edinburgh s Telford College focussed on staff development through the Putting equality into everyday practice project with the aim to Create a professional dialogue around equality, linking it to the values of the college and its importance for quality; Raise the profile and awareness of equality and diversity and impact on the associated behaviours of staff in line with college values. The focus of Edinburgh s Telford College s initiative, Putting equality into everyday practice, was the development and delivery of a face to face training programme to add to the online training previously delivered in the college. College leadership was a significant contributor to the success of the programme, with the senior management team demonstrating clear commitment to equality, and encouraging a culture of dialogue and empowerment. To build internal capacity, Edinburgh s Telford College employed a specialist consultant to work with a mainstreaming team, made up of key staff from the Quality Improvement Team and Student services staff. A 2.5 hour workshop training programme was developed and delivered by the internal team to 90% of the 550 staff across the college in mixed groups of teaching staff and support staff and managers. The evaluation of the training carried out by the team showed that participants felt this face to face mode of delivery had more impact on their understanding and engagement than any online training. People enjoyed the mixed groups and getting to know staff from other teams. Evaluation evidence demonstrated the following impact: creation of a dialogue about equality and diversity; increased knowledge and understanding of policy and procedures; inspired a review of materials and practices; increased awareness of the need to change and challenge behaviour; enhanced understanding of the relevance of college values in contributing to the staff and student experience; generation of interest in engaging with the equality training team to deliver further training; inclusion of equality and diversity materials in curriculum delivery. Stevenson College Edinburgh focused on the admissions process with the aim to Promote fair and consistent admissions across all faculties for students with protected characteristics Produce online training to support staff in the admission of students with protected characteristics. 25 of 38

26 Materials were developed for staff training on inclusive interviewing, however, staff changes and the proposed college merger meant plans to deliver the training were put on hold. An Edinburgh College Working Group has now been set up to review all equality training materials for staff and students from each campus, evaluate them and identify priorities going forward, so the work done on the materials will not be lost. The full ECU report on the programme can be found at 26 of 38

27 Appendices Appendix 1 - Equality Strategy Appendix 2 - Approach to mainstreaming equality Appendix 3 Edinburgh College student statistics Appendix 4 Learning Activity Planning Tool Appendix 5 Course team profile example 27 of 38

28 Appendix 1 Edinburgh College Equality Strategy Back to contents We will encourage staff and students to take responsibility for the development of a culture and ethos based on equality, diversity and inclusion. We recognise that achieving this depends critically on the commitment and contribution of all members of the Edinburgh College community. As a large-scale education provider, our newly merged college will be ethically and legally committed to celebrating diversity and advancing equality of opportunity for its staff and students. We will strive to meet the requirements of the Equality Act 2010, Public Sector Equality Duty (PSED) and the Specific Duties required under the Equality Act 2010 (Specific Duties) (Scotland) regulations This means we will direct key actions on all campuses towards the elimination of discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act, to help advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it, and foster good relations between persons who share a relevant protected characteristic and persons who do not share it. We will prepare and publish one set of equality outcomes that meet the PSED legal requirements and specific duties, consider evidence from across all relevant Protected Characteristics and take reasonable steps to involve people with Protected Characteristics. We will also assess new policies and practice, decision-making and change planning for their equality impact and publish a mainstreaming report on the action and progress made to meet the aims of the PSED. We will also demonstrate through our key strategic drivers, policies and values that equality and diversity is part of mainstream activities and every day practices. This approach will go beyond minimal legislative compliance and instead, underpin and inform all our day to day practice in relation to both staff and students. Objectives Develop our approaches, roles and responsibilities for meeting the general Public Sector Equality Duty (PSED) and Scotland s Specific Duties; Mainstream equality and diversity in all functions in the new college; Gather and use and publish in an accessible manner equalities data for staff and students to monitor trends, direct action, and evaluate impact; Publish the equality outcomes which we have identified from involvement and evidence; Confirm how and where we will report on progress on the impact made on identified equality outcomes and mainstreaming; Develop our Equality and Diversity Policy, and related procedures; Implement and report on our approach to Equality Impact Assessment of the staff cycle and student journey; Continue to embed equality and diversity within the curriculum, quality processes and student and staff entitlement; Implement a consistent staff and student induction in equality and diversity; Establish and deliver a consistent staff development programme for equality and diversity; Establish and deliver a consistent student development programme for equality and diversity; Engage with external equality partners to improve our services; Implement a consistent internal and external communication plan regarding awareness raising, advice and information that reflects the values of Edinburgh College 28 of 38

29 Back to contents Appendix 2 - Edinburgh College: Approach to Mainstreaming Equality BOARD OF MANAGEMENT EQUALITY AND DIVERSITY STEERING GROUP EQUALITY AND DIVERSITY COMMITTEE EQUALITY IMPACT ASSESSMENT REVIEW TEAM and other specialist groups An EQUALITY AND DIVERSITY STEERING GROUP at senior management level has been established for the Edinburgh College. This will be chaired by the College Principal and includes the Vice Principal for Customer and Student Services, the Head of Human Resources & CPD, the Student Association President, the Head of Quality and Equalities and representatives of external equality groups on an ad hoc basis. This group sets the strategic direction of the College on equality matters, oversees the work of the Equality and Diversity Committee and reports to the Board. The Head of Quality and Equalities will chair the EQUALITY AND DIVERSITY COMMITTEE. Its membership will comprise a core group of staff whose expertise or areas of responsibility are directly concerned with Equality and Diversity and who have a recognised leadership role as a result. The areas of function represented will include Learning and Teaching, Quality Improvement, Student Development, Student Services, (including Learning Resources) Estates, Marketing, Community engagement, International support and Human Resources. A dedicated Equality and Diversity Officer, Student Liaison officers and Student Association representatives will also sit on this group. The composition of the Committee will be reviewed and adjusted regularly with a view to ensuring that it remains as diverse as possible in terms of the protected characteristics. This group will monitor the progress and impact of actions, review collated staff and student data and other evidence, and scan externally for changes in legislation and practice the College should react to. Recognising that this is a time of significant change in the College, it has also been decided to establish an Equality Impact Assessment Review Team to support the process of impact assessment of key decisions, policy and practice developments and curriculum changes, and review outputs. This group will report to the Committee with any recommendations. 29 of 38

30 Back to contents Appendix 3 Edinburgh College student recruitment, completion and achievement statistics. As a newly merged College, we have made a start in combining our student data from the separate student records systems of the former 3 colleges. We have used this to help us set initial equality outcomes and to help inform EIA and planning. More work will be done to develop more sophisticated and comprehensive analyses, and accessible sharing and reporting of this and other key data, such as student satisfaction surveys and student destination data. We have selected for publication the data we believe show the key messages so far from our analysis. More detailed information is available on request. When the detailed results of the Scottish Census 2011 are released, they will help us benchmark our current student body against the local population, and identify any underrepresented groups. At that stage we will review our Equality outcomes and adjust our action plan as necessary. Illustrative Charts can be found in the separate PowerPoint document published with this report. Of the issues we have identified at this stage based on initial analysis of current student enrolment data we have prioritised the following for action: disabled students and those from deprived backgrounds are less likely than other students to be studying at HE level; occupational segregation in society continues to be reflected in the numbers of men and women enrolled in subject areas such as Construction and Engineering and Child and Social Care. Notes 1. Deprivation figures are based on the Scottish Index of Multiple Deprivation (SIMD) They show the %age of total current students who come from the 20% and 10% most deprived areas in Scotland % of datazones in the Edinburgh local authority area fall within the lowest 20% in Scotland (equivalent figures for East Lothian and Midlothian are 5% and 7.1% respectively) % of datazones in Edinburgh fall within the lowest 10% in Scotland (East Lothian and Midlothian figures are 0% and 1.8% respectively). 4. Mainstream courses these are all our courses other than the Special Programmes courses which are specially designed for people with a range of multiple disabilities, including learning disabilities. 5. BME stands for Black and Minority ethnic. BME Home students are those who live and work here, as opposed to Overseas students who have come here specifically for study purposes. 6. FT stands for study on a Full time course, as opposed to study on one of our Part Time programmes which vary significantly in length and hours of study. 30 of 38

31 EDINBURGH COLLEGE STUDENT PROFILE STATS 1. Summary Edinburgh College student population as at February %age of total students FE enrolments HE enrolments Disabled 13.4% Disabled on mainstream courses 10.7% Disabled mainstream on FT courses 11.7% Ethnic minority (BME) 9.0% BME Home students 7.8% BME Home students on FT courses 6.9% Overseas students 1.4% Male 49.0% Female 50.9% % FT 51.6% Deprived (lowest 20%) 16.2% Deprived (lowest 10%) 8.8% Edinburgh College disabled student profile to date Disability type FE enrolments HE enrolments 01: No known disability : Dyslexia : Blind/are partially sighted : Deaf/have a hearing impairment : Wheelchair user/have mobility difficulties : Personal care support : Mental health difficulties : An unseen disability not listed above : Multiple disabilities : A disability not listed above : Information refused : Information unknown of 38

32 3. Edinburgh College ethnic minority student profile to date (total students including overseas) Ethnic group FE enrolments HE enrolments Non UK white African Chinese Any other Asian background Pakistani Any other background Any mixed background Indian Any other Black background 34 3 Bangladeshi Caribbean Edinburgh College Home ethnic minority student profile to date Ethnic group FE enrolments HE enrolments Non UK white African Chinese Other Asian background Pakistani Other background Any mixed background Indian Other Black background 34 3 Bangladeshi 20 6 Caribbean Edinburgh College Overseas students by country to date Country FE enrolments HE enrolments Nepal India 0 61 Philippines 0 43 China 4 27 Bangladesh 2 9 Brunei 0 7 Other (24 countries) of 38

33 6. Edinburgh College Enrolments by Age group to date Age group FE enrolments HE enrolments Under Edinburgh College Enrolments by Age group to date FT courses Age group FE enrolments HE enrolments Under Edinburgh College Enrolments by DPG Subject and gender to date DPG Subject Female %age Male %age Agriculture & Horticulture 94.5% 5.5% Art & Design 57.0% 43.0% Business & Management 52.3% 47.7% Computing 30.7% 69.3% Construction 4.7% 95.3% Engineering 3.1% 96.9% Food Technology & Catering 52.7% 47.3% Health 74.8% 25.2% Minerals & Materials 86.1% 13.9% Office & Secretarial 76.9% 23.1% Personal Development 59.0% 41.0% Science & Maths 57.8% 42.2% Social Studies 68.0% 32.0% Social Work 86.1% 13.9% Special Programmes 45.5% 54.5% Sport & Recreation 35.5% 64.5% Transport 3.9% 96.1% 33 of 38

34 9. Edinburgh College Enrolments in subject areas which reflect occupational segregation to date Gender segregated subjects Female %age Male %age Therapeutic Personal Care 99.5% 4.3% Hair/Personal Care Services 96.4% 0.5% Fashion/Textiles/Clothing (craft) 96.0% 3.6% Medical Sciences 90.2% 0.0% Paramedical Services/Supplementary Medicine 97.7% 9.8% Child Care Services 93.4% 2.3% Veterinary Services 92.3% 6.6% Musical Instrument Technology 7.5% 92.5% Construction (general) 4.6% 95.4% Building/Construction Operations 1.6% 98.4% Building Services 5.1% 94.9% Engineering Services 2.4% 97.6% Engineering/Technology (general) 2.4% 97.6% Mechanical Engineering 4.5% 95.5% Electrical Engineering 2.5% 97.5% Electrical/Electronic Servicing 1.2% 98.8% Road Vehicle Engineering 2.4% 97.6% Vehicle Maintenance/Repair 6.4% 93.6% Rail Vehicle Engineering 0.9% 99.1% Oil and Gas Operations 4.7% 95.3% 34 of 38

35 EDINBURGH COLLEGE STUDENT COMPLETION AND ACHIEVEMENT STATS Of the issues we have identified at this stage based on initial analysis of our combined Edinburgh College student outcome data for we have prioritised the following for action: Male students on FT HE courses are 10% less likely to achieve their award than female students; The achievement rate of students aged is lower than that of other students and lower than the national average for that group; The achievement rate for overseas students is unacceptably low; Achievement rates of Indian and Pakistani home students are lower than average, especially at FE level. Another area of concern is that students with mental health difficulties have the lowest achievement rate of any group at national level, and this is also reflected in our college. 10. Summary Edinburgh College student completion and success rates all courses %age completion %age success College average 89.2% 79.9% Disabled 87.9% 78.6% Disabled mainstream 85.8% 74.9% Ethnic minority (BME) 90.2% 79.0% BME Home 90.3% 80.3% Overseas students 87.6% 71.2% Male 89.5% 80.4% Female 89% 79.5% % 73.7% Deprived (lowest 20%) 87.2% 76.0% Deprived (lowest 10%) 87.3% 75.6% 11. Summary - Edinburgh College student success rates FT courses %age FE FT HE FT success total FT College average FT 68.2% 64.6% 73.3% Disabled FT 65.9% 63.7% 70.6% Disabled mainstream FT 64.0% 60.0% 70.6% Mental health difficulties FT 48.8% 48.3% 50.0% BME FT 63.6% 61.8% 64.9% BME Home FT 63.9% 58.8% 72.1% Overseas FT 62.0% 72.2% 60.5% Male FT 65.7% 63.8% 68.3% Female FT 70.5% 65.3% 78.5% FT 67.0% 63.1% 73.8% Deprived (lowest 20%) FT 64.1% 62.8% 68.7% Deprived (lowest 10%) FT 63.3% 62.8% 65.3% 35 of 38

36 12. Edinburgh College student completion and success rates by disability mainstream courses Disability mainstream courses %age completion %age success 01: No known disability 89.0% 79.6% 02: Dyslexia 87.8% 76.5% 03: Blind/are partially sighted 84.2% 78.9% 04: Deaf/have a hearing impairment 80.0% 70.0% 05: Wheelchair user/have mobility difficulties 88.6% 82.3% 06: Personal care support 100.0% 100.0% 07: Mental health difficulties 79.1% 65.4% 08: An unseen disability not listed above 86.6% 78.0% 09: Multiple disabilities 85.9% 66.7% 10: A disability not listed above 81.6% 70.2% 97: Information refused 98.8% 88.8% 98: Information unknown 90.5% 80.0% 13. Edinburgh College student completion and success rates by ethnicity Home students Ethnicity Home students %age completion %age success Non UK white 90.4% 83.0% African 88.5% 76.9% Chinese 95.7% 88.0% Other Asian background 91.0% 81.7% Pakistani 87.5% 69.6% Other background 91.5% 85.7% Any mixed background 89.4% 81.1% Indian 82.2% 68.5% Other Black background 83.7% 71.4% Bangladeshi 88.9% 80.0% Caribbean 84.0% 76.0% 14. Edinburgh College student completion and success rates by Age group all courses Age group %age completion %age success Under % 79.1% % 73.7% % 78.4% % 85.2% % 92.2% 36 of 38

37 Appendix 4 Learning Activity Planning Tool Back to contents How will you give students choice and involve them in planning their learning? How will you develop students literacy skills? How will you develop students numeracy skills? How will you develop students awareness of how to be a responsible citizen? How will you develop students communication skills? How will you promote diversity and inclusion? How will you develop students awareness of health and wellbeing? How will you develop students employability skills? How will you incorporate breadth into your lesson? How will you develop students learning skills? How will you develop students problem solving skills? How will you develop students skills in working co-operatively with others? How will you ensure the relevance of the lesson for students? How will you develop students IT skills? How will you ensure there is progression within the lesson that builds on previous knowledge and achievement? How will you ensure that learning is challenging and enjoyable? 37 of 38

38 Appendix 5 A. Example of course team student profile Back to contents 38 of 38