equality outcomes: a regional overview Contents Background 2 Approaches taken to setting and publishing equality outcomes 4 Alignment with Scottish Funding Council (SFC) outcome agreements 9 Common themes 10 Aberdeenshire 10 Ayrshire 12 Borders 14 Central 16 Dumfries and Galloway 18 Edinburgh and Lothians 20 Fife 22 Glasgow 24 Highlands and Islands 26 Lanarkshire 28 Other 30 Tayside 32 West 34 West Lothian 36 On 30 April 2013, all public authorities in Scotland were required to have published a set of equality outcomes to meet the Scottish specific duties of the public sector equality duty (PSED) of the Equality Act 2010. This briefing provides a regional analysis of the equality outcomes published by colleges in Scotland. It outlines: = = how colleges have demonstrated that they have met the specific duties of the Equality Act 2010 = = areas and themes that colleges have focused on This analysis is designed to assist regional college boards and senior management teams (SMTs) as they plan how to track progress and collaborate with regional partners to deliver the outcomes set in their region. It has been prepared by Equality Challenge Unit (ECU) with support from Development Network (CDN). Further information Barbara Lawson info@ecu.ac.uk
Background Equality outcomes are a core mechanism through which colleges can progress towards meeting the PSED. Equality outcomes express the strategic direction of travel for the college for the next four years in relation to equality. The PSED requires colleges to have due regard to the need to: = = eliminate unlawful discrimination, harassment and victimisation = = advance equality of opportunity = = promote good relations s should consider the following protected characteristics. These are relevant for all staff and students: = = age = = disability = = gender identity = = pregnancy and maternity status = = race = = religion or belief (including lack of belief) = = sex = = sexual orientation s also had to publish additional information by 30 April 2013: = = employment data on their workforce by protected characteristic = = their gender pay gap = = statements that set out college policy on equal pay and information on occupational segregation = = a mainstreaming report that sets out the progress the college has made to integrate the PSED within its day-to-day functions This autumn, the Equality and Human Rights Commission (EHRC), the statutory body for ensuring compliance with the PSED, will produce a summary of their review of the published equality outcomes, mainstreaming reports and equal pay statements. This will inform their PSED strategy and future plans to support public authorities to meet the duties including updates to nonstatutory guidance. The Commission will also use this evidence to inform its submission to Scottish ministers, who have themselves a duty to publish proposals to enable better performance of the equality duty by 31 December 2013. The PSED requires colleges to: = = prepare and publish a set of equality outcomes to enable the college to better perform the PSED at least every four years (following the first set published on 30 April 2013) = = consider relevant evidence relating to people from the protected groups above, and take reasonable steps to involve these people when setting outcomes = = publish reasons why their set of equality outcomes does not cover every relevant protected characteristic, if this is the case = = publish equality outcomes in a publically accessible way = = publish a report on progress made towards achieving their equality outcomes at least every two years (the first report is due by 30 April 2015) Regional board responsibilities Further information Regional boards are responsible for ensuring that the colleges in their region are compliant with these duties. It is critical that regional boards are clear on the importance of their role in overseeing the meeting of these duties. This includes their responsibility to put robust systems in place to gain assurances from college SMTs that the PSED is being met across their region. = = ECU (2012) The public sector equality duty: specific duties for Scotland www.ecu.ac.uk/publications/the-public-sector-equality-dutyspecific-duties-for-scotland = = ECU (2012) Setting equality outcomes: colleges in Scotland www.ecu.ac.uk/publications/setting-equality-outcomescolleges-in-scotland 2 equality outcomes: a regional overview September 2013 3
Approaches taken to setting and publishing equality outcomes Process Publishing Publishing brings equality outcomes and information to a wider audience. The EHRC and anyone else who has an interest can then use that information to assess colleges performance towards meeting the specific duties and equality outcomes. Therefore, transparency, accessibility, accountability and clarity are important. All colleges have published equality outcomes on their websites. Many colleges provide clear links from their homepage and use clear signposting to alert new visitors to the college s outcomes. A small number of colleges made it clear that their published documents were available in alternative formats. Perth UHI published easy-read versions of its equality outcomes to help staff, students and other stakeholders understand the outcomes they had set and why. A number of colleges referenced or included links to the outcomes they had set within their mainstreaming reports. This helped demonstrate the relationship between their outcome setting and the college s work around mainstreaming equality. Ayr included their set of equality outcomes in their equality mainstreaming report 2013, noting the key evidence used and the key actions that will be undertaken for each outcome. www1.ayrshire.ac.uk/assets/0000/8086/ayr_ Campus_Equalities_Report_2013.pdf Working with regional or merger partners In the context of regionalisation and the need to align equality strategy across colleges, a number of colleges found ways to develop their equality outcomes collaboratively. They produced jointly agreed outcomes that could be aligned, incorporated and approved by their new regional federation or merged college. Anniesland, Cardonald and Langside s developed one joint set of equality outcomes for the new Glasgow Clyde by forming a joint working group of key staff representatives from the three colleges. Their intention is now to collectively review the equality outcomes in parallel with the development of the new college corporate plan and publish any revisions. www.cardonald.ac.uk/documents/8692 The Lanarkshire Federation of colleges developed a set of overarching regional equality outcomes. Each college published these with explanatory commentary of the regional approach. Two of the colleges also published some specific outcomes for their individual colleges that will feed into the regional outcomes. For some merging colleges it was not possible to produce and publish a joint set of outcomes by the April 2013 deadline. In these cases, regional boards and SMTs should ensure that the outcomes are brought together in one place on the new college s website, and plan how the new college will deliver on all of the outcomes set by each college. It may be appropriate to publish a new joint action plan to demonstrate how the newly-formed college intends to fulfil its outcomes. 4 equality outcomes: a regional overview September 2013 5
Evidence, consultation and involvement Approaches to evidence gathering and involvement varied between colleges within a region, reflecting each college s context and different partnerships and engagement models. Action planning, monitoring and review Although not a specific requirement of the duties, publishing action plans can help to demonstrate how a college will implement, monitor and review their outcomes. Regional boards and SMTs should consider the different approaches taken across their region to make sure that they have met the specific duties requirement for evidence-based outcome setting and involvement. Most colleges included background information on how they had gathered together the relevant information and data they held, considered that information to determine areas of priority or draft outcomes, and then involved and engaged with staff, students, protected groups and other stakeholders to refine their draft outcomes. Many colleges chose to publish plans outlining key actions for delivering their outcomes. Some chose not to as the plan was still in development or would form part of wider college operational plans. Where published, some plans assigned responsibility for specific activities to individuals or departments and set timescales for delivery. Whether or not colleges have published action plans, it is important that colleges put in place their plans for delivery, monitoring and review so that they are in a position to report on progress in 2015. Kilmarnock provided a separate evidence framework which illustrated the different areas of evidence collated. Some colleges listed a range of sources of evidence or information they had used in setting their outcomes. A number of colleges made explicit reference to specific data or information that had informed particular outcomes. This helped to demonstrate the rationale for each outcome. It will also allow progress to be measured through comparison of the same evidence before and after targeted action is taken. Many colleges undertook staff and student surveys to gather evidence. A number of colleges detailed how they had engaged with regional stakeholders and groups, building on established relationships. Some explained how this involvement provided additional evidence to support their outcomes. Clydebank outlined their evidence gathering and involvement process and provided a summary of their evidence for each protected characteristic with reference to the relevant equality outcomes. Measures of success For merging colleges, it will be helpful for boards and SMTs to keep sight of how action plans are being aligned, revised or created afresh as the relevant structures are put in place, and then implemented. For regional partner colleges, a mapping exercise of outcome-related activity could help to identify where colleges might work together to achieve maximum impact and greater efficiency. In previous publications, EHRC and ECU have advised that an agreed method or indicator to measure progress and success should be set, and ideally published, for each equality outcome. Some colleges have already done this and included these measures in their outcomes publications, mostly within accompanying action plans. Some measures are quantitative, such as numerical targets, while others were qualitative, for example gathered through feedback from students and staff. It will be important for regional boards and college SMTs to be aware of the measures of success that the colleges in their region have set so that they are able to track and assess progress. In mergers, it will be important that measures set by individual colleges are brought together so that progress made by the new college as a whole can be assessed and reported on. 6 equality outcomes: a regional overview September 2013 7
Some colleges did not publish measures along with their outcomes but have developed them internally during the outcome-setting process. Several are developing measures as they write action plans or embed activity into operational plans across different areas. For these colleges, SMTs and regional boards will need to ensure they are able to establish what progress has been made in developing measures and draw together those used across the region to enable them to fulfil their obligation in tracking progress. Dumfries and Galloway developed an outcome around creating a positive workplace culture, which is representative of the diverse local community. They knew from their evidence gathering that they had large gaps in their data collection and needed to improve this. They set a specific measure that employee information would be collected with an 80% response rate across all protected groups by 2015; 90% by 2016 and 100% response rate by 2017. Kilmarnock will use quantitative and qualitative evidence in measuring participation and success of staff and students from protected groups. They will use data from lookedafter young people or young people in care to measure if they achieve positive outcomes to the same level as other students. In the equality outcome summaries of Anniesland, Cardonald and Langside s, the colleges commit to update their joint set of equality outcomes once they merge and become the new Glasgow Clyde including details of how progress will be actioned, monitored and measured. Alignment with Scottish Funding Council (SFC) outcome agreements At the same time as developing equality outcomes, colleges were required by the SFC to develop a further round of regional outcomes. Many equality outcomes therefore align to these and relate to students equality of opportunity in accessing and progressing through education. Delivering equality outcomes in these areas is therefore central to the achievement of broader outcomes set with the SFC in regional outcome agreements. In some colleges and regions, they are reflected within regional outcome agreements in the relevant sections. This can make it easier for colleges to track progress on the equality outcomes as part of annual evaluation and reporting processes, and for boards to keep track of all outcomes in one place. In the Central region SFC outcome agreement for 2013/14, Forth Valley states that its equality outcome plan is aligned to the themes of its outcome agreement to support mainstreaming. It also includes its set of equality outcomes in the agreement. www.sfc.ac.uk/web/files/funding_ Outcome_Agreements_2013-14/Central_Region_Outcome_ Agreement_2013-14.pdf The Lanarkshire federation of colleges has undertaken an equality impact assessment of its SFC outcome agreement to help consider the impacts the agreement could have on different groups, and will continue to undertake assessments as the agreement is implemented. www.south-lanarkshire-college.ac.uk/downloaddocument/498-regional-outcome-agreement-2012-13.html 8 equality outcomes: a regional overview September 2013 9
Common themes A number of regions have set outcomes across similar areas and with similar themes for action. Aberdeenshire s were able to choose their own approaches to meet the PSED and Scottish specific duties. EHRC guidance did not suggest the number of equality outcomes that should be set in any region, but that the number should be based on the evidence gathered, and outcomes prioritised. These tables are not checklists. They are intended to help regional boards to locate other regions that have similar strategic areas and themes for action, and therefore opportunities for collaboration. The tables contain information on the number of outcomes each college or region has set. The shaded areas in each regional table include the aspects where we consider the outcomes are relevant, or where the colleges has stated they will take action. It is possible for one outcome to impact on a number of areas. As Aberdeen and Banff and Buchan will merge to become North East Scotland in November 2013, the merger itself was a key factor in setting outcomes. Their action will improve and align equality practice across the two institutions in the lead up to the merger and subsequently in the new college. The colleges focused strongly on better data collection to improve their knowledge of equality and diversity demographic of staff and students. The staff journey and student journey are recognised as priority areas for action, with equality outcomes to improve opportunities, progression and development for all staff and students present at both colleges. Aberdeenshire Aberdeen Banff and Buchan Number of outcomes 10 7 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials 10 equality outcomes: a regional overview September 2013 11
Ayrshire On 1 August 2013, Ayr, James Watt (North Ayrshire) and Kilmarnock merged to form Ayrshire. Each of the constituent colleges produced their own set of equality outcomes in advance of the merger, taking into account the equality considerations of the merger process. Each college s equality outcomes and action plans were included. In addition to equality through the process of merger, a key priority across the colleges was equality in recruitment and admissions. This was particularly focused on gender and attracting a mix of students to courses where men or women are traditionally underrepresented. Additional priorities were identified including staff training, data collection, inclusive learning and teaching, retention, achievement and progression. Ayrshire Ayr James Watt Kilmarnock Number of outcomes 7 5 4 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials 12 equality outcomes: a regional overview September 2013 13
Borders Borders s equality outcomes covered many of the themes that were identified through our analysis of the wider sector. In their equality outcomes and action plans, the priorities identified focused on data and the staff and student journeys. The college s outcomes identified the need to promote equality, diversity and inclusion and increase understanding and knowledge of these areas for both staff and students. The college identified improving the collection of data, the promotion of disclosure and the subsequent monitoring of data as a significant priority for action, with each one of these areas explicitly mentioned in an outcome or action. Borders developed a high-level outcome in relation to understanding the correlation between protected characteristics and access and success in the staff and student journey. They plan to better target support and planning of positive action to help disadvantaged groups through nine specific activities. This will include improved support for: = = 16 19 year olds = = English for speakers of other languages (ESOL) students = = lesbian, gay, bisexual and trans (LGBT) students = = minority gender students = = students with mental health difficulties Borders Number of outcomes 6 Culture Promotes equality, diversity and inclusion Mainstreaming and embedding equality Governance and management Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials Borders 14 equality outcomes: a regional overview September 2013 15
Central Forth Valley s priorities include increasing understanding of equality and diversity and the student journey. Prior to setting equality outcomes, the college carried out surveys and focus groups with students. These found that students felt it was important that college staff should increase their awareness, knowledge and understanding of equality and diversity issues. Students believed it was important that staff had the confidence and ability to challenge prejudice and inequality. Equality outcomes were developed in relation to this and a number of actions were identified for training, personal target setting and review processes. The student journey, from access through to success, was present in several outcomes at Forth Valley, with actions relating to charter marks, engagement and inclusive curriculum supporting their delivery. Central Forth Valley Number of outcomes 5 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials 16 equality outcomes: a regional overview September 2013 17
Dumfries and Galloway Dumfries and Galloway s equality outcomes prioritise data and engagement. The college prioritised the collection of data to ensure that all protected characteristics are represented and information can be monitored and analysed. This will involve both the collection of data in the college itself and collecting national and local demographic data to compare against the college s own. In addition to this, the college prioritised engagement, both internal and external, as an action that will help them meet their equality outcomes. Internally, the college will engage with both staff and students to gauge satisfaction and plan meaningful actions. The college will also consult with external organisations when shaping action to address areas of inequality. Dumfries and Galloway Dumfries and Galloway Number of outcomes 4 Culture Promotes equality, diversity and inclusion Mainstreaming and embedding equality Governance and management Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and meeting needs Services and physical environments Equipment and resources Inclusive communications, marketing and materials 18 equality outcomes: a regional overview September 2013 19
Edinburgh and Lothians Edinburgh, as a single college, produced 12 equality outcomes to promote equality and tackle inequality on their multiple campuses. The priorities for action focus primarily around data, the staff journey and the student journey. In the next year, Edinburgh will add newer protected characteristics to student surveys and the application and enrolment process. Systems are being developed across the new college to capture staff and student data by protected characteristic. The college also aims to address inequalities in the student journey by analysing the data to establish where disadvantage is evident. The staff journey will be enhanced through improved access to training and development for all staff, maintaining partnership working with external equality and diversity organisations, and promoting best employment practice. Edinburgh and Lothians Edinburgh Number of outcomes 12 Culture Promotes equality, diversity and inclusion Mainstreaming and embedding equality Governance and management Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials 20 equality outcomes: a regional overview September 2013 21
Fife In advance of merging to become Fife on 1 August 2013, Adam Smith and Carnegie produced a set of joint equality outcomes which highlighted the priorities for action in the Fife region. The merger itself was a key factor in setting equality outcomes for the two colleges and the consideration of equality within the merger process was identified in outcomes and actions. The colleges in the Fife region also identified the staff and student journeys as areas where action is required. The colleges plan to increase support for staff and students from protected groups while considering equality more consistently in reviewing working practices, learning and teaching, and retention, achievement and progression. Fife Adam Smith Number of outcomes 7 7 Culture Promotes equality, diversity and inclusion Mainstreaming and embedding equality understanding and use of data Staff journey Student journey Accessibility and meeting needs Governance and management Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics Promote disclosure Monitoring and review Equal pay Training and development Working practices Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Services and physical environments Equipment and resources Inclusive communications, marketing and materials Carnegie 22 equality outcomes: a regional overview September 2013 23
Glasgow A number of mergers involving a range of colleges have taken place in the Glasgow region. There have been several shared priorities for action identified across all the colleges in the region. Anniesland, Cardonald and Langside colleges produced joint outcomes before merging to become Glasgow Clyde. They have been represented in the table as the one new college. Alongside the promotion of equality, diversity and inclusion, the issue of data was identified as a priority at each college in the region. Every college plans action to improve the collection of staff and student data across all protected characteristics and on monitoring and reviewing this data for future policies and outcomes. An increase in staff understanding of equality and diversity issues and confidence in dealing with these areas was also identified as a priority for action across the region. For example, John Wheatley published a specific outcome of promoting a culture that advances equality and diversity, eliminates discrimination and fosters good relations through training, awareness and communication. They identified through evidence that students and staff would like more equality awareness training on newer protected characteristics. In addition to this, equitable staff training and development throughout the staff journey was prioritised across the region. Glasgow Number of outcomes 7 6 5 5 6 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials City of Glasgow Glasgow Clyde John Wheatley North Glasgow Stow 24 equality outcomes: a regional overview September 2013 25
Highlands and Islands Highlands and Islands Highlands and Islands region has the largest geographical spread and number of colleges. Common themes and priorities are in evidence across the region. The first of these is increasing staff and student awareness of equality and diversity. This was identified and included by eight of the ten colleges in their outcomes and action plans. The issue of improved data collection and monitoring and review processes were also prioritised by most colleges. s in the region aim to tackle inequality in both the staff and student journeys. West Highland identified issues around occupational segregation in particular curricular areas and teams, and outlined how they would seek to increase male representation in the workforce. They produced specific, measurable indicators of success. Number of outcomes 7 11 3 7 9 8 5 5 17 8 Culture Promotes equality, diversity and inclusion Safeguarding health and wellbeing Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Argyll Inverness Lews Castle Moray North Highland Orkney Perth Sabhal Mor Ostaig Shetland West Highland Highlands and Islands Mainstreaming and embedding equality Increase staff and student understanding and knowledge of equality and diversity Argyll Inverness Lews Castle Moray North Highland Orkney Perth Sabhal Mor Ostaig Shetland West Highland Stakeholder engagement and partnerships Staff and student data across understanding protected characteristics and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Supporting staff from protected groups Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Employability and future workforce development Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical meeting needs environments Equipment and resources Inclusive communications, marketing and materials 26 equality outcomes: a regional overview September 2013 27
Lanarkshire Increased awareness of equality and diversity among staff and students was identified as a priority across all colleges in the Lanarkshire Federation of colleges. Each college outlined different actions they would take to achieve greater promotion of equality, diversity and inclusion. The federation also prioritised action to increase and improve disclosure and data collection from staff and students to ensure all groups are represented and meaningful action is taken. Staff and student development throughout their journeys was identified by each college. Staff training and retention, achievement and progression of students were particularly emphasised. For example, Motherwell developed an outcome: Learners have increased opportunity for progression into organisations that value equality and diversity. A number of actions under this outcome were planned including to placements, work trials, apprenticeships, college learning programme and Get ready for work. Lanarkshire Coatbridge Cumbernauld Motherwell South Lanarkshire Number of outcomes 5 14 14 5 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected understanding characteristics and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and meeting needs Services and physical environments Equipment and resources Inclusive communications, marketing and materials 28 equality outcomes: a regional overview September 2013 29
National provision At Newbattle Abbey, action was focused around embedding equality, collecting data and the student journey. The college lists specific actions that aim to increase staff and student understanding of equality and diversity, improve self evaluation, quality improvement processes and college practices, such as procurement. Improving data collection and review for staff and students is a priority. The college also identifies that it will need to take action in order to monitor data at recruitment, attainment and progression stages of the student journey by protected characteristic to identify gaps. National provision Newbattle Abbey Number of outcomes 5 Culture Promotes equality, diversity and inclusion Mainstreaming and embedding equality Governance and management Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and meeting needs Services and physical environments Equipment and resources Inclusive communications, marketing and materials 30 equality outcomes: a regional overview September 2013 31
Tayside In advance of Angus and Dundee merging, both colleges produced sets of equality outcomes in April 2013. These had considerable areas of commonality in priorities for action. Both colleges identified the need for action in improving data collection, disclosure and monitoring for staff and students. Angus analysed their current staff data and identified that many staff chose not to disclose the protected characteristics of gender identity, marital status, race, religion or belief and sexual orientation. They want to move to a position where: All staff and students understand the importance of, and feel secure in providing, the full range of equalities data. This has led the college to initiate monitoring and review of their recruitment and induction arrangements to raise awareness and encourage disclosure. Both colleges identified the need to analyse their services and physical environments to identify inequalities and commit to taking action to remove barriers. Tayside Number of outcomes 6 6 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and meeting needs Services and physical environments Equipment and resources Inclusive communications, marketing and materials Angus Dundee 32 equality outcomes: a regional overview September 2013 33
West On 1 August 2013, Clydebank, James Watt and Reid Kerr s merged to form West Scotland. The merger was a key factor in setting equality outcomes by the constituent colleges. Equality in the merger processes themselves featured in all colleges equality outcomes. In addition to the merger, the priorities for action in the West region focus around data, staff training and the student journey. Across the region the colleges have prioritised action on improving staff and student data across protected characteristics to make it easier to identify inequality and improve representation. Each college identified the need to improve disclosure of data by protected characteristic. The development of staff and students, particularly post-merger, was a focus for several equality outcomes and the training and development of staff to better understand equality and diversity was pinpointed for action. Additionally, attracting a mix of student to courses where men or women are underrepresented, then providing inclusive learning and teaching environments were common themes across the region. West Clydebank James Watt Number of outcomes 5 5 5 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding Promote disclosure and use of data Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials Reid Kerr 34 equality outcomes: a regional overview September 2013 35
West Lothian West Lothian has prioritised several areas for action over the next three years. These include promoting equality, diversity and inclusion, improving staff and student data across the protected characteristics and the staff and student journeys. The college will promote equality and diversity across its operations and processes to increase staff and student understanding and knowledge of equality and diversity. Additionally, the college will improve its data collection for both staff and students to improve their analysis of inequality by protected characteristic. The college will tackle inequality throughout the staff and student journeys by supporting staff and students from protected groups and through targeted actions on training and development, recruitment and admissions, and learning and teaching. West Lothian West Lothian Number of outcomes 3 Culture Promotes equality, diversity and inclusion Mainstreaming and Governance and management embedding equality Organisational structure Merger processes Equality impact assessment Self evaluation, quality improvement and enhancement processes Increase staff and student understanding and knowledge of equality and diversity Stakeholder engagement and partnerships Staff and student data across protected characteristics understanding and use of data Promote disclosure Monitoring and review Staff journey Equal pay Training and development Working practices Student journey Recruitment and admissions Inclusive learning and teaching Retention, achievement and progression Supporting students from protected groups Student engagement and satisfaction Accessibility and Services and physical environments meeting needs Equipment and resources Inclusive communications, marketing and materials 36 equality outcomes: a regional overview September 2013 37
About us Equality Challenge Unit works to further and support equality and diversity for staff and students in higher education across all four nations of the UK, and in colleges in Scotland. ECU works closely with colleges and universities to seek to ensure that staff and students are not unfairly excluded, marginalised or disadvantaged because of age, disability, gender identity, marital or civil partnership status, pregnancy or maternity status, race, religion or belief, sex, sexual orientation, or through any combination of these characteristics or other unfair treatment. Providing a central source of expertise, research, advice and leadership, we support institutions in building a culture that provides equality of both opportunity and outcome, promotes good relations, values the benefits of diversity and provides a model of equality for the wider UK society. Did you find this publication useful? Your feedback will help us to improve and develop our publications and resources, and help us to ensure that we produce materials that support your work. Please take a few minutes to complete our publications feedback survey: www.surveymonkey.com/s/ecu-publications-feedback You can also email us with your feedback: pubs@ecu.ac.uk 7th floor, Queen s House 55/56 Lincoln s Inn Fields London, WC2A 3LJ T 020 7438 1010 F 020 7438 1011 E info@ecu.ac.uk www.ecu.ac.uk Equality Challenge Unit ECU s publications are produced free of charge to the UK HE sector and also for colleges in Scotland. Information can be reproduced as long as it is accurate, the source is identified and it will not be used for profit. Alternative formats are available: E pubs@ecu.ac.uk Company limited by guarantee. Registered in England and Wales, No. 05689975. Charity no. 1114417 (England and Wales) and SC043601 (Scotland).