Equalities and Inclusion Clause Samples
Equalities and Inclusion. Our Strategic Plan 2018-23 articulates the importance of offering choices equally - be they academic or vocational. Doing this relies on an inclusive approach to teaching, understanding the needs of all students and ensuring that our application, registration and teaching processes identify and address the needs of potential and existing students. Our Board oversees our equality activity and one member, who takes on the role of Equality Champion, attends the Equality, Diversity and Inclusion Committee (EDIC). The Executive Leadership Team (ELT) is also represented on the committee, which is chaired by the Director of Professional Services, while our ▇▇▇▇▇▇ ▇▇▇▇ Self-Assessment Team is chaired by the Academic Director. EDIC has responsibility for the delivery of our vision to embed a culture of equality, diversity and inclusion within our organisation and, by doing so, creating an environment where everyone can thrive, contribute and succeed. The EDIC introduced a revised Terms of Reference document in February 2021 which details membership including SRUCSA and Trade Union participants and representatives of specific action groups and employee-led equality initiatives. It also introduced a mode of operation which sees Committee members acting as a two-way conduit for staff and student issues and concerns and communication. The EDIC is responsible for the review and development of related strategy, action plans and policy which, depending on the content, will either be progressed to the ELT and/or SRUC Board or be devolved operationally. Data gathered and assessed for our pay gap reporting (gender, ethnicity, disability) and exercises such as developing our Equality Outcomes helps our understanding and allows us to focus the content of the related Equality Outcome action plan. This, along with similar documents for British Sign Language and Gender Equality (▇▇▇▇▇▇ ▇▇▇▇), provides direction for our efforts along with our underpinning organisational values. Our Equality Outcomes (2021-2025) are: • Further embed equality and diversity in our management, leadership and governance structures and practice, ensuring external compliance and internal engagement. • Provide an inclusive learning and working environment for employees, learners, and stakeholders in a culture that values all, is underpinned by dignity and respect and where everyone understands their responsibility in the delivery of that culture. • Learners and employees from all backgrounds view SRUC as ...
Equalities and Inclusion. SSAB will operate and actively value the benefits of diversity and ensure fair treatment and equality of opportunity. Annual Reports and information on safeguarding adults will include appropriate information, subject to availability, on gender, age, disability, sexual orientation, faith or belief and ethnicity.
Equalities and Inclusion. In addition to a clear focus on economic recovery and the creation of economic growth, the College also cites the generation of social well-being and thriving communities as a central pillar of our 2025 strategy. This pledge recognises our role and responsibilities as an anchor institution in improving people’s life chances by ensuring access to high quality of education that is appropriate to their needs, enables them to reach their full potential (regardless of characteristic or background) and equips them with the vocational and essential skills necessary to succeed in the world of work. Our Outcome Agreement itself has been subject to Equalities Impact Assessment which is available on our website. The College monitors closely the participation (and mainstreaming) of learners from protected characteristic groups and publishes detailed statistics biennially. Our analysis of equalities data within our Equalities Mainstreaming Report shows that the broad distribution of protected characteristic groups within our student population matches the distribution found within the wider population of Dundee and Angus. The College is engaged in several projects and activities that support those with issues of equality that are compounded by socio-economic disadvantage. This includes a broad range of curriculum provision and support through our Access and Inclusion curriculum and engagement with a wide range of regional inclusiveness projects. The College is an active member and supporter of the Dundee Fairness Commission. The College is one of only a handful to receive Scottish Government funding to tackle issues of Child Poverty. This funding is supporting extensive engagement with young people and lone parents across our communities to begin their engagement with education and move through into mainstream provision and employment. Details of this work are available here Learner outcomes, progression, and post course success for learners from the 10% most deprived postcode areas in our community are above the Scottish average, as are outcomes for younger learners, those with disabilities, ▇▇▇▇ learners, and others irrespective of protected characteristic. The College is a longstanding ‘Disability Confident’ employer and offers arrange of flexible support and opportunities to support engagement within the workforce. Mental health issues are a significant issue for the College and remain one of the main reasons cited for learners withdrawing from their studies. The C...
Equalities and Inclusion. Every student has their individual needs recognised in terms of protected characteristics; and everyone is treated fairly and with respect.
Equalities and Inclusion. In 2019-20, the college made progress in extending support to learners from different protected characteristics. This was mainly achieved through the work of our Equalities and Diversity Group and our Learning & Teaching Team. Statistics relating to learners from different protected characteristics are detailed below: - ethnicity: 330 credits (26.7%) - disability: 539 credits (43.6%) - male: 538 credits (43.5%) - female: 699 credits (56.5%) - care-experienced: 70 credits (5.66%) See also the link to our Equalities Mainstreaming Report: ▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/wp- content/uploads/2019/06/Equalities-Outcome-Report.pdf The gender balance across all courses was 43.49% male and 56.51% female. This compares with the following in 2018-2019: 50.96% male, 47.47% female and 1.57% other. We have yet to improve the number of female students on our Rural Skills Course, despite extended marketing and community engagement. However, five female volunteers were involved in our Forest College volunteer programme and 120 students, over 90% female, on the BA Education Studies at ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ University obtained a Forest and Outdoor Learning Award. The gender balance in our Board of Directors is 70% male and 30% female. The three members of our senior management team are female. The college has now established a cross-college reporting system in relation to gender-based violence and a student forum group has met to discuss this issue. In 2019-20, there were no reports of gender-based violence. Our Gender Action Plan is available at: We are also implementing a Menopause Policy to support female staff and students.
Equalities and Inclusion. 4.1. The University of St ▇▇▇▇▇▇▇ prioritises diversity and inclusion as part of its Strategy. It continues to make important progress across multiple aspects of equality, diversity, and inclusion with ambitious aspirations16 articulated in our Equality Outcomes Action Plan 2021-202517 .
4.2. Our actions not only comply with the Equality Act (2010), Public Sector Equality Duty (2011) and the Scottish Specific Duties (2012), but also aim for EDI accreditation, which acts as a self- evaluation of the University’s EDI progress benchmarked against the rest of the sector. The Action Plan will deliver the following outcomes: Outcome 1: Increasing the proportion of under-represented staff recruited Outcome 2: Making a University that is accessible and which is recognised as encouraging diversity, and the appreciation of diversity, in our staff, students, and suppliers. Outcome 3: Creating a studying, visiting, and working environment where students, staff and visitors feel welcome and supported, whatever their background and characteristics. Outcome 4: Designing systems of reward and recognition for staff and students that ensure fair treatment of all, whatever their background and characteristics. 13 ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇.▇▇-▇▇▇▇▇▇▇.▇▇.uk/ 14 ▇▇▇▇▇://▇▇▇▇▇▇▇.▇▇▇/ 15 ▇▇▇▇▇://▇▇▇▇▇.▇▇.▇▇-▇▇▇▇▇▇▇.▇▇.uk/ 16 ▇▇▇▇▇://▇▇▇.▇▇-▇▇▇▇▇▇▇.▇▇.uk/hr/edi/equalityschemeandpolicies/reports/ 17 ▇▇▇▇▇://▇▇▇.▇▇-▇▇▇▇▇▇▇.▇▇.uk/media/human-resources/equalitydiversity/StAndrews-Equality-Mainstreaming-Report-29April2021.pdf Outcome 5: Securing greater diversity in governance, management, and leadership.
4.3. The University currently holds the following accreditations and awards: ▇▇▇▇▇▇ ▇▇▇▇ (including a Bronze institutional award and 19 departmental awards, including one gold and two silver awards); Carer Positive Employer award; LGBT Charter; Business in the Community Race at Work Charter; and Stonewall Diversity Champion.
4.4. We have commissioned an externally led review of race and ethnicity in the University, to assess the progress made in this key area of Diverse St ▇▇▇▇▇▇▇, and to provide a baseline for the next phase and the University’s application for the Race Equalities Charter.
4.5. Our Equality, Diversity and Inclusion Policy18 is considerate of changing terminology, links to relevant external policies and guidance, and ensures we publish and report to monitor the effectiveness of our EDI initiatives. As part of the University’s strategic priority to drive forward o...
Equalities and Inclusion. In 2020-21, the college made progress in extending support to learners from different protected characteristics. This was mainly achieved through the work of our Equalities and Diversity Group and our Learning & Teaching Team. Statistics relating to learners from different protected characteristics are detailed below: - ethnicity: 250 credits (26.8%) - disability: 476 credits (51.07%) - male: 436 credits (46.78%) - female: 481 credits (51.61%) - care-experienced: 68 credits (7.3%) It has been challenging during Covid restrictions to ensure the involvement of Learning & Teaching, Support Staff and Students with our Equalities & Diversity Group. This will be a priority for the new academic year. See also the link to our Equalities Mainstreaming Report: ▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/wp- content/uploads/2019/06/Equalities-Outcome-Report.pdf The gender balance across all courses in 2020-21 was 46.8% male, 51.6% female and 1.6% other. This compares with 43.5% male, 56.5% female and 0% other in 2019-20. We have had limited success in enrolling female students on our Rural Skills Course, despite extended marketing and community engagement. In 2021-22, however, we enrolled 3 students on the NC Rural Skills Course and 13 female volunteers were involved in our Forest College volunteer programme. In addition, our Forest and Outdoor Learning Awards are included in the BA Education Studies at ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ University. In 2020-21, 89% of students studying on this course were female. The gender balance in our Board of Directors is 76% male and 24% female. In 2020- 21, the three members of our senior management team were female. However, a male Principal was appointed in November 2021, following the retiral of the previous incumbent. The college has now established a cross-college reporting system in relation to gender-based violence and a student forum group has met to discuss this issue. In 2020-21, there were no reports of gender-based violence. Our Gender Action Plan is available at: We have also implemented a Menopause Policy to support female staff and students.
Equalities and Inclusion. The University seeks to become recognised as at the forefront of equity and inclusion within the higher education sector. The new University Strategy has a specific focus on future equity and inclusion. This will be achieved through a strategic vision that will embed a deep commitment to equality and to the development of an inclusive culture for both students and staff. The University is currently reviewing the structure and practice of our EDI work so that, as we strengthen the management and governance framework relating to equality, it becomes fully mainstreamed into our everyday practices.
Equalities and Inclusion. The College is currently collecting evidence to report progress on its statutory Equality Outcomes 2017-21 and developing new Equality Outcomes which aim to mitigate the impact of the pandemic on staff and students who share protected characteristics. Normal governance procedures for equalities have continued to operate throughout 2020-21 with scheduled Equality, Diversity and Inclusion Committee meetings being held online, including student representation. A series of online training sessions (“Challenging Times”) were delivered to Teaching Staff in August 2020 to anticipate the particular barriers faced by protected groups in remote learning. The sessions provided staff with a better understanding of the experience or protected groups during the pandemic and improved capability in meeting their diverse needs. The World Health Organisation has reported that the increase in gender-based violence during COVID-19 and therefore the College has increased the visibility of support for gender-based violence survivors and have commissioned Rape Crisis to deliver specialist training for staff. We are also using the White Ribbon campaign to encourage men to stand up against gender- based violence. The College has continued to support students with disabilities, including remote support for our deaf students. Caption.ed (▇▇▇▇▇://▇▇▇▇-▇▇▇▇.▇▇▇/captioned/) has been investigated and supported for implementation in 2020-21. It will provide a means of supporting those with Specific Learning Difficulties, not only BSL and will provide invaluable support for those who struggle with the written word as a form of communication.
Equalities and Inclusion. Students Feel Supported to Fulfil Their Potential Equality Outcomes – We will design new Equality Outcomes 2021-25 through evidence gathering and extensive consultation, for publication in April 2021 to meet PSED requirements. These outcomes must also meet national priorities and align clearly with the outcomes within Ambition 2025. Policy Review - Review how we collect information and report on equalities incidents which occur in college, for all protected characteristics. Current incident report rates are non-existent or low. Recent national work on harassment related to gender and race for universities and colleges suggests this is not an accurate or helpful picture. Dumfries and ▇▇▇▇▇▇▇▇ Diversity Working Group – we are consulting with the regional Dumfries and ▇▇▇▇▇▇▇▇ Diversity Working Group, whose members come from across the local public sector and third sector groups representing each of the protected characteristics, to sign off our Equality Outcomes for the coming four year period. Campaigns - We are also celebrating LGBT History Month through a social media campaign culminating in a joint online event with LGBT Youth and D&G LGBT+ to celebrate ‘Unsung Heroes’ in early February. Our Harassment and Hate Crime Procedure is due to be launched, requiring awareness raising with both staff and students.