Common use of Gender Equality Clause in Contracts

Gender Equality. All College recruitment is undertaken on an open and non-gender specific basis, with overall student recruitment reflecting the gender balance within the population as a whole. Within this, however, the College recognises that there remains a clear gender split within certain curriculum areas. This is especially marked within Science, Technology, Engineering and Maths (STEM) subject areas and Personal Care subjects such as Hairdressing/Beauty and Care. Analysis and actions in respect of gender equality are detailed within our published Gender Action Plan, and these actions and outcomes are an integrated feature of this Outcome Agreement. Our current most gender segregated curricular areas are outlined below and priority work will focus on improving the gender balance within these areas. Building Services 0.4% 0.0% 99.6% 0.0% 100.0% Engineering 4.8% 0.1% 95.0% 0.1% 100.0% Construction and Technology 5.4% 0.1% 94.5% 0.0% 100.0% Computing and Creative Media 12.6% 0.0% 87.1% 0.3% 100.0% Retail and Events 75.9% 0.0% 24.1% 0.0% 100.0% Health and Social Care 90.6% 0.2% 9.1% 0.1% 100.0% Hair, Beauty and Complementary Therapies 96.5% 0.0% 3.5% 0.0% 100.0% Through the course of this agreement the College will take steps to support and prioritise atypical recruitment in segregated subject areas and will work in partnership with our schools to promote awareness raising and senior phase activity that directly addresses gender segregation in the curriculum. The College has also published a Gender Pay Analysis and Action Plan. This plan highlights a reduction in the gender pay gap evident across the College (to 6.3%) and confirms the gender balance on the Board of Management and the gender profile of senior postholders. The Gender Pay Action plan outlines steps being taken to further improve pay equality. The current gender split in respect of the most senior (Executive) roles is 57% male based on a team of 7. Across the full academic and support management team of the College this split is 40.5% male and 59.5% female, mirroring the overall staff gender split. 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 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 a number of 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 supported of the Dundee Fairness Commission. Student outcomes for learners from the most deprived postcode areas in our community are significantly above the Scottish average irrespective of other protected characteristic.

Gender Equality. ‌ All College recruitment is undertaken on an open and non-gender specific basis, with overall student recruitment reflecting the gender balance within the population as a whole. Within this, however, the College recognises that there remains a clear gender split within certain across a range of curriculum areas. This is especially marked within Science, Technology, Engineering and Maths (STEM) subject areas and Personal Care subjects such as Hairdressing/Beauty and Care. Analysis and actions in respect of gender equality are detailed within our published Gender Action Plan, and these actions and outcomes are an integrated feature of this Outcome Agreement. Our current most Work has progressed under our Gender Action Plan to reduce gender segregated curricular areas are outlined below segregation within the curriculum and priority to provide positive opportunities for non-traditional participation within subject areas. Sustaining change through this work will focus on improving continues to be challenging, with learner recruitment closely matching application rates across all subject areas, and reflecting subject choice decisions made by school pupils in S2 or earlier. To influence this, the College has expanded activities and engagement with younger school pupils to promote alternate careers and study opportunities. Developments in respect of the gender balance within these areassplit across those academic areas with gender segregation of >75% for session 2018/19 is as follows. Curriculum Areas >75% male enrolments Building Services 0.4% 0.023.1% 99.6% 0.0% 100.0+22.7% Engineering 4.8% 0.15.5% 95.0% 0.1% 100.0+0.7% Construction and Technology 5.4% 0.116.6% 94.5% 0.0% 100.0+11.2% Computing and Creative Media 12.6% 0.014.0% 87.1+1.4% 0.3Curriculum Areas >75% 100.0% female enrolments Retail and Events 75.9% 0.0% 24.1% 0.022.7% 100.0-1.4% Health and Social Care 90.6% 0.2% 9.1% 0.112.9% 100.0+3.8% Hair, Beauty and Complementary Therapies 96.5% 0.0% 3.5% 0.07.1% 100.0+3.6% To further support change, the College adopted contextualised recruitment arrangements in 2019/20 to increase conversion rates for applicants in curriculum areas where a gender imbalance is evident. Equality analysis highlights consistency of successful learner outcomes irrespective of gender or other protected characteristic. Outcomes for minority gender learners within the above areas are strongly positive and in line with successful outcomes for other learner groups. Through the course of this agreement agreement, the College will take steps continue to support and prioritise atypical recruitment in segregated subject areas and will continue to work in partnership strategically with our schools school and other partners to promote greater awareness raising and expand the offer of senior phase phase, broad general education, and primary level activity that directly addresses gender segregation in the curriculum. The College has also published a Gender Pay Analysis small community of transgender learners and Action Planstaff, and has actively contributed to the national TransEDU research findings. This plan highlights Our ▇▇▇▇▇▇ of Angus group provides a reduction in supportive community environment for learners and we will continue to work towards the gender pay gap evident across the College (to 6.3%) and confirms the gender balance on the Board of Management and the gender profile of senior postholders. The Gender Pay Action plan outlines steps being taken to further improve pay equality. The current gender split in respect implementation of the most senior (Executive) roles is 57% male based on a team of 7. Across the full academic and support management team recommendations of the College this split is 40.5% male and 59.5% female, mirroring the overall staff gender split. 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 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 a number of 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 supported of the Dundee Fairness Commission. Student outcomes for learners from the most deprived postcode areas in our community are significantly above the Scottish average irrespective of other protected characteristicTransEDU Scotland report.