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. The Equality and Diversity Forum, with membership across many functions and faculties and including the Student Association officers, designed a ‘DGC Together’ month of training and awareness raising events to make sure everyone across our College know they belong here. This included a talk by Xxxxx’s Test founder Xxxxx Xxxxxx in partnership with our local public protection unit, a ‘Nil By Mouth’ session by founder Xxxx Xxxxx on combating sectarianism, and two Rainbow Tea Parties to celebrate International Trans Day of Visibility. Staff and student sessions were held promoting being an Active Bystander to familiarise everyone with our new Harassment and Hate Crime Reporting procedure, and raising awareness of how to challenge inappropriate behaviour, particularly in relation to gender based violence. These reached nearly 500 people over the academic year. Moodle sites giving staff and managers open access to a range of online equalities training options have been launched and a compulsory unit for all staff to help them deal with Challenging Behaviour has been rolled out. Equality Impact Assessments (EqIAs), which include consideration of additional considerations such as human rights, care experience, carers, mental health, socio-economic and veteran status impacts are carried out as an established stage in publication for all strategies, policies, procedures, and other key documents. EqIA results are published in a single, easy to navigate Equality Impact Assessment Summary document on our public facing website, refreshed each year. Full details of our equality and diversity commitment, policy, governance, profile, progress and EIA for both staff and students is available to view through our website at Equality and Diversity Reports. College Values – Our new values will be embedded into our processes to ensure our culture is welcoming and inclusive for all student and staff. Here for You Campaign - with particular emphasis on helping our people through the cost-of-living crisis and supporting refugees. Mental health, gender-based violence and a Man Cave initiative to encourage dialogue and per support among students are all planned. Equality and Diversity Report - The College, in line with our Equality and Diversity Framework, will produce and publish our annual Equality and Diversity Report for April 2023 which incorporates our PSED statutory reports and highlights synergies with the National Equality Outcomes into a single holistic narrative.
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, XXXX 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” The University has an overarching Equality, Diversity and Inclusion (EDI) Policy which is enacted through a range of policies and processes. A particular focus in 2021/22 has been on race equality, with the approval of the University’s Antiracism Strategy in June 2022. The Strategy will be taken forward through an extensive action plan (building on existing action plans for race equality) and progress is being made across a range of areas. The University has recently refreshed its Equality Impact Assessment template to incorporate a broader set of inclusion areas. This supports policy owners to think about the impact of their policy on students and to incorporate mitigating actions where appropriate. An example of the effectiveness of this approach was during the Covid pandemic, where regular equality impact assessments were carried out on the blended learning approach to ensure that students had appropriate access to their learning. These assessments were undertaken in consultation with the staff and student equality networks, incorporating the learning from lived experience, and reviewed by the EDI Committee.
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: xxxxx://xxx.xxxxxxxxxxxxxxxxxxxxx.xx.xx/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 Xxxxx Xxxxxxxx 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. Every student has their individual needs recognised in terms of protected characteristics; and everyone is treated fairly and with respect.
Equalities and Inclusion. Outcome: Every Student has their individual needs recognised in terms of protected characteristics; and everyone is treated fairly and with respect. • Equality Outcome 1: Students and staff with protected characteristics most likely to experience hate, report that they feel safe while engaged in study or work • Equality Outcome 2: Curriculum areas with a male or female student gender imbalance greater than a 75:25 ratio have improved • Equality Outcome 3: The rates of declaration, retention and attainment of male students with a mental health condition have improved
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 Xxxxxxxx Diversity Working Group – we are consulting with the regional Dumfries and Xxxxxxxx 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.
Equalities and Inclusion. 4.1. The University of St Xxxxxxx 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 xxxxx://xxxxxxxxxxxx.xx-xxxxxxx.xx.uk/ 14 xxxxx://xxxxx00.xxx/ 15 xxxxx://xxx00.xx.xx-xxxxxxx.xx.uk/ 16 xxxxx://xxx.xx-xxxxxxx.xx.uk/hr/edi/equalityschemeandpolicies/reports/ 17 xxxxx://xxx.xx-xxxxxxx.xx.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: Xxxxxx Xxxx (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 Xxxxxxx, 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: xxxxx://xxx.xxxxxxxxxxxxxxxxxxxxx.xx.xx/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 Xxxxx Xxxxxxxx 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.
