Social Inclusion. Social inclusion refers to process of improving the terms on which individuals and groups engage in the community improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity. It is a situation in which individuals have the resources and opportunities to be involved in society to an extent that is satisfactory to them. Working towards social inclusion means finding and using measures to reduce barriers that restrict the resources and opportunities of disadvantaged groups. This can include barrier-free design, inclusivity to vulnerable groups, mixed income/tenure models and a dynamic community life (non-exhaustive list).
Social Inclusion. To offer targeted support to students who may face additional barriers and endeavour to remove these barriers.
Social Inclusion. The College is committed to widening access to further and higher education, particularly for those who face additional barriers to achieving success in education and training. We are the largest contributor to providing meaningful positive destinations for school leavers from Scottish Index of Multiple Deprivation (SIMD) Deciles 1 to 4 (MD10 – MD40) in the Borders. To progress our commitment to social inclusion we have a wide range of employability and access programmes and have introduced an approach to admissions that seeks to offer appropriate places at college to all who wish to study. We will continue to work closely with all the Borders Secondary Schools to ensure that there is a coherent and progressive programme of vocational education in the Senior Phase, which helps to keep all young people engaged with their education and opening up their aspirations for future careers. For those Senior Phase pupils most at risk of disengaging, including those from our most deprived areas and those who are looked after young people, we work with the support of the Xxxxxxxxx Educational Trust. This provides mentoring support during their participation in the Borders College Schools Academy and then assisting them to make a successful transition to College (The Borders Young Talent Programme). We are committed to providing opportunities for school leavers and other residents from the more deprived postcode areas. In 2016/17, the percentage of all College activity delivered to people from MD10 areas marginally increased at 3.5% and again to 3.8% in 2017/18. With the publication of SIMD 2016, the number of MD10 classified postcode areas within the Borders Region diminished. However, the SIMD is limited as a measure of disadvantage. For example, the Scottish Borders has the lowest level of weekly wage of the 32 local authority areas and research undertaken nationally on child poverty indicated that the Borders was now 8th out of 32 areas, i.e. one out of four children in the area were living in poverty. Despite us providing transport from isolated areas, the distances and infrequency of this often presents an additional challenge for our most vulnerable to access learning. One of the most significant challenges we have is the lack of articulation opportunities for Borders students. It is difficult to reach articulation agreements with universities because of the low numbers involved in each curriculum area. It is also challenging for the College to sustain HE prov...
Social Inclusion. All employers of IQNs should be mindful of incorporating activities and resources which encourage positive interaction within the workplace as this promotes intercultural understanding across the entire nursing workforce. Such activities and resources should ideally occur or be available on a regular basis within the work environment, for example, during xxxx meetings, study days and xxxx communication. In addition, information pertaining to cultural awareness should be provided to all existing staff to provide education and understanding about the IQNs knowledge and experience, as well as cultural differences that may exist, highlighting the benefits these differences will bring to the clinical team. In recognition that IQNs are a potentially vulnerable group that may experience racism or discrimination in the workplace, employers must ensure a positive culture in their respective areas with proactive management of any bullying that occurs and have zero tolerance for this, including having the means for safe, confidential reporting and escalation with clear policies and procedures in place around this (NZNO, 2012). Immigration New Zealand emphasises the importance of integrating migrant staff into not only the new workplace but also the community. They have a number of online resources related to supporting and integrating migrant staff for both employers and IQNs (Immigration New Zealand, 2020).
Social Inclusion. 1. The Recipient has produced cost estimates and initiated public consultation on full-day schooling for primary education.
2. The Recipient has adopted a law establishing a framework for national standards and a unified licensing system for all health care practitioners.
Social Inclusion. The Licensee must ensure that Community Gardeners:
(i) do not discriminate against anyone due to differences in disability, race, culture, sexuality, age or gender;
(ii) comply with the Licensee’s Management Plan;
(iii) ensure noise levels do not disturb neighbours;
(iv) do not enter the plots of other gardeners or take any items from plots that do not belong to them;
(v) be aware that visitors are welcomed to the garden, and members of the public can access the community garden during daylight hours; and
(vi) work collaboratively and peacefully with all other gardeners.
Social Inclusion. The key actions are to offer targeted support to students who may face additional barriers and endeavour to remove these barriers. • Come and Try sessions at the start of term offered. • Continued to promote and grow the StrathActive programme. • Within the StrathActive programme new sessions were added. o StrathActive programme is growing with over 700 attendees in semester 1 of 2023/24. o New sports have been added to the programme, namely: netball and social jog. • November Charity Month – movember fundraising for Men’s Health: o Many SU clubs completing challenges, holding events and more to raise over £15,000 for Movember. • Events have been held on University Mental Health Day and World Mental Health Day to raise awareness and improve engagement of both internal and external services. • Exam Breakfasts in semester 1 of 23/24– 1600 pieces of fruit 800 + hot drinks • Strathclyde Sport continued to offer quiet sessions in the gym and actively promoted footfall patterns along with support information for neurodiverse individuals, women transitioning through the Menopause, exercising during Ramadan and menstruation. • Strathclyde Sport have launched Xxxxx Xxxxxxxxxxx Disability Sport Award in the Performance Sport Scholarship programme. • Strathclyde Sport has trained one of the Health & Fitness Coaches in Exercise for Disabled Individuals. • Women and Enby swim session and Trans swim session weekly. • Both men’s and women’s health supported and promoted. Men’s health was promoted during Movember and Mens’ health week in June. Women’s health through specific ladies lifting sessions and women only classes. Additionally, a social media campaign on ‘73 questions’ featuring strong females in Strathclyde Sport have been posting as part of work to increase female participation. Finally, Girls-Night-In planned for Feb 24 to celebrate active health in women. This was an evening when the sports facility was open to only females for few hours. • Strathclyde Sport are delivering a pilot project supporting Widening Access STAR Scholars to engage and participate in activity to improve their wellbeing. • Student referral scheme continues to engage with the Participation Fund to support student with financial difficulty on leaving the scheme. • Library: The Library Nook is a calm & comfortable space in the heart of the library, designed to allow staff and students to take some time out. The space includes colouring, crafts, books, and puzzles. The wellbeing collection i...
Social Inclusion. Accommodation - a reduction in Service Users placed outside the Borough matched by a greater range of accommodation and support within the Borough. • Benefits - an increase in Service Users receiving benefits checks. • Employment - an increase in Service Users in paid employment. • Leisure - a reduction in the number of Service Users who do not access any recreational / leisure opportunities. • Physical Health - an increase in Service Users receiving a Physical Health check. • Increased availability of self-help and talking therapies • More people accessing services at the Primary Care level. • An increase in Service Users accessing Direct Payments • Evidence of greater Service User Ownership of the care planning process • Increasing numbers of Service Users making advance directives • Evidence of collaborative working with Voluntary Sector Services • Increase in carers accepting assessments, Services, and Direct Payments • Evidence of local engagement with carers to promote access to services • Increased activity and engagement with BME communities • The development and analysis of gender disaggregated data across all services • Evidence that gender differences are recognized in the development of ‘choice’ Signed for and on behalf of Thurrock Borough Council by: Signed for and on behalf of South Essex Partnership NHS Foundation Trust by: Service User Focused Q1 Q2 Q3 Q4 C31 People helped to live at home per 1,000 population. Thurrock population 91005 The Trusts remit towards fulfilling data for the indicator is: Active caseload 18-64 years for South Essex CMHTs including support workers/qualified staff. England Average 3.5: Local Average: 5 per 1,000 This figure includes health and social care Adults helped to live at home (using CPA caseload- adults with mental health problems only) No. on CPA caseload Per l,000 population Adults helped to live at home (clients Receiving Social Services) Clients receiving social services Per l,000 population THE TRUST D39 Percentage of people receiving a statement of their needs and how they will be met. No. on CPA caseload (including other specialties although MH THE TRUST This definition excludes those who are not yet in receipt of their services following assessment National target: 100% is main diagnosis)) No. of clients with a care plan Percentage with a care plan LL will monitor to ensure that this continues following CPA review C51 Adults and older people receiving direct payment per 100,000 population aged 18+ Lo...
Social Inclusion. 1. Revise tuition fees at the secondary and tertiary education levels, thus better reflecting market conditions, and enhance policies to protect the poor.
2. Submit to the National Assembly a Health Insurance Law which better pools risks and allows improved incentives in payment to services providers.
3. Introduce a voluntary pension program for farmers and the informal sector, allowing for support for the poor to participate in the program.
4. Determine institutional responsibilities for the implementation of the Gender Equality Law and the monitoring of gender equality.
Social Inclusion. 9. The State and GETCO shall ensure that the Gender Action Plan is effectively implemented, to achieve its objectives of, amongst others, enabling the participation of women in employment, skills training and energy-based alternative livelihood activities.
10. GETCO shall ensure effective implementation of following activities, including as required, that all bidding documents and contracts for Works contain provisions that require contractors to:
(a) comply with the measures relevant to the contractor set forth in the IEE, the EMP, and the RP, and any corrective or preventative actions set forth in a Safeguards Monitoring Report;
(b) make available a budget for all such environmental and social measures;
(c) provide GETCO with a written notice of any unanticipated environmental, resettlement or indigenous peoples risks or impacts that arise during construction, implementation or operation of the Project that were not considered in the IEE, the EMP, and the RP;
(d) adequately record the condition of roads, and other infrastructure prior to starting to transport materials and construction; and
(e) reinstate pathways, other local infrastructure, and land to at least their pre-project condition upon the completion of construction.
