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(No Transcript)
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Good Practice in Equality and Diversity
Conference, 19 July 2007 Lee Probert, Director
of Equality and Diversity
Welcome
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Context for Equality

• The LSC has a responsibility under the Learning
  and Skills Act 2000 (sections 13 and 14)
• As a public sector organisation we must comply
  with other equality legislation
• We are required to report annually to the
  Secretary of State for Education and Skills our
  progress on equality and diversity
• We recognise the business case for equality and
  diversity and our role in providing first class
  learning opportunities and our influence on
  employers.

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Aims and Purpose

• Demonstrate our commitment to delivering equality
  and diversity outcomes across the FE system
• Show how this will be delivered through our
  strategic priorities and targets, incorporated in
  our business cycle
• Make best use of our systems to ensure that they
  integrate action for equality and diversity into
  all aspects of our work and define lines of
  accountability
• Make clear what we are asking of all those we
  work with and avoid duplication or confusion
• Demonstrate how we intend to fulfil statutory
  requirements to actual and potential learners,
  employees, providers and other stakeholders
• Focus less on process and more on delivery
  compliance vs outcomes

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Single Equality Scheme The Structure

• High level endorsement
• Summary of where we are now
• Description of our role
• Governance
• National Priorities Business Cycle - links to
  equality and diversity
• Equality and Diversity Impact Measures
• Involvement/Consultation
• Implementation
• Actions
• Provider Guidance

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Legislation/public duties

• Race Relations (Amendment) Act 2000 Race
• Equality Duty
• Disability Discrimination Acts 1995 and 2005
• Disability Equality Duty
• Equality Act 2006 Gender Equality Duty
• Learning and Skills Act 2000

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Action Plan

• 6 key areas
• Governance achieve a diverse membership to our
  Council and Committees
• National priority areas
• Learning and skills analyse baselines for
  levels and patterns of participation, retention
  and success. Improve data collection and
  analysis for offender learning in order to
  establish data for race, disability, gender and
  age.
• The performance of the system assure ourselves
  that providers comply with statutory requirements
  in respect of their provision and services

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Action Plan - continued

• The LSC as an employer establish comprehensive
  monitoring mechanisms for recruitment, employee
  profile, employee experience, retention, working
  pattern and workforce development
• Impact Assessment and information complete
  initial assessment and where applicable full
  impact assessment.
• Impact Measures collect and publish performance
  data annually review EDIMs annually.

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Example Stats

• 69.7 of females and 64.5 of males achieve full
  Level 2
• 60 of males from Black of Black Caribbean
  achieve full Level 2
• 59.2 Black or Black British females and 56.9
  Black or Black British Caribbean males achieve
  full Level 2
• 44 16-18 learners with learning difficulties
  and/or disabilities achieved Level 3. Compared
  to 57 who did not declare a disability

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Our role in the sector

• Our role in assessing compliance should be based
  on learning outcomes rather than assuring
  processes
• We do not have a role in checking
  policies/schemes in this area
• We must focus on the difference that has been
  made as a result of implementing EDIMs and
  delivering agreed learning outcomes
• We must demonstrate that we have paid due regard
  to this area as part of the strategic conversation

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What has already been delivered

• Provider support programme for Disability
  Equality Duty
• Gender Equality Duty conferences
• Planned implementation programme developed
  through Equality and Diversity and Learners with
  Learning Difficulties and/or Disabilities Board
• Impact assessments completed in partnership with
  the DIUS or DCSF

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Conclusion and summary

• We have a Single Equality Scheme, which
  identifies our need to
• Execute our responsibilities under the public
  duties
• Complete an impact assessment of all our policies
• Support providers to implement a coherent
  approach to equality and diversity
• Provide a way for Mark Haysom to report to the
  Secretary of State on our progress