community relations, equality & diversity in education policy
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Transcript community relations, equality & diversity in education policy
SEELB Primary Principals
26th & 27th October 2011
Community Relations, Equality &
Diversity In Education Policy
Background
Review initiated by Minister June 2008
Working Group Established (17 Reps)
Working Group Report June 2009
Education Committee Consulted Jan 2010
Public Consultation commenced 6 September 2010
Community Relations, Equality &
Diversity In Education Policy
Policy premised on:
Equality & human rights
UN Convention on the Rights of the Child
Commitments in Good Friday, St Andrews &
Hillsborough agreements
Changes in society & policy context
Community Relations, Equality &
Diversity In Education Policy
Intended Recipients
Primary Schools
Post-Primary Schools
Youth Settings
Statutory early years settings
Other early years settings – “strongly encouraged” to
adopt CRED principles
Community Relations, Equality &
Diversity In Education Policy
Policy Aim
Contribute to improving relations between communities
by educating children & young people to develop self
respect, respect for others, promote equality & work to
eliminate discrimination
Provide formal & non-formal opportunities to build
relationships with those of different backgrounds &
traditions within resources available
Community Relations, Equality &
Diversity In Education Policy
Policy Objectives
Develop understanding & respect for rights, equality &
diversity of all without discrimination
Value & respect difference & engage positively with it
Equip children/young people with required skills
attitudes & behaviors
Community Relations, Equality &
Diversity In Education Policy
Intended Outcomes
Understand and respect rights, equality & diversity (incl
linguistic diversity) of all
Develop skills, attitudes & behaviours to value and
respect difference and engage positively with it
Based on set of core principles
Community Relations, Equality &
Diversity In Education Policy
Key changes from CR Policy:
Wider definition of Community Relations - all section
75 groups (not just two main communities)
Reflects changed environment
Reflects changes to curriculum
Community Relations, Equality &
Diversity In Education Policy
Key changes from CR Policy:
Move away from dependency on external organisations
Embed work within schools & youth settings
Provide strong skills base for educators
Within framework of existing policies
Community Relations, Equality &
Diversity In Education
CRED Website
www.credni.org
Community Relations, Equality &
Diversity In Education
CRED Guidelines
Community Relations, Equality &
Diversity In Education
Why a Guidance Document?
To line up the CRED policy with the curriculum and
related policies
To support the change of focus away from ‘old’ concept
of Community Relations to include Equality and
Diversity
To provide support for engagement in unfamiliar and
contentious work areas
Community Relations, Equality &
Diversity In Education
Who is it guidance for?
Formal and Non Formal Education (Schools & Youth
Work settings)
Management Committees, Advisory Committees,
Boards of Governors
Strategic Managers – in Education Authorities
Operational Managers – Schools & Youth
Delivery staff – teachers and youth workers
Community Relations, Equality &
Diversity In Education
Which specific settings?
Early years
Schools
Primary
Post Primary
Youth Work
Community Relations, Equality &
Diversity In Education
Schools
Can promote CRED through:
Child Centred Provision
High Quality Learning and Teaching
Effective Leadership
A School Connected to its Local Community
Curriculum:
Requires schools to address issues around diversity & inclusion and
to consider how people from differing traditions can live together
Aims to empower young people to make informed, responsible
decisions
Community Relations, Equality &
Diversity In Education
Primary Schools
Sits naturally (from Foundation to KS2) in “Personal
Development and Mutual Understanding”
Strand 1: Personal Development and Health
Strand 2: Mutual Understanding in the Local and Global
Community
Other Curriculum Areas:
Language and Literacy
The Arts
Religious Education
Physical Education
Community Relations, Equality &
Diversity In Education
Measuring Success
A robust evaluation process is a key aspect of the policy
(Self ) Evaluation should assess impact at 4 levels:
Reaction of participant
Increase of knowledge
Behavioural change
Results of the learning
QA Indicators will be included in Guidance
External monitoring of attitudes (e.g. NI Life and Times)
Community Relations, Equality &
Diversity In Education
http://www.deni.gov.uk/cred_policy_doc1.pdf