Community Relations, Equality and Diversity
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Transcript Community Relations, Equality and Diversity
Awareness Raising
for Boards of Governors
Aims for the Session
To raise awareness of the context,
rationale , aims and objectives and
outcomes of the CRED Policy
To consider implications for Boards of
Governors for the implementation of
CRED Policy
Outline of Session
Introduction
Context
CRED Policy
CRED Guidance
Quality Indicator Framework
Role of Board of Governors
Rationale
Evolution of Community Relations Policy
since 1980s
Society in NI has become more diverse in
last few decades
Sectarianism, racism and bullying are
examples of social problems, which still
need to be addressed in society
Context
Programme for Government seeks to ‘build a fair and
prosperous society for all’
NI Curricula (formal and informal) aims to develop in
young people, the knowledge and understanding of
the challenges and opportunities they may encounter
in an increasingly diverse society
Teachers are able to address issues of Diversity
through Citizenship and PDMU (Personal
Development & MutualUnderstanding)
CRED 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
CRED Policy Aims
Contribute to improving relations between
communities by educating children & young
people to develop self respect, respect for
others, promote equality and work to
eliminate discrimination
Provide formal and non-formal opportunities
to build relationships with those of different
backgrounds and traditions within resources
available
CRED Policy Objectives
Develop understanding and respect for
rights, equality and diversity of all without
discrimination
Value and respect difference and engage
positively with it
Equip children/young people with required
skills attitudes and behaviours
CRED Policy Intended Outcomes
Understand and respect rights, equality
and diversity (including linguistic
diversity) of all
Develop skills, attitudes and behaviours to
value and respect difference and engage
positively with it
n.b. Based on set of core principles
CRED Policy Core Principles
Child centred
Responsive to the needs of children
Encourages progression
Participation
Experiential learning
Meaningful interaction between
different groups
Core Principles continued
Differentiation
Complementary
Collaboration
Improve outcomes for young people,
society and the economy
Dissemination of good practice
CRED Policy Intended Recipients
Primary Schools
Post-Primary Schools
Youth Settings
Statutory nursery settings
Other pre-school settings – “strongly
encouraged” to adopt CRED principles
CRED 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 curricula
CRED Policy
~ Key changes from CR Policy:
Move away from dependency on
external organisations
Embed work within schools and
youth settings
Provide strong skills base for
educators
Within framework of existing policies
Context for Schools
Key policy driver – ESaGS, 2009
School Development Planning regulations,
2011 – highlighting importance of ethos
Collaboration between schools
Whole school approach
CRED in Education
Schools can promote CRED through:
the ESaGS indicators:
Child Centred Provision
High Quality Learning and Teaching
Effective Leadership
A School Connected to its Local Community
the 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
Pre-School Curriculum
Sits naturally in Personal, Social and
Emotional development
Can be addressed within all other
Curricular Areas
Community Relations, Equality &
Diversity In Education
Primary Curriculum
Sits naturally (from Foundation to KS2) in
“Personal Development and Mutual
Understanding”
Can be addressed within all other
Curricular Areas
Community Relations, Equality &
Diversity In Education
Post Primary Curriculum
• Sits naturally in the areas of Local and
Global Citizenship and Learning for Life and
Work
• Can also be supported through all other
curricular areas
CRED: Why a Guidance Document?
To line up the CRED policy with the curriculum
and related policies, including the school
improvement agenda
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
CRED: Who is the Guidance for?
Formal and Non Formal Education
(Schools and Youth Work settings)
Management Committees, Advisory
Committees, Boards of Governors
Strategic Managers – in Education
Authorities
Operational Managers – Schools and Youth
Delivery staff – teachers and youth workers
CRED Policy: Measuring Success
A robust evaluation process is a key aspect of
the policy
Quality Assurance Indicators are included in
Guidance
External monitoring of attitudes (e.g. NI Life
and Times)
Community Relations, Equality & Diversity
In Education Policy Quality Indicators will:
Evaluate the success of the implementation of the
policy
Assist with the work of those who receive CRED
funding
Assist ETI in their Quality Assurance
Provide guidance to support funding applications
Key priorities for implementation
Training and capacity building of
workforce
Dissemination of good practice and
materials
Targeted support for meaningful
interaction
http://www.deni.gov.uk/cred_policy_doc1.pdf
CRED Website
www.credni.org
Reference to information for Boards of Governors
http://www.deni.gov.uk/index/schools-andinfrastructure-2/schools-management/79school_governors_pg/schools_79_governor-rolesand-responsibilities_pg/schools_79_chapter-5equality-good-relations_pg.htm
Workshop
Discuss in small groups:
What are the implications of
the CRED Policy for your role as
Governor?