Shetland Islands Council, in Partnership with
the Shetland College, Shetland Area Licensing
Board and ZetTrans
Race Equality Scheme
2008 – 2011
Photo by Nicola Sinclair
“I look forward confidently to the day when all
who work for a living will be one with no
thought to their separateness as Negroes,
Jews, Italians or any other distinctions. A
dream of equality of opportunity, of privilege
and property widely distributed; a dream of a
land where men will not take necessities from
the many to give luxuries to the few; a dream
of a land where men will not argue that the
colour of a man's skin determines the content
of his character; a dream of a nation where all
our gifts and resources are held not for
ourselves alone, but as instruments of service
for the rest of humanity; the dream of a country
where every man will respect the dignity and
worth of the human personality.”
Martin Luther King, JR: 1929 1968
Access to the Scheme
Access to the scheme
Copies of this scheme can also be made available in large print, Braille or on
Copies can also be translated into various languages, on request.
01595 74 3728
“I am pleased to present the Shetland Islands Council’s third Race Equality
In the development of this scheme we have sought to use it as an opportunity
to further bring together the key public bodies within Shetland, for the best
possible outcome for Race Equality in Shetland.
We need to learn from our experiences and look at how we can do things
better both within the council and partner agencies. This revised scheme
builds on the foundations of its predecessor. It goes further by strengthening
and clarifying our commitment to meet the specific duties under Race
Relations Act (Amended 2000), by providing a clear vision and by making our
race equality action plan more tangible.
To achieve our commitments and to build confidence in the work of the
Shetland Islands Council we recognise that we need a workforce at every
level that is representative of the communities we serve. We realise that we
have some work to do to ensure that this is true, but we are committed within
the council and partner agencies that we work to that end.
Equality is at the heart of all we deliver and we are committed to embedding a
culture of equality and diversity throughout the Council and partner
Chief Executive – Shetland Islands Council
“Shetland College is committed to ensuring that all people within Shetland
are able to access further and higher education should they wish to. Our
mission is to make a major contribution to the local economy through
provision of high quality further and higher education and training which meets
the needs of the population and employers.
I warmly welcome our legal duty to promote race equality and to take account
of the needs of all people in our decision making across the whole
organisation. With the support of Shetland Islands Council we aim to
demonstrate best practice in recruitment and retention by providing excellent
support for our staff. Again, in partnership with agencies such as Shetland
Council of Social Service, we are committed to addressing any inequalities
and discrimination, which might hinder individuals and communities from
achieving their full potential.
Shetland College is committed to ensuring that all students, staff and users of
the college have equality of opportunity in whatever aspect of college activity
they are engaged in and will work to ensure that that opportunity is not
compromised through any form of discrimination.
The College will work with Shetland Islands Council to address the objectives
and actions identified in this Race Equality Scheme action plan, including
those objectives and actions particular to the College. In the first year much of
this work has been about establishing a baseline and raising awareness of
race inequality issues throughout the college. While this work must continue,
we shall now be looking to the Equalities Committee to engage in the work of
the Action Plan to ensure that Shetland College proactively addresses any
issues or inequalities associated with discrimination by way of race.
Shetland College is committed to addressing the objectives identified in the
Action Plan and in addition shall:
· Build on existing information systems within the college to ensure
full and required data is gathered re student population and college
· Carry out impact assessments of all policies and procedures within
· Seek to address any under representation by race on decision
making bodies within the college
· Seek to increase numbers of students taking up courses in which
their ethnic group has been unjustifiably underrepresented.“
Director Shetland College
Cover Page 1
Quote (MLK; JR) Page 2
Access to Scheme Page 3
Foreword Page 4
Introduction Page 8
Who are we? Page 12
Our Collective Vision Page 16
Best and Good Practice Page 18
Outstanding Contribution to Race Equality Page 21
Consultation Page 24
Shetland Race Action Plan Page 26
Audit Scotland; Race Equality Report – Highlights Page 31
Shetland Area Licensing Board Page 32
Ethnic Analysis of the Council Page 36
Ethnic Profile of the College Page 44
Appendix A: Assessing Council Functions and Policies Page 47
Appendix B: Your Voice; Racial Tension Page 53
Appendix C: EQIA Page 55
This scheme covers both recruitment and employment practices and access
to all Council services, the Shetland area licensing board. It also covers the
recruitment, employment and teaching practices of the Shetland College and
Shetland schools service.
The main stakeholders in this scheme are:
· The general public,
· Council staff,
· Shetland school service staff
· Shetland college staff
· NHS Shetland staff
· Shetland Area Licensing Board staff
· Representatives from migrant workers groups
· Council members and
· Community planning partners.
The National legislative framework
The Race Relations Act 1976 defines direct and indirect discrimination, and
victimisation. It outlaws racial discrimination in employment, training,
education, housing, public appointments, and the provision of goods, facilities
and services. The Race Relations (Amendment) Act 2000 came into force on
2 April 2001 and since then the Race Relations Act (the Act) has covered all
the functions of public authorities (with just a few exceptions).
The Race Relations (Amendment) Act 2000 placed a general duty on a wide
range of public authorities to promote equality: every single member of staff in
the public services now has a responsibility to promote good race relations.
The Council’s duties under the Act are:
The general duty ensures that all public authorities have due regard to the
· Eliminate unlawful racial discrimination;
· Promote equality of opportunity; and
· Promote good relations between people of different racial groups.
The four Main Principles of the Duty
The duty’s aim is to make race equality a central part of any policy or service
that is relevant to the duty. Promoting race equality is not something you can
choose to do or not do. This means you cannot claim that you do not have the
resources to meet your responsibilities. The best approach is to build these
responsibilities into the work you already do, and to adapt your plans and
You need to consider all your functions and decide whether they are relevant
to race equality. ‘Relevant’ means ‘having implications for’ (or affecting) race
equality. While some purely technical functions (such as managing property)
may not be relevant, race equality will always be relevant when delivering
services, and in employment.
The weight you give a function should be in proportion to its relevance to
promoting race equality. In practice, you will find that you give the highest
priority to those of your functions and policies that have the greatest potential
to affect different racial groups in different ways.
The three parts of the general duty – eliminating unlawful racial discrimination,
promoting equal opportunities, and promoting good relations between people
from different racial groups – complement each other. Sometimes they may
overlap, but they are three separate and distinct parts of the duty. You should
try to find ways of meeting them all.
The specific duties placed on public authorities involve making arrangements
that will help meet the general duty, and are:
· To assess impact of policies and services on the promotion of racial
equality and plan for action;
· Review employment practices;
· Consult stakeholders on proposed policies and services;
· Train staff in connection with the general duty;
· Ensure public access to information and services;
· Publish the results of assessments, consultations and monitoring; and
· Monitor policies for adverse impact.
In addition, there is an employment duty whereby public bodies must publish
arrangements for monitoring by ethnic group:
· Staff in post;
· Applicants for employment, training or promotion;
· And those:
o Receiving training
o Affected by performance assessments
o Taking grievances
o Being disciplined
o And ceasing employment.
o Public bodies must also ensure that their contractual and
partnership arrangements also meet the new duties.
Within the ‘Characteristics of Best Value Arrangements’ included in Guidance
on ‘The Duty to Make Arrangements to Secure Best Value’ a local authority,
which secures Best Value, will be able to demonstrate:
· A culture which encourages both equal opportunities and the
observance of the equal opportunities requirements;
· Measures are in place to meet the UKwide equal opportunities
o Equal Pay Act 1970
o Sex Discrimination Act 1975, (Amended) regulations 2003
o Race Relations Act 1976 as amended by the Race Relations
(Amendment) Act 2000
o Disability Discrimination Act 1995 (2005)
o Access to goods, facilities and services
Equality Act (Sexual Orientation) Regulations 2007
o Employment Equality Regulations 2003
o Human Rights Act 1998
The Scotland Act (1998) gives the Scottish Government power to encourage
equal opportunities, particularly the observing of the equal opportunities
requirements. It also has power to impose duties on Scottish public
authorities and cross border public bodies operating in Scotland.
The Scotland Act defines equal opportunities as:
“The prevention, elimination or regulation of discrimination between persons
on the grounds of sex or marital status, on racial grounds or on grounds of
disability, age, sexual orientation, language or social origin or of other
personal attributes, including beliefs or opinions, such as religious beliefs or
Shetland’s community statement contains the following objectives:
v We’ll seek to create fulfilling, well paid jobs for all, whatever their talent
v We will foster confident, thriving communities across Shetland
v We will promote justice and equality, here and overseas
v We will we expand knowledge, extend opportunities and improve
The Community Plan priorities and targets contains the following:
v To make sure we are all able to enjoy living in Shetland as fully as
Scottish Executive, Local Government in Scotland, Act 2003, Guidance on s1 (1): The Duty
to Make Arrangements to Secure Best Value
“We will be internationally renowned by ranking in the top 5% on a European
“We will ensure that equal opportunities exist for all, no matter an individual’s
age, race, gender, faith, sexual orientation or disability and we will decrease
The scheme is being implemented within the following framework.
An action plan has been developed which lays out how we intend to achieve
these outcomes and can be found on page14.
· Monitor business practices and ensure change is effective
· Increased knowledge of Equality and Diversity Framework and the
services, which we provide.
· Support our volunteers effectively, to ensure that they are comfortable
and satisfied which in turn leads to more people being able to access
· Higher numbers of staff aware of their responsibilities and the Race
Promoting positive race relations
· We will ensure all corporate communication is easily accessible to all
employees and customers
· We will ensure our organisations are able to adapt to individual needs
· To encourage participation by people from different racial groups in
Promoting equality of opportunity
· To ensure that any new resident to Shetland is aware of their rights
and responsibilities, which may alleviate any confusion.
· To ensure that people are aware of the range of services that we offer
and how they can access these.
· To ensure that our services are as inclusive as they can be and that
they represent properly the people they are meant to.
Monitoring and Evaluating
· Improved monitoring which will lend itself to better and more reliable
· Raised awareness and greater access to council jobs and to ensure
there is no direct or indirect discrimination.
Who are we?
This sections outlines who is covered under this scheme
The Shetland Islands Council
Shetland (formerly spelled Zetland; Old Norse,) is an Archipelago off the
northeast coast of mainland Scotland. The islands lie to the northeast of
Orkney, 280 Km from the Faroe Islands and form part of the division between
the Atlantic Ocean to the west and the North Sea to the east. The total area is
approximately 1466 km2 (566 sq.miles).
Shetland constitutes one of the 32 council area of Scotland. The islands'
administrative centre and only burgh is Lerwick.
The current Population of Shetland is approximately 22,000.
Shetland Islands Council is a local authority established under the Local
Government etc. (Scotland) Act 1973, as amended, and has its principle
offices at the Town Hall, Lerwick, Shetland, ZE1 0HB.
As a public authority the Shetland Islands Council is required to adhere to the
Race Relations Act 1976 and subsequent duty.
The Shetland Islands Council provides services throughout Shetland and all
its inhabited Islands.
The Shetland Islands Council is made up of approximately 30 services, all of
which are detailed in appendix A. Or you can go straight to the website to
access the A to Z of Council Services.
Shetland Islands Area Licensing Board
The Licensing Board is a separate body from the Council and is constituted
under the Licensing (Scotland) Act 2005 to carry out the function of regulating
liquor licensing and other related functions in the Shetland Islands Area.
Although separate from the Council, the Board is wholly comprised of
members of the Council. It has no direct employees but it receives all its
administrative and legal support from staff employed by the Council. The
Board has decided that the information gathered for the new Race Equality
Scheme 20082011 is relevant to the Board and its functions and therefore it
would be appropriate for the board to come in under this scheme, but there
will remain a separate action plan for the Board, for this, and future years.
Shetland College is a nonincorporated college governed by a Board of
Management consisting of 9 members, all of whom are appointed by the
Council. Shetland College is a partner college within the UHI Millennium
Institute and as an unincorporated College the responsibility for Further and
Higher Education is vested in Shetland Islands Council. The College is bound
by the Shetland Islands Council’s policies and procedures and therefore is
required to comply with any requirements set out in Shetland Islands
Council’s Race Equality Scheme. Similarly being a partner in the UHI
Millennium Institute, cognisance of and adherence to their Race Equality
Scheme is also required.
Shetland College offers a wide range of courses, both full time and part time
in FE and HE provision to the communities of Shetland and beyond. These
opportunities are supported in an inclusive manner, and the core philosophy
of the college is to ensure that all members of the community regardless of
race, geography, disability or any other irrelevant criteria, can access courses
as appropriate and receive an effective, high quality, learning experience.
Student of the Year: Pim Falconer: Shetland College 2008
The Strategic Priorities of the college as outlined in the Strategic Plan 2005
08 were considered and endorsed by the Board of Management at its first
meeting following appointment. These are as follows:
1. To promote broadbased Further and Higher Education, Life Long
Learning and Social Inclusion, through the identification of the training,
education and vocational needs in Shetland and delivery of provision to
2. To play a significant role in developing the Shetland economy through
meeting the needs of established and new industries and services
3. To promote social and cultural development and Shetland’s heritage;
student of the year at the Shetland college, 2008.
4. To maintain a position of financial health and stability;
5. To strengthen the governance and management arrangements;
6. To develop the physical environment and IT infrastructure through
continued investment and use of ICT and maintenance of the college
7. To promote the achievement of excellence through commitment to
quality standards and continued investment in staff development.
8. To ensure a quality experience for all learners
This reinforces the college’s commitment to be learnercentred and to put the
learner at the heart of what the college does. It also recognises the relative
shortfall in student facilities in areas such as social and recreational spaces
and the need to address these.
It will be important for Shetland College to continue to adapt to meet the
changing circumstances faced by Shetland and its population.
ZetTrans is not legally required to have a Race Scheme in place yet,
however as ZetTrans is a key member of the Shetland community
planning partnership and we work closely together it was decided that
they would come in with our Shetland Race Equality Scheme 20082011.
ZetTrans, Shetland’s Regional Transport Partnership, was established in
December 2005 following the introduction of the Transport (Scotland) Act
2005. ZetTrans consists of a board comprising 6 members, 4 of whom are
appointed by the Council. ZetTrans has the responsibility for the development
and delivery of the Regional Transport Strategy. ZetTrans has no direct
employees. At Officer level, the Council’s Transport Service provides the
service delivery functions of ZetTrans. Operational funding for ZetTrans is
secured from the Council, with support from the Scottish Government.
Other Key Partners
We work closely with the NHS and the Shetland Schools service
with regard to all of the 6 equality strands.
Schools service staff, as employees of the Shetland Islands
Council must adhere to the Council’s Race Equality scheme.
The School service also has its own Race Equality Policy, which
aims to promote race equality within Shetlands Schools.
NHS Shetland is governed by its own Race Equality Scheme.
You can access their schemes/policies at,
Therefore the schools service and NHS Shetland are
not covered under this Scheme
Our collective vision for the future
Shetlands Community Planning Partnership’s Statement of Intent
Shetland’s Race Equality Scheme 200820011 is part of our commitment to
continuously improve the way we deliver services to all.
We believe in building a service and workforce that:
· Recognises and respects difference and diversity;
· Provides a safe and stable environment for everyone,
· Foster confident, thriving communities across Shetland;
· Allows every person to feel that they belong and can prosper; and
· Promote justice and equality, here and overseas
We are committed to:
· Combating racism in all its forms;
· Providing equality of access to our services;
· Providing fair and equitable services
· Meeting the needs of our diverse population;
· Monitoring our policies for adverse impact on race;
· Dealing effectively with racist behaviour from staff or patients;
· Fostering a culture of continuous improvement in race equality;
· Developing an evidence base for practice;
· Learning and sharing best practice, and
· Mainstreaming ethnic minority issues.
Our Community Plan priorities and targets contains the following:
“To make sure we are all able to enjoy living in Shetland as fully as possible”
“We will ensure that equal opportunities exist for all, no matter an individual’s
age, race, gender, faith, sexual orientation or disability and we will decrease
Shetland already ranks highly in Scotland for social welfare, health and safety.
However, we are aiming to be high ranking on an international stage. We also
recognise that not everyone in Shetland shares this good experience’
Trevor Phillips OBE, Chair of the Equalities and Human Rights Commissions,
“ There are 2 challenges that we face today as human beings. The
first, how we live with our planet and the second, how we live with
One of our key priorities for 20082011 is to improve people’s life chances and
reduce inequalities. This will be delivered through a set of priorities, targets
and actions plans held within our local single Outcome Agreement.
Please click on the link below to access this document
Our key priorities will also be delivered through key funding opportunities,
such as the fairer Scotland fund, which is open to all, This is monitored and
allocated through or Community Planning Partnership.
Best and Good Practice Section
Within the last year there has been a number of Shetland Community
Planning Partnership initiatives highlighted as Best Practice. There are
also a number of areas of good practice locally. These are;
The HMIe review of Shetland College August 2008 noted that the delivery of
the ESOL programmes in partnership with Adult Learning was an example of
sectorleading and innovative practice in crosscollege areas.
In the review HMIe stated that, ‘The college drew on a strong network of
partnerships throughout Shetland aimed at improving access to education and
training and thus contributes to economic development of the islands. These
partnerships supported wellcoordinated and integrated services for a wide
range of learners, in particular those who found it difficult to participate in
education and training, either because of living in very remote areas, or
because of previously negative experiences of education. These services
included… a wide range of ESOL programmes for immigrant workers.’
Shetland College working in partnership with Adult Learning had dramatically
expanded the certificated communication classes and ESOL classes at a
variety of levels. In the academic year 2006/07 there were six classes with a
total of 92 enrolments, where as this significantly increased to sixteen classes
in 2007/08, which included two ‘Welcome’ dropin sessions with a total of 232
HMIe Inspection of Community learning and Development (which is formed
by Adult Learning, Youth Services and Community Work) found the ESOL
provision to be "Good Practice” in its report in October 2007. It features on
the HMIE website.
Good practice is work, which is of national significance. The report also noted
"Citizenship classes offered accreditation through the local college so
removing the need for learners to travel to Aberdeen to sit the citizenship
In our planning, both the College and Adult Learning have seen
citizenship/ESOL classes as being very important in a Shetland context
because learners reported that they had to travel to sit a test and if they didn't
pass this could mean 2 or 3 visits to Aberdeen with associated costs of travel
& accommodation. Combining citizenship with ESOL also meant that we
were able to cover important local issues along with the national wider issues
such as local election processes. In fact earlier this year a local bielection
(Jonathan Wills) coincided with a visit by the First Minister to a couple of
ESOL classes, which were covering electoral representation. Adult Learning
and Shetland College staff are regularly invited to Citizenship Ceremonies by
students who have completed the SQA ESOL (with citizenship) course
Shetland College attracted £30K and Adult Learning attracted £15K of
Scottish Govt funding to deliver its ESOL programmes this financial year
February saw the launch of an innovative project in Lerwick, which aims to
welcome new migrants to Shetland. Over 30 people turned up to the launch –
from Thailand, Poland, Bulgaria, Norway, Spain, Ukraine, and Hungary – and
enjoyed the international atmosphere and buffet.
The Welcome Point came about as a result of Inclusion Research carried out
last year (2007) by the SIC’s Policy Unit with support from Adult Learning, the
Shetland Council of Social Service and NHS Shetland.
The research identified that migrant workers and settled residents who speak
English as an additional language had developed some important networks of
support. However, there was need to expand networks, to provide
opportunities for befriending, to provide information and to help people access
specialist help from other services.
The main areas highlighted from the research were,
· The greatest barrier to participation was poor English. 72% (31) felt
that their level of English had stopped them from getting information.
Indications from professionals working with people from black and
ethnic minorities are that poor English is also a problem when
accessing healthcare, people do not have enough English to be able
to explain clearly what is wrong with them.
· A few of the women interviewed also had problems with childcare,
which prevented them from participating in activities and groups they
would like to.
· Working hours also acted as a barrier for some people who wished to
take part in English language provision. The majority of these
participants worked in the catering industry and typically worked long
and unsocial hours.
In October (2007) the Adult Learning Service appointed Nati Aldazabal as a
graduate placement. Nati has experience of working with migrant workers in
Spain and had been working in Shetland when the opportunity came up to
apply for the graduate placement post to promote inclusion and celebrate
Nati has worked with partners to respond to the Research findings and the
Welcome Point is now in place as a result.
The Welcome Point is open on Thursdays from 6 – 8 pm and on Sunday
afternoons from 2 – 5 pm at the Bridges base at 4 Pitt Lane, Lerwick (formerly
Arts Trust) Nati arranged posters in the 5 languages spoken by inward
migrants in Shetland at the moment – Polish, Hungarian, Chines, Russian and
The project has attracted a great deal of local and national interest, with Audit
Scotland highlighting it as a method of good practice.
Volunteer Interpreter/Translation service
The Council and the NHS have, for a number of years, had an informal
volunteer translation/interpreter service. Whereby a number of local
volunteers had put their names down to help translate or interpret for a
family/individual should the need arise. We had approximately 14 languages,
catering mostly for the Nordic, Asian, and Romantic languages.
Within the last year (sept 07 – sept 08) services have certainly seen a marked
rise in the number of people from the A8 states presenting themselves,
whether for housing or to enrol their child in school/nursery. Many of whom do
not have a clear grasp of the English language and some of whom do not
speak English at all.
Therefore the policy unit decided that it was necessary to repromote this
interpreter service, explain the need for such a service and ask people to
come forward to put their names down, if they spoke 2 languages, English
being one of them, and especially if they were from one of the accession
This was very successful, and we now have approximately 5860 volunteers
on the list catering for 25 languages, from kiswahili to Bulgarian.
We are receiving, at least, one request per week from services to use one of
the translators/interpreters. By far the most requested is Polish. This followed
At the end of each month the Shetlands Islands Council policy unit sends out
a bulletin to all council staff. This bulletin is 12 pages long and contains
relevant Equalities information broken down by the 6 equalities strands. This
is also broken down by what is going on locally and nationally.
This has also been highlighted as a method of best practice by Audit Scotland
in their recent Race Review, 2008.
Outstanding Contribution to Race Equality
This section highlights one of the key services, which has
made an outstanding contribution to Race Equality in the last
Adult Learning Service
The adult learning service of the Shetland Islands Council has done some
remarkable work for race equality and community integration. The following is
some of their fey achievements over the last year.
1) The Shetland Islands Council runs a Citizens panel made up of 600
representatives from the community. Twice a year, the Policy unit of
the Shetland Islands Council requests information from services on
what, if any, questions they would like to submit for the questionnaire.
In spring 2008, the adult learning service asked a series of questions
surrounding racial tension in the community. A summary of the results
follow, (full details can be found in appendix B.
Respondents were asked to consider a variety of different statements and
indicate whether they agree or disagree with each of them. The main
statements that people were in agreement with were as follows;
· We should provide English classes to help nonEnglish speaking
incoming workers improve their language skills – 74% agree
· We should help incoming workers integrate into the community – 73%
· It is becoming more difficult to get affordable housing – 67% agree
In contrast the statements that people are more inclined to disagree with are
· There is more racial tension and racist incidents than a couple of years
ago – 29% disagree
· Incoming workers fill jobs that would not otherwise be filled – 26%
· Crime levels have increased as a result of incoming workers coming to
Shetland – 24% disagree
2) Community Learning and Development (CLD) practice sharing we shared
information about the Welcome Point project with other practitioners at a CLD
conference in Nairn.
3) The adult learning service held annual celebrations of Learning at which
speakers of other languages have celebrated their achievements along with
other adult learners.
4) “International Shetland” Adult Learners week events to celebrate cultural
diversity. Migrants were encouraged and supported to share skills as well as
bringing elements of Shetland culture to the Welcome Point Events included
International Dance event at the Town Hall, and an evening of music and
readings from around the world at Shetland Library.
5) ESOL Plan (attached as Appendix B) describes the ESOL work being
carried out by Adult Learning and their partner Shetland College.
6) Currently there are: 6 Shetland College ESOL classes; 8 Adult Learning
ESOL classes plus individual literacies support for ESOL learners and
Welcome Point drop in. No of ESOL learners with adult learning between
April and end September was 111 Adult Learning 109 Shetland College.
10) Staff development one tutor has completed Certificate in English
Teaching for Adults (CELTA) and another has completed the Professional
Development Award in ESOL.
Adult Learning provide ESOL training and support for Literacies tutors working
with ESOL learners who also have low levels of literacy. A member of staff
takes part in the national ESOL network; another member of staff is carrying
out Family ESOL research in partnership with Schools Service and yet
another is carrying out research into 'One language for All' impact of
charging for ESOL learning: this will inform future service planning and
11) Staffing Adult Learning has taken a proactive role in engaging and
supporting tutors from a range of ethnic backgrounds to deliver classes: we
currently have 1 member of staff from Spain who has a role in promoting
cultural cohesion, celebrating diversity and 14 sessional tutors from a range of
backgrounds, Germany, Spain, Asia, US, France, Colombia, New Zealand,
Zimbabwe, & Slovenia.
· 17.5% of our tutors are from non UK origin. We also have around 6
volunteers from of nonUK backgrounds who support the Welcome
Point and are supported by Adult Learning.
12) Monitoring participation by adults from different ethnic minorities in adult
learning: we collect information about ethnicity of adults taking part in all of
our programmes (approx 1800 people took part last year)
13) Pastoral support –
“In common with most other ESOL providers, Adult Learning has signposted
learners to other relevant services such as Citizen's Advice Bureau, Housing
Celebration of Learning – Adult learning and College
Service, Police. Because trust is developed between tutors and students who
are learning in an informal environment (Old Library Centre) we tend to be the
first point of contact when people have letters they don't understand, or when
they need someone to act as an intermediary with other services. In the past
year we have provided support for people who have had communication
difficulties with letters from schools, with landlords, about utility bills and
conventions, about how to access community groups, to make phone calls on
their behalf to a range of agencies including the Home Office about citizenship
or Passport Office”
14) Location of ESOL learning: Adult Learning aims to provide learning at
times and places to suit individuals. Adult learning therefore are committed to
providing learning in an accessible venue, in recognition that some learners
find it difficult to access College courses. We provide free provision, and
workplace provision to fit in with learners' lives. We tailor programmes to
meet individual needs wherever possible, and provide additional one to one
support for learners who have no English, or for learners who have literacy
difficulties in their own language. Adult learning have also provided individual
support to learners who cannot attend classes in town either because of their
personal circumstances or because of transport/geographical difficulties.
The Shetland Islands Council, in partnership with the Shetland College,
Northern Constabulary, Shetland Area Licensing Board and Shetland College
held a representative migrant workers group consultation meeting.
The aim of this was to speak and engage with various nationalities, both male
and female, to get an understanding of what really matters to them within
Shetland and for our service delivery. This would then be reflected in our joint
The meeting was held at evening, as it can be difficult to have it during the
day as most of the group we were inviting had full time jobs and or family
The ethnic break down of the group was as follows
· 3 people from Spain (2 Female, 1 Male)
· 1 from Argentina and (Male)
· 1 from Germany (Female)
· 2 Thai – Female (ESOL)
· 2 Polish – Male (ESOL
The following is the agenda used for the migrant workers consultation.
1. Welcome and Introductions
2. Background to Race Relations Act 1976 and 2000 Steven
3. Group discussion – asking a few key questions, which are,
· What are the 5 best things about our services
· What are 5 things that you would change about services
· If we could do more to help community integration, what do
you feel that is?
4. Migrant workers guide to Shetland:
· Do you think this will useful?
· What do you think would be the best things to have in it?
· Where do you think the best places to distribute this will be?
5. Hand out and discuss Shetland’s Joint Race Action plan
1. Would individuals like to be part of the Awareness raising day in
Spring 2009 and what would they envisage for the day
The consultation went really well. There was a great deal of discussion.
Findings are as follows;
5 Best things about the services, which we provide;
1. Free English lessons, and ESOL classes
2. Support for Education, transition for new residents
3. Quick and easy to register with a GP
4. Accessibility to council offices
5. Safe Communities
5 Things, which we could improve on;
1. Accommodation difficult to obtain.
2. Housing – more information needed, one person was paying 50% of
their wages for rent.
3. Doctor’s appointments – Always see different doctor, unless you wait
4. Transport to the Shetland College, many don’t have cars and the
transport to Shetland college is not particularly good.
5. Opening times of business. Everything closes at 5, so if you need to
sort something out they have to take a day of work.
1. A couple of the representatives asked for some information on
Immigration Advice for marriages. – Action Laura
2. Essential public documents to be made more accessible.
3. Diagram/flow chart of Council offices, which is to be made available. As
the point was made that it can be difficult when someone first arrives to
know where to go and which council office is appropriate.
4. It was stated that it would be useful to have all of the interrelated
council offices in one place. One stop shop.
Migrant workers Guide
1. They felt this was a good idea and would be useful
2. Many were not sure about the title, proposed to call it Welcome Pack
3. Thought that it would be useful to distribute the guide at the banks, fish
factory, and hotels and on the ferry.
4. They felt that it would be useful to have at the ferry terminal a sign that
said welcome and drive on the left. Also at the airport.
Shetland’s Joint Race Action plan
1. To make sure that the volunteers working got interpretation and
translation service know that they are not responsible for anything
other than confidentiality.
Awareness Raising Spring 2009
1. Many were keen to be involved.
The Race Equality Scheme 20052008 was printed out in booklet form with a
cover letter explaining the basics of the Race Equality Duty and what was
required of members. The booklets were put in every member’s pigeonhole,
with an accompanied email. The letter asked for members to please look
through the Councils Race Scheme, proposals for new scheme and to put any
comments back to the policy unit.
No Comments were received.
Shetland’s Race Equality Action Plan
This is a joint action plan between all of the partners listed in this scheme, except the Licensing Board, who had produced their
own. We felt that we could get more done as partners that working as individual agencies in isolation. We also felt that when we
were reviewing our action plans this year that the actions listed were not making a considerable impact and were more analysis and
monitoring focused. Therefore after consultations with migrant groups, we developed an action plan that meets the aspirations the
communities that we serve
Race Equality Duty 1: Short Term Targets:
Promote Equality of opportunity between people from different racial groups and others
Promote positive attitudes towards people from different racial groups and others
Encourage participation by people from different racial groups in public life
Action Outcome Timescale Responsible
1.1 Produce Flag Cards and translation poster for use by Alleviate any undue stress felt December Laura Saunders Policy
all key front line staff in the Council, NHS and by any different racial group 2008 Sue smith College
Shetland College because they cannot Maria Stevens NHS
communicate where they are Lesley Roberts Schools
from to get a translator. Perring – ZetTRans
Adult learning – Nancy
Make our services more Heubeck /Nati Aldazabal
1.2 Promotion and awareness raising of our in house To ensure that our services are Laura Saunders
translation service across all partner agencies as inclusive as they can be and Sue smith
that they represent properly the Maria Stevens
· Shetland NHS people they are meant to. Lesley Roberts
· Community Care
· Schools Service
· Social Care
· Shetland Council
1.3 Community Partnership Welcome Pack, which is To ensure that any new resident January 2009 Laura Saunders (Policy)
to be distributed to, to Shetland is aware of their Sue smith (college)
rights and responsibilities, which Maria Stevens (NHS)
· Airport may alleviate any confusion. Lesley Roberts (Schools)
· Northlink – on the ferry To ensure that people are aware Malcolm Bell (Police)
· Tourist centre of the range of services that we Emma Perring (ZetTRans)
· On website offer and how they can access
· Key council hotspots these.
· ESOL – adult learning
· Key private companies – hotels, fish
factories, Banks, etc
1.4 Ensure that a pull out diagram of council offices is Equality of Access, Promoting Before Summer Adult Learning/Nati
inserted into the Welcome pack good race relations, equal opps 2009 Aldazabal and Nancy
Policy Unit – Laura
1.5 Ensure that the Council and partners agencies To encourage participation by Ongoing Laura Saunders (Policy)
work together to have more meaningful people from different racial Adult learning – Nancy
engagement with minority groups groups in public life Heubeck /Nati Aldazabal
Sue smith (College)
Maria Stevens (NHS)
1.6 Welcome signs at key locations – See if it is Good Race Relations 2009 Laura to contact visit
possible to get a sign stating welcome to Shetland and work with
Shetland, please drive safely on the left hand sue smith at the college
side. and Maria Stevens NHS
Race Equality Duty 2: Eliminate discrimination which is unlawful under the Race Relations (Amendment) Act 2000
Action Outcome Timescale Responsible
2.1 Ensure that all translation/interpretation volunteers Higher number of Volunteers Ongoing – with Laura Saunders – Central
are given appropriate briefing, information, and staying with a service. new volunteers coordination at Policy Unit
support and contact details. Explain roles and More comfortable and satisfied
responsibilities, again to ensure there is a clear which in turn leads to more
understanding. people being able to access our
2.2 All council Service Plans to have an EQIA Monitor business practices and November Shetland Islands Council
ensure change is effective 2008january Policy Unit
Race Equality: Longer Term Targets
Action Outcome Timescale Responsible
3 NHS to provide staff training for all partners agencies Higher number of staff aware of Ongoing Lorraine Hall and Andy
on Race Equality and EQIA their responsibilities and the Glen
3.1 Awareness raising day – Cross agency Increased knowledge of Equality Spring 2009 Laura Saunders Policy
and Diversity Framework and Sue Smith College
the services which we provide Maria Stevens NHS
Adult learning – Nancy
Heubeck /Nati Aldazabal
3.2 Work with Shetland Islands Council Human To ensure that all polices are 20082011 Policy and HR
Resources Unit to implement realistic action plan for compliant with equalities
reviewing all council policies with regard to race, legislation and also to make sure
gender and disability duties. that there is no direct or indirect
discrimination in any of our
By doing this, we would also
hope to achieve an increased
awareness of equalities
Action Outcome Timescale Responsible
4 HR reviewing recruitment and selection procedure – Raised awareness and greater Summer 2009 HR and policy
this will come with updated training to comply with access to council jobs and to
changing legislation and even if people have been on ensure there is no direct or
the course there will be a mandatory refresher. indirect discrimination
· Part of this will be Registering as an
employer who can legally employ who are non
EU nationals, I.E Bangladeshi, African etc
· Recruitment Portal going live
4.1 Improving shared information between services. In Improved monitoring which will 2009 HR
particular for next year we want to look at people lend itself to better and more
who have more than one employee number. reliable data.
Audit Scotland’s Report into Race Equality in
1. “Overall, we found that while councils have developed policies on
Race Equality, and many have arrange of initiatives, the Duty has not
yet had a significant impact on the delivery of services or on the
people from ethnic communities.”
2. “Councils do not consistently priorities, and report on Race equality,
or provide sufficient training for councillors and staff.”
3. “Councils lack full and robust information about ethnic communities
and their needs.”
4. “Councils can build on their achievements to date and make more
impact through best value processes and with support from national
1. “ Identify clear objectives and action to improve Race Equality.”
2. “Adopt a more effective programme of race equality impact
assessments that cover all service areas in a consistent manner and
ensure that results are properly implements.”
3. “Equip councillors to undertake their responsibility for race equality by
providing regular training on the race equality duty and regular
4. “Improve consultation and engagement with minority ethnic
communities, to ensure a deeper understanding of their service needs
The Shetland Islands Council have taken onboard the key messages and
recommendations from the report and hope that this new Race Equality
Scheme certainly reflects this.
Shetland Area Licensing Board – Race Equality Scheme
THREE YEAR ACTION PLAN – REVIEW REPORT 2008 – (Revised September
Objective Action Implementation Reviewed Action Plan 2007 Target Date Update
Eliminate unlawful 1. Adopt Race 1. Completed 1. Review the Race Equality 1. Summer Review has not
racial discrimination Relations Policy Scheme to see whether we can 2007 taken place due to
and promote equality identify any improvements staff shortages.
of opportunity needed.
2. Develop working 2. Working relationship 2. Continue to keep the Board 2. Ongoing crossauthority
relationship with established. informed of the steps being consultation with
Shetland Islands taken by the Working Group the Highland &
Council and their ensuring equal opportunities in Islands Equalities
community planning Shetland. Put forward any Forum proposed
partners appropriate initiatives for the for Oct 08
work of the Board taken by the presents a good
Working Group to the Board. opportunity to
seek fresh ideas
and insights to
improve our Race
Assess impact of 1. Prepare a 1. Carried out 1. A voluntary questionnaire is The questionnaire
policies and services voluntary being prepared to assess our was introduced
on the promotion of questionnaire for client group for the purposes if after the review of
racial equality applicants to the the Disability Equality Scheme. the Scheme in
Board to establish The questionnaire could also January 2008. 8
ethnic background establish the ethnic background questionnaires
of those accessing of those accessing our services. have been
our services. It is now over 3 years since the returned, all 8
previous survey and our client described
group may have changed. themselves as
2. Review all current
Monitor policies for an 1. Review all 1. Completed 1. New policies and procedures will The Licensing
adverse impact Existing policies be required for the Licensing Policy Statement
with a view to Board in light of the new statutory approved by the
identifying any framework under the Licensing Board on 26
incompatibilities (Scotland) Act 2005. Before any November 2007
with the aims and such policy and procedure is put has been impact
objectives of the to the Board it will be reviewed assessed. Further
Act. using the Shetland Equality new policies and
Impact Assessment Form procedures
produced by the Working Group. considered under
the new Act will be
2. Consider how to
carry out ongoing
Train staff in 1. Review staff 1. No training has been 1. Training appropriate to improving 1. Ongoing Two of the
connection with the training in undertaken. equality of opportunity for all Assistant Clerks
general duty conjunction with disadvantaged groups is and both the
Shetland Islands available through the Ensuring Administrative
Council and their Equal Opportunities in Shetland staff have now
community planning Group. Higher priority will be attended Equality
partners. given to ensure staff attend and Diversity
appropriate training. Training
Ensure public access 1. Investigate the 1. Completed 1. Update the information held The Council’s
to information and availability and on the availability and costs of Policy Unit have
services costs of translation translation services. prepared a list of
services. locally available
2. Prepare a format 2. Completed 2. Investigate the possibility of the 2. By
for the annual Race Equality Scheme being January
review. available through the internet to 2008 The Race Equality
improve public awareness. Scheme is now on
Consider what other strategies are website.
available to increase the public Ongoing
awareness of this strategy.
The Race Equality
Scheme will be
brought to the
attention of the
and their views on
awareness will be
Ethnic Analysis 2008
Included in the Report: All Council employees including relief and supply workers
Excluded from the Report: Employed Trainees
Applying for a Job Within the Council
All applicants are asked to complete an Equal Opportunities Monitoring form. The monitoring form is detached and is not seen by
the selection panel. After the interviews have taken place, admin staff use the monitoring form to log details of the successful
candidate on CHRIS then send all monitoring forms for a particular vacancy to Human Resources where the details are logged on
an equal opportunities database.
We logged a total of 2046 Equal Opportunities Monitoring forms from people applying for jobs with the Council. Departments did
not specify which stage applicants reached on 143 forms.
Categories All Applicants Rejected at Rejected at Withdrawn Reserve Successful
Shortlisting Interview Applications Candidates Applicants
African 0.49% 0.20% 0.05% 0.15% 0.05% 0.05%
Bangladeshi 0.20% 0.15% 0.00% 0.00% 0.00% 0.00%
Chinese 0.15% 0.10% 0.00% 0.00% 0.00% 0.05%
English 14.71% 7.04% 3.57% 0.73% 0.29% 2.05%
Indian 0.49% 0.44% 0.00% 0.00% 0.00% 0.00%
Irish 0.73% 0.29% 0.15% 0.05% 0.00% 0.05%
Other 7.82% 3.67% 1.96% 0.29% 0.15% 1.12%
Pakistani 0.20% 0.10% 0.00% 0.05% 0.00% 0.00%
Scottish 66.32% 25.37% 14.81% 3.47% 2.25% 16.13%
Welsh 0.73% 0.29% 0.00% 0.00% 0.10% 0.24%
Undisclosed 8.16% 3.76% 1.61% 0.54% 0.24% 1.42%
Working for the Authority
Employees were recently issued with questionnaires to update their personal
details. We hold data of ethnic origin for 79.44% of the workforce.
At our last Quarterly Joint Staffing Watch survey, we had a total of 3,829
employees or 2,492 fulltime equivalents.
APT&C Craft Operatives
African 0.03% African 0.00%
Bangladeshi 0.00% Bangladeshi 0.00%
Caribbean 0.00% Caribbean 0.00%
Chinese 0.07% Chinese 0.00%
English 6.92% English 6.12%
Indian 0.00% Indian 0.00%
Irish 0.51% Irish 0.00%
Other 2.35% Other 0.00%
Pakistani 0.03% Pakistani 0.00%
Scottish 71.86% Scottish 81.63%
Welsh 0.34% Welsh 0.00%
Undisclosed/Unknown 17.87% Undisclosed/Unknown 12.24%
Chief Officials Instructors
African 0.00%African 0.67%
Bangladeshi 0.00%Bangladeshi 0.00%
Caribbean 0.00%Caribbean 0.00%
Chinese 0.00%Chinese 0.00%
English 15.00%English 6.04%
Indian 0.00%Indian 0.00%
Irish 0.00%Irish 0.00%
Other 5.00%Other 0.67%
Pakistani 0.00%Pakistani 0.67%
Scottish 80.00%Scottish 36.91%
Welsh 0.00%Welsh 1.34%
Undisclosed/Unknown 0.00%Undisclosed/Unknown 53.69%
Lecturers Manual Workers
African 0.00%African 0.00%
Bangladeshi 0.00%Bangladeshi 0.00%
Carribean 0.00%Carribean 0.00%
Chinese 0.00%Chinese 0.13%
English 9.09%English 6.88%
Indian 0.00%Indian 0.00%
Irish 0.00%Irish 0.19%
Other 2.27%Other 3.28%
Pakistani 0.00%Pakistani 0.06%
Scottish 86.36%Scottish 66.39%
Welsh 0.00%Welsh 0.39%
Undisclosed/Unknown 2.27%Undisclosed/Unknown 22.69%
Training Application Rates – Total of
3,790 training applications.
Undisclosed / Unknown 11.37%
Training Nomination Rates There
was a total of 3,733 successful
training applications (approved by
Undisclosed / Unknown 11.24%
This was determined by reporting on the number of employees who received
a pay increase greater than the annual percentage rate awarded last year.
The current report does not include information on age, disability or ethnic
Appraisal Mark Distributions
At the moment, the appraisal scheme covers only Chief Official posts. There are
currently 19 Chief Official posts.
Undisclosed / 0.00%
All employees should take part in an annual Employee Review & Development
meeting with their line manager. Of the 214 meetings logged:
Employee Review and Development
Undisclosed / Unknown 3.27%
Harassment and Discrimination Complaints
No harassment and discrimination complaints relating to equal opportunities
were raised during the reporting period.
Of the 16 employees who raised a formal grievance:
Of the 14 employees who received disciplinary penalties:
Leaving the Authority
Only one employee was dismissed:
100% ethnicity Scottish.
Of the 454 employees who resigned:
Undisclosed / Unknown 25.33%
Of the 2 employees who were made redundant:
100% were Scottish.
Of the 56 employees who retired:
Undisclosed / Unknown 25.00%
Other (Death in Service / End of Contract / TUPE Transfer)
Of the 461 employees who left for “other” reasons:
Undisclosed / Unknown 36.44%
Ethnicity Profile Report for Shetland College
The table below shows the data of the college enrolments broken down into
ethnicity groups, thereby highlighting the ethnicity profile of the college’s
enrolment figures for 2007/08.
Ethnic Group Figures FE/HE 2007/08
Asian or Asian British Numbers are too small to
Asian or Asian British
Asian or Asian British Numbers are too small to
Black African / British Numbers are too small to
Black African comment
Other Ethnic Numbers are too small to
Numbers are too small to
Other White 192
White British (inc.
Wales & NI)
White English 457
White Irish (Republic
White Scottish 4236
White Welsh 25
Information refused / Numbers are too small to
not known comment
The statistics include all postsixteen college provision in both further and
higher education, including distance learning, other part time, short full time,
evening and weekend programmes.
The expression ‘Numbers are too small to comment,’ refers to the situation
that the actual numbers for individual programmes were too small to publish
separately, as doing so may have created an issue regarding student
confidentiality. Such data is only used in aggregate to provide college totals.
The data highlights that the largest ethnic group partaking in college provision
is White Scottish. The other two main ethnic groups are White British (inc.
Wales & NI) being the second largest ethnic group and White English.
Another ethnic group with significant numbers is Other White, which reflects
the Eastern European population of Shetland. On the whole the data tends to
reflect the demographics of Shetland.
As a result of this data analysis the college will review its marketing strategy,
and implement ways to attract other ethnic groups to take up provision.
Appendix A: Assessing Functions and Policies
The Duty requires all public bodies to review their policies and functions every 3 years with regard to
All council heads of service and service managers were asked to review the core functions of their service, with regard to the Race
Is there any
that the function
Which of the 3 parts does it How much evidence do you
or policy is being
apply to? have?
Is there evidence or reason to carried out in a
belive that some racial groups discriminatory
could be differently affected? way?
1) Which racial groups are
1) Eliminating Discrimination? affected? 1) None or Little 1) None or a little
2) Promoting equal
opportunities? 2) Some 2) Some
3) Promoting good race
relations? 3) Substantial 3) Substantial
Education and Social Care
Adult Learning 2,3 None Some None
Library & Information 2,3 varied 2 1
Sport & Leisure Services (does No, we provide universal services for
not cover pools) 2 all 1 1
Train Shetland – Short Courses
Integrated Children’s Services 1 and 2 None 1 1
Inclusion 2 None 1 1
Some small ethnic groups are
affected because of the lack of
a of a larger community. Fresh
hal al meat for example is not
Some Asian heritage groups are available to the small Muslim
differently affected, not by community in Shetland. A
intentional discrimination, but by Muslim burial plot has only just
being such a small percentage of been allocated. What
the host community. (see next recreational facilities are made
section) Evidenced mainly through available to Muslim women for
Community Work 1,2 and 3 working with Shetland Interfaith. example to swim? (2) 1
Ferries None 1 1
No difference in delivery of
services depending on race.
Working to ensure ease of
Transport Equality of access access to services for everyone 1 1
Some EvidenceAsian Chinese
Environmental Health 2 & Turkish 2 1
The access to the service has
no limitations on particular race
Waste Equal Opportunities or faith some None
Different racial groups have
different burial practices, although
we cater for a traditional christian
type burial. Following an approach
from the Muslim community we
have now allocated an area of the
Burial Grounds 1,2 and 3 Knab graveyard for Muslim burials Evidence in actions None
Cleansing 1 and 2 None 1 1
Building Services 1 None 1 1
Committee Services 2 None 1 1
Registration Services 2 None 1 1
Legal Services 2
Contract Compliance 1 and 2
None No, we provide universal
Emergency Planning 1 services for all
Safety and Risk 1 None 1 1
Human Resources 1, 2 and 3 Varied 2 1
Yes, there are some ethnic groups
that do not or cannot access our
services, which can be attributed
to language barriers, and on
occasion religious beliefs. We
work with Adult learning on this
Policy 1,2 and 3 and Shetland Interfaith. Some 1
ICT Unit 1 None 1 1
Finance 1 None 1 1
Housing 1,2 and 3 None Some None
Ports and Harbour
Review of Council Policies
Name of Policy Applies to Effective Amended Review Policies HR EIA Form
Date Date Date Current? Policy
Absence Management Policy All Staff Sep04 2009/10 Sep07 Yes Yes
Adoption leave Policy All Staff Sep07 31Mar Sep10 Yes Yes 14/06/2006
Adverse Weather Conditions – NonAvailability of
Public Transport Policy All Staff Aug93 Sep08 Yes Yes
Career Grading Policy All Staff 22May02 31Mar09 Dec08 Yes Yes 17/08/2006
Code of Conduct for employees All Staff 1994 Under review TBC Yes Yes
Compassionate Leave Policy All Staff May91 TBC Yes Yes
Disciplinary Procedures Policy All Staff 17Dec03 2009/10 Yes Yes
Early Retirement Policy All Staff 14Feb07 2009/10 Yes Yes 06/10/2006
ICT Security Policy All Staff 01Jun08 01/06/2011 Yes No
Employee Review and Development Policy All Staff 01Apr06 2009/10 31Mar07 Yes Yes
All Staff except School Based
Employees Guide to Adverse Weather Conditions Teachers 12Feb04 01Sep08 Yes Yes
Employment of Disabled People Policy All Staff Mar04 2009/10 Mar07 Yes Yes
Employment of Staff Over Retirement Age Policy All Staff 2007 2010 Yes ?
Equal opportunities Information Sheet All Staff 13Jul00 31Mar09 Yes Yes
Equality and Diversity – Our Commitment All Staff Yes Yes
Equality and Diversity Policy All Staff 30Mar05 30Mar09 Yes Yes 06/10/2006
Financial Regulations 10Jul02 Yes No
Flexible Relocation Package All New Employees 31/03/2009 Yes Yes
Flexible Working Guidance for managers Line Managers 06Apr03 31Mar09 25Apr07 Yes Yes
Flexible Working Statement for employees All Staff 06Apr03 25Apr07 Yes Yes
All Staff except School Based
Grievance Procedures Teachers 19May04 2009/10 Yes Yes 06/10/2006
Grievance Procedures School Based Teachers Only 19May04 2009/10 Yes Yes
Guidance Notes to maternity Provisions for Staff All Staff 01Oct06 01Oct09 Yes Yes
Harassment and Bullying at Work Policy All Staff 30Jun06 2009/10 Yes Yes 12/06/2006
Ill Health Retirement Capability Policy All Staff 15Dec 2009/10 Yes Yes
Ill Health Retirement Policy All Staff Jun00 2009/10 Yes Yes 06/10/2006
Internal Secondment Policy All Staff 22May02 2009/10 Yes Yes 06/10/2006
Investigatory Powers Tribunal – Regulation of the Investigatory Powers act 2000 Yes No 06/10/2006
Job Share Policy All Staff Jan95 31/03/2009 Yes Yes 06/10/2006
All Staff except School Based
Managers Guide to Adverse Weather Conditions Teachers 12Feb04 12Feb07 Yes Yes
Maternity provisions for Teaching staff Teaching Staff 2006 Yes Yes
Mental Health & Wellbeing Policy All staff 18May05 2009/10 2008 Yes Yes 06/10/2006
Parental Leave & Time off for Dependants Policy All Staff Jul00 31/03/2009 10Jan02 Yes Yes
Payment of Professional Fees Policy All Staff Apr92 2009/10 31/03/1995 Yes Yes
Phased Return to Work Policy All Staff 10Jul00 2009/10 31/12/2003 Yes Yes 17/07/2006
Policy on the Disclosure of Criminal Record
Information All Staff 17May06 17May09 Yes Yes 17/08/2006
Preventative Policy on Violence at Work 1994 TBC Yes Yes 06/10/2006
Private Use of Council Owned Vehicles 28Mar07 Yes No
Procedure for Authorisation of Covert Human
Intelligence sources Yes No
Procedure for Authorisation of Covert Surveillance Yes No
All Staff excluding Teachers
Public Holidays 2008 and Lecturers Aug07 Yes Guidance Note
All Staff excluding Teachers
Publics Holidays 2007 and Lecturers Oct06 Yes Guidance Note
All Staff except School Based
Recruitment and Selection Policy Teachers May04 Mar09 May07 Yes Yes
Recruitment and Selection Policy School Based Staff Only Sep99 Mar09 May07 Yes Yes 06/10/2006
Recruitment Charter All Applicants 31/03/2009 May07 Yes Yes
Redeployment Policy All Staff 03Nov04 03Nov07 Yes Yes 27/01/2006
Redundancy Policy All Staff 03Nov 2010/11 03Nov07 Yes Yes 12/01/2006
Reporting Concerns at Work Policy All Staff 03Apr02 2010/11 31/03/2005 Yes Yes 06/10/2006
Service in NonRegular Armed Forces All Staff 01Jul03 30/06/2006 Yes Yes
Special Leave Policy All Staff 30Jun04 30Jun07 Yes Yes
Special Leave Policy for Undertaking Public Duties 31/03/2009 Yes Yes
Staff Temporarily Undertaking Higher Duties
Policy All APT&C Staff 01Apr88 31Mar09 TBC Yes Yes
Strategic Training and Management Development
Policy All Staff Feb98 TBC Yes Yes
Strategy for the Prevention and Detection of
Fraud and Corruption 13Feb02 Yes No
Substance Misuse Policy All Staff 30Jun04 01Sep08 30Jun07 Yes Yes
Training & Development Policy All Staff except Teachers 01Feb08 31Jan11 Yes Yes Feb08
Winding Down Policy (STSS) All Staff 30Jun04 30Jun07 Yes Yes 06/10/2006
As stated in the Action plan, HR and Policy are going to be working together to get a programme in place for reviewing our
policies in line with all of our equalities duties. This of course has to be realistic, achievable and prioritised appropriately.
The policy reviews will of course include a competent EQIA.
Appendix B: Your Voice: Race
Shetland has had an influx of incoming workers and their families over
the past couple of years. What phrases sum up your thoughts on this
Strongly Agree Neither Disagree Strongly
Agree Nor Disagree
It is becoming 28% 39% 27% 5% 1%
more difficult to
We should 24% 50% 16% 7% 3%
classes to help
We should help 16% 57% 21% 2% 3%
integrate into the
Incoming workers 11% 53% 28% 6% 2%
may settle, long
term in Shetland
and help increase
Incoming workers 11% 45% 37% 5% 2%
provide a good
service and are
Shetland is a 10% 36% 42% 9% 2%
Incoming workers 10% 37% 25% 22% 6%
fill jobs that would
not otherwise be
Crime levels have 9% 24% 42% 22% 4%
increased as a
result of incoming
Incoming workers 7% 30% 39% 19% 5%
have boosted the
There is more 4% 17% 51% 23% 6%
racial tension and
than a couple of
Appendix C: Equality Impact Assessment for Race
Equality Scheme: 20082011
Equality Impact Assessment
Examination of Available Data
Data collection could include: consultations; surveys; datashare site; Your Voice;
Ethnic Minority Profile; indepth interviews; pilot projects; reviews of complaints
made; user feedback; academic publications; consultants’ reports etc
9.a. What do we know from existing data and research?
That 11.5% of the Shetland population is of a different ethnic minority. In recent
years, we have seen an increase in the number of migrants coming from the A8 states.
From 2002/03 – 2006/07 there have been a total of 485 NINO registrations.
A research project conducted by the policy unit in 2007, it showed that poor English
was a barrier to participation for many in community and educational involvement.
Adult learning along with the college launched a new initiative called the Welcome
point (one 2 days a week), which has volunteer support workers that attend. It is a
drop in centre for people of ethnic minorities, where they can meet other people,
access free Internet and get information.
Adult Learning and the college also run FREE ESOL classes, which has had in an
increased uptake year on year.
The Shetland Council’s workforce is made up of 2.8% of ethnic minorities.
The number of ethnic minority groups that were turned down at short listing were
quite considerable, especially in category chinese people and African. We think that
part of this was due to that fact that they were not eligible to work in the UK.
HR are currently looking into this and are registering the council as an employer who
is able to employ non European nationals, to comply with new legislation. This will
be monitored and we hope to see an improvement in the forthcoming years.
9.b. What gaps in knowledge are apparent?
From the ethnic monitoring we still have quite a high % of unknown classifications or
9.c. If there are any potential difficulties in getting the data to fill these gaps,
please describe these.
What we cannot tell accurately is why people did not get a job, reasons for leaving.
Etc. we do have categories but they do paint the whole picture and exit interviews are
not done across the board.
10. Use the table to indicate:
(a) where you think that the service / strategy / project / policy could have a negative
impact on any of the equality target groups i.e. it could disadvantage them/unlawful
(b) where you think that the service / strategy / project / policy could have a
positive impact on any of the groups or contribute to promoting equality,
equal opportunities or improving/promote good relations within equality
Positive impact Negative impact Reason
– it could – it could
Women Equal None
Men Equal None
Asian or Asian Equal None
British people Opportunities
African people Eliminating None
Black or Black Equal None
British people Opportunities
Chinese people Equal None
People of mixed Equal None
White people Equal None
People who’s first Equal None
language is not Opportunities
English Promoting Good
Learning Equal None
Physical Equal None
Sensory Equal None
Elderly/ Infirm Equal None
Mental Health Equal None
Lesbian, Gay Equal None
men, Bisexuals Opportunities
Older people Equal None
Younger people Equal None
(1725), and Opportunities
Faith groups Equal None
11. If you have indicated there is a negative impact on any group, is that
(i.e. it is not discriminatory under antidiscriminatory legislation)
YES / NO
YES / NO
Level of impact
HIGH / LOW
12. a) Could you minimise or remove any negative impact that is of low significance?
Explain how: No negative impact
b) Could you improve the strategy, project or policy’s positive impact?
Explain how: N/A
13. If there is no evidence that the strategy, policy or project promotes equality, equal
opportunities or improved relations – could it be adapted so that it does? How?
The aim of this strategy is to promote good race relations, eliminate discrimination
and encourage equal opportunity so I hope that it does.
14. Do you have any further comments to make:
Please sign and date this form, keep one copy and send one copy to the Policy Unit.
Signed ..laura saunders.