Leading Inclusion by fdh56iuoui

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									Leading Inclusion
A Guide to Leadership of Equality, Diversity and
Inclusion in the Learning and Skills Sector
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                        3




                                                                                               Contents


                                                                                               1.   Preface                                                                                    04

                                                                                               2.   Executive Summary and Introduction                                                         05

                                                                                               3.   Leadership of Equality, Diversity and Inclusion                                            09

                                                                                               4.   Organisational Culture                                                                     15

                                                                                               5.   The Business Case for Equality and Diversity                                               19

                                                                                               6.   The East Midlands Regional Survey of Providers Leading Equality, Diversity and Inclusion   25

                                                                                               7.   Approaches to Promoting Equality, Diversity and Inclusion                                  31

                                                                                               8.   Inspection and Performance Management                                                      36

                                                                                               9.   Funding                                                                                    46

                                                                                               10. The Learning and Skills Workforce                                                           51

                                                                                               11. Sources of Support                                                                          54

                                                                                               12. List of Annexes. These are published separately.                                            56

                                                                                               13. Acknowledgments and Contacts                                                                57




This Guide has been produced as an outcome
of an East Midlands regional project sponsored
initially by the Learning and Skills Council, now
by the Young People’s Learning Agency (YPLA),
the Learning and Skills Improvement Service
LSIS) and by EMFEC, the East Midlands regional
organisation for learning and skills.
June 2010
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                               5




1. Preface                                                                                                                     2. Executive Summary and Introduction


This Guide is the outcome of a joint                                 Although the Leading Inclusion project has been           Executive Summary                                                 Introduction
project on Leading Inclusion by LSIS,                                based in the East Midlands, it reflects national
YPLA and EMFEC, to support leaders of                                requirements in promoting equality, diversity             2.1      This Guide is one outcome of an East           2.4               This is a highly significant time for all those
college and training organisations at a                              and inclusion. It will assist leaders of all types                 Midlands regional project on inclusion,                          working to raise skills and promote social
time of significant structural change.                               of college and training organisation across                        operated jointly by the YPLA, LSIS and                           inclusion through education and training.
The focus for the year ahead will be                                 the country in meeting their goals for inclusion.                  EMFEC. At a time of major change and                             The election of a new government follows
on high quality provision for priority                               Phase one of the project has involved the                          uncertainty in policy and funding for                            the passage into law of the recent Equality
learners, both young people and adults.                              production of this Guide and a sector survey of                    learning and skills, the Guide considers the                     Act 2010. The machinery of government
Many of these learners are vulnerable                                the issues affecting success in this field. Results are            key issues for sector leaders in establishing                    has been re-tooled through the 2009 Act1,
and are at the heart of the agenda for                               summarised in this guide and form a major annex.                   their colleges and training organisations as                     which created the Young People’s Learning
equality, diversity and inclusion.                                                                                                      exemplars of good EDI practice. It considers                     Agency (YPLA) and Skills Funding Agency.
                                                                     The partners will continue their commitment to this                what leadership of EDI means, in the                             The YPLA has responsibility for funding
Progressive leaders have quickly recognised                          project. Phase two is already under development                    contexts of wider leadership effectiveness                       16-19 learners or to 25 for those with a
the importance of meeting all learners’ needs.                       and is intended to support implementation of the                   and of organisational culture. The business                      learning difficulty assessment. The Skills
As sector leaders, you are going beyond mere                         Equality Act 2010 requirements.                                    case for EDI is assessed, both in terms of                       Funding Agency manages post-19 learning,
compliance by;                                                                                                                          broad business effectiveness and with                            including the National Apprenticeship
• evidencing improvement as part of the                              We invite sector leaders to consider the                           regard to sector benefits. The Guide reports                     Service. The 2009 Act gives local authorities
   raised expectations for equality and diversity                    approaches utilised here and to provide feedback                   on the findings of a recent survey of sector                     important new responsibilities for planning
• seeking to re-focus your resources without                         and instances of best practice to the contacts                     leaders in the East Midlands-and further                         and commissioning services to the 16-
   compromising quality                                              detailed in the Guide. By taking this opportunity                  afield- on good EDI practice, as well as those                   19(25) age group. Their role builds on their
• taking advantage of the lead time between                          to continue your own professional development,                     areas where improvement is still needed.                         accountabilities for the education and
   the announcement (2008) and arrival of the                        as Leaders of Inclusion who wish to go beyond                      Approaches to promoting EDI through                              welfare of all young people under the
   Equalities Act 2010                                               compliance, you will help reduce disadvantage,                     people skills are also addressed.                                Every Child Matters programme.
• aiming to deliver excellent services to                            narrow the gaps in attainment and demonstrate
   all learners.                                                     the value that all learners bring to society.             2.2      This Guide looks at how public funding                   2.5     All three of these planning and funding
                                                                                                                                        operates to resource provision for priority                      bodies have an equality duty in their service
To support sector leaders further, the partners                                                                                         learners, many of whom have EDI                                  delivery. The YPLA describes its mission as
(LSIS, YPLA and EMFEC) are pleased to present                                                                                           characteristics. Workforce leadership is                         being “to champion young people’s learning”.
this Guide to Leading Inclusion which aims to;                                                                                          considered and sources of support for                            Its National Commissioning Framework2
• strengthen leadership understanding,                                                                                                  leaders in the sector are referenced.                            (NCF) for 2011-12 is a means to that end.
   knowledge and expertise in equality,                                                                                                                                                                  The NCF highlights the needs of vulnerable
   diversity and inclusion, for providers working                                                                              2.3      The co-sponsors will continue to work                            learners. Local authorities are charged with
   with learners of all ages and backgrounds                                                                                            together to assist the sector in supporting                      meeting those needs under the 2009 Act and
• support more effective leadership by                                                                                                  priority learners.                                               have been guided by the Local Government
   governors and supervisory boards as well                                                                                                                                                              Association through its “React” programme,
   as by leaders operating at all levels of                                                                                                                                                              including advice on vulnerable learners
   management and delivery.

                                                                                                                               1
                                                                                                                                   Apprenticeships, Skills, Children and Learning Act 2009
                                                                                                                               2
                                                                                                                                   National Commissioning Framework for the provision of learning for young people in
                                                                                                                                   England aged 16-19, or to 25 if subject to learning difficulty assessment. YPLA April 2010.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                               7




       (see www.lga.gov.uk, where a useful high-                     2.8     Taken together, these legal and regulatory       Use of Terms                                                         2.13 With regard to inclusion, two broad
       level summary of the 2010 post-16 policy                              changes mean that schools, colleges and                                                                                    approaches may be useful here. One is to
       changes may also be found). The Skills                                training organisations receiving public          2.11 The terms “equality and diversity” are often                         recognise the importance of socio-economic
       Funding Agency, funding adult learning and                            funding will need to look afresh at how they          used interchangeably, although useful                                inclusion. This was given enhanced
       skills, describes itself as “demand-led and                           work to narrow the gap in the achievements            distinctions can be made. This Guide has                             significance by the Equality Act 2010,
       customer-focused”. For learners, it will offer                        of learners, promoting equality and diversity.        adopted the approach used by the LSC and                             with a new public sector duty to consider
       an advancement service/personal skills                                                                                      LSIS publication, Equality and Diversity in                          reducing socio-economic inequalities. The
       account, through which they can find out                      2.9     In the past, many providers worked hard               Self-Assessment: Guidance for Colleges and                           second approach is the context of learning.
       about the range of courses, funding, and                              and well to promote equality and inclusion.           Providers (October 2009. See LSIS website).                          Inclusive learning has been defined as:
       information and support available.                                    In some providers though, members of the              This cited the Equality and Human Rights
                                                                             leadership team (including the governors or           Commission definition of equality:                                     “An educational model, as opposed to a
2.6    Among a range of provisions made by the                               supervisory board) might have thought that       	    • equality of outcomes                                                 political one … [where] inclusive learning
       Equality Act (summarised in Annex 1) is                               an open door, anti-discriminatory policy was     	    • equality of process (fair treatment,                                 does not equate with locating the learner
       the new public sector duty on Government                              enough to meet the equality requirements;                or being treated with dignity and                                   within the mainstream or consider the social
       Ministers, departments and key public bodies                          that promoting equality and diversity was                respect)                                                            dimensions of education which extend
       such as local authorities and the NHS to                              someone else’s job. Now, the moral imperative    	    • equality of autonomy (empowerment,                                   wider than the learning activity. Instead …
       consider what action they can take to reduce                          comes together with planning, funding and                or the degree of choice and control).                               inclusive learning operates … at the level of
       the socio-economic inequalities people face.                          inspection decisions to require the leadership                                                                               the education system, the institution and
       The duty will affect how public bodies make                           team of every publicly-funded provider to                 The FE system is an important driver                               the individual teachers and learner”3.
       strategic decisions about spending and service                        focus on equality actions and outcomes.                   of all these aspects.
       delivery. It will enshrine in the law the role of key                                                                                                                                       2.14 Both these approaches are of value in a guide
       public bodies in narrowing gaps in outcomes           2.10 This publication is a response to the new                   2.12 The LSC and LSIS utilised a definition of                            for sector leaders. The socio-economic duty
       resulting from socio-economic disadvantage.                context. It is intended to provide leaders                       diversity by the Chartered Institute of                              in the 2010 Act will translate into funding
                                                                  at all levels within a post-16 education                         Personnel and Development in the self-                               and performance requirements on providers,
2.7    These changes have occurred in a context                   and training provider with a guide to more                       assessment guidance:                                                 summed up by Ofsted as “narrowing the gap”
       where equality and inclusion have already                  informed and more effective leadership of                                                                                             in achievement between groups (see Section
       been re-positioned by Ofsted in its Common                 equality, diversity and inclusion. Although                          ‘Diversity consists of visible and non visible                   8). The inclusive learning approach, however,
       Inspection Framework for further education                 originating in the East Midlands, the                                factors, which include personal characteristics                  is value-driven and qualitative. It is about the
       and skills, 2009, where, among other                       guidance has been written to be of benefit                           such as background, culture, personality                         kind of education or training organisation you
       questions, the following are asked:                        to all colleges and training organisations.                          and work style in addition to characteristics                    run, as well as how the planners and funders
       How effectively does the provider actively                                                                                      that are protected under discrimination                          support learners into learning. This is taken
       promote equality and diversity, tackle                                                                                          legislation in terms of race, disability, gender,                further in the next section on leadership.
       discrimination and narrow the achievement                                                                                       religion and belief, sexual orientation and
       gap? These issues are explored in Section 8.                                                                                    age. Harnessing these differences will create
                                                                                                                                       a productive environment in which everyone
                                                                                                                                       feels valued, their talents are fully utilised and
                                                                                                                                       organisational goals are met.’


                                                                                                                              3
                                                                                                                                  By Anderson et al, cited in: Beyond prejudice: inclusive learning in practice.
                                                                                                                                  Smith V and Armstrong A, LSC/NIACE/LSDA 2005.
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                                                                                                                               3. Leadership of Equality,
                                                                                                                               Diversity and Inclusion


Priorities                                                                   This list was not exclusive and categories were   3.1      This Guide aims directly at leaders of                     This is because leadership is seen through
                                                                             seen as sometimes overlapping.                             colleges and training organisations.                       its success in achieving business goals and
2.15 Government policies for public funding have                                                                                        It provides advice on leadership issues with               in creating the key requirement of having
     remained focused for some years on those                        2.16 Funding for adult learning is also                            some trepidation; while there is expertise in              followers; those who make any organisation
     areas of most need, recognised in Public                             increasingly focused on those most at                         leading EDI in the sector, there are few who               succeed or fail through their work.
     Service Agreement (PSA) targets, 2008-11.                            need. The new Skills Funding Agency (www.                     would claim to be experts. This is an area
     These include powerful EDI ambitions, such as                        skillsfundingagency.bis.gov.uk) sees itself as                where pride may come before a fall, be              3.5    This Guide will simply draw on the most
     “Fairness and Opportunity for All”; a category                       an organisation working to route funding                      it through a learner complaint, through                    valuable lessons the book’s authors, Goffee
     that includes education targets. Details of                          to colleges and other providers, primarily in                 self-assessment or the next Ofsted report.                 and Jones, offer in terms of our EDI focus.
     these targets are available on departmental                          response to learner and employer choices,                                                                                One of these is that leadership skills can be
     websites (Department for Education, www.                             within a policy framework. This includes the         3.2      With its EDI focus, this Guide does not offer              drawn upon at all levels of an organisation.
     education.gov.uk; Department of Business,                            routing of funds for apprenticeships and                      a treatise on leadership-there are plenty of               However, many organisations are structured
     Innovation and Skills, www.bis.gov.uk). In                           Train to Gain. It also supports the Adult                     those. What it does consider here are some                 in ways that, in the authors’ view, “kill”
     practice these translate into departmental                           Advancement and Careers Service, Skills                       important issues for leadership that have                  leadership. They found this occurred in all
     priorities, although these are expected to                           Accounts, integrated employment and                           resonance for Boards and senior teams                      types of organisation: private, public and
     change. For the Department for Education                             skills services for the unemployed, offender                  aiming at excellence in EDI. It is evident that            not-for-profit. Conformists or role players
     a key priority has been the concept of a                             learning, and informal adult learning. Once                   many best-practice approaches to leadership                uncertain of who they are or what they
     14-19 entitlement for all young people: to                           again this funding operates to serve PSA                      in general will benefit EDI, as they are values-           stand for were all too evident, frustrating
     the right learning opportunities, and the                            targets, in this case those managed by                        driven, just as best inclusion practice is.                themselves, other leaders and, of course, the
     right support. Some of the Department for                            the Department of Business, Innovation                                                                                   would-be followers. Yet they had leadership
     Education priorities most relevant to the EDI                        and Skills. These focus on under-qualified           3.3      In searching for approaches to improving                   roles. Thinking this through in EDI terms for
     agenda (under the former government) are                             adults and the skills needs of the economy.                   leadership that bring out issues most                      the purposes of this Guide, sometimes the
     summarised in its strategy for narrowing the                         Although priorities may be expected to                        relevant to EDI, one text has been selected                need in education and training to comply
     gap in outcomes and attainments for young                            change with the new government these                          among many as a reference point. This is                   with legal or regulatory requirements-
     people. A two year research and development                          needs seem long-term.                                         because it asked and attempted to answer                   important though that is- may be felt to
     project, 2008-10, run jointly with the Local                                                                                       the provocative question below.                            obstruct true leadership based on values and
     Government Association (see Department for                      2.17 Note: throughout the guide and for ease                                                                                  commitment. It should be possible to do
     Education and LGA websites), on “narrowing                           of reading the term equality, diversity and          Why Should Anyone Be Led by You?                                    both, perhaps ideally meeting EDI regulatory
     the gap” highlighted the types of children                           inclusion is usually abbreviated to EDI. Each                                                                            requirements as a product of best-practice
     and young people who were in focus. These                            section of main text is accompanied by               3.4      Why Should Anyone Be Led by You?4 Is                       ways of working, through leadership of EDI
     included those from poorer socio-economic                            “action points and considerations” arising                    the title of a readable book that combines                 values at all levels in your organisation.
     groups (including white working class boys),                         from it, for use by the reader.                               a review of literature on leadership with
     those from certain ethnic backgrounds, those                                                                                       findings which help answer the question.
     in care, those with special educational needs,                                                                                     Looking at examples of leadership around
     poor school attenders and those excluded                                                                                           the world, including a British secondary
     from school, young offenders, young carers,                                                                                        school, the authors reach conclusions
     refugees and asylum seekers and those living                                                                                       which are as relevant for leaders focusing
     with vulnerable adults.                                                                                                            on EDI as those dealing with cash-flow.

                                                                                                                               4
                                                                                                                                   Why Should Anyone Be Led by You? Rob Goffee and Gareth Jones,
                                                                                                                                   Harvard Business School 2006.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                       11




3.6    In seeking to understand what enables                         3.8     With regard to non-hierarchical leadership,    	    • Excitement: the feeling that leads to       3.13 It is beyond the scope of this Guide to
       effective leadership, Goffee and Jones make                           the authors point to examples of leadership           greater effort and performance, which is         detail the approach taken by Goffee and
       three points. Firstly, leadership is situational,                     encouraged at every level of an effective             more than carrying on today the way we           Jones much further. Only some of their
       influenced by its context. Secondly, effective                        organisation. The best organisations build            did yesterday.                                   findings are presented here. As a leader
       leadership is also non-hierarchical; even in                          capability throughout. As organisational       	    • Community: followers want to feel part           you may wish to read more, either of
       hierarchies, such as an army, doing things                            success becomes more challenging in most              of a community with a shared sense               their work or the many other sources on
       well means mobilising all the talents in well-                        lines of endeavour, supporting and growing            of purpose and sense of belonging.               leadership, some of which are cited in their
       led teams. Being given a title may confer                             leadership and initiative becomes essential.                                                           book. For now, the key elements described
       authority but does not in itself make the                                                                            3.11 Many organisations in the learning and             here can be seen as illuminating issues for
       title-holder a leader. Thirdly, leadership is                 3.9     In considering relational leadership, the           skills sector offer good or outstanding            leadership of EDI in colleges and training
       relational: leaders need followers. Effective                         authors emphasise the obvious point about           leadership, as Ofsted has noted. The               organisations. This is as important for
       leadership is dependent on the relationship                           leaders needing followers. The relationship         values implicit in the best-practice leaders       governors and supervisory bodies as it is
       between the leader and the led. This                                  might not always be harmonious but effective        described by Goffee and Jones are values           for other leaders.
       relationship needs constant refreshment                               leaders know how to motivate followers.             that most in education and training will see
       and its purpose needs re-stating.                                                                                         as important. That is not the same as saying 3.14 Looking at another approach more
                                                                     3.10 The evidence of what followers want in a               they are always lived by or exemplified, as       directly related to colleges and training
3.7    On the matter of situational leadership, the                       leader brings the authors to focus on the              the context, challenges and operation of          organisations, the leadership considerations
       authors cite examples of effective leaders                         attributes which, taken together, can create           each provider will vary. However, if leaders      for inclusive learning were addressed in
       having the skill of “situation sensing”; being                     the wish to follow.                                    in your organisation are seen as authentic;       Beyond Prejudice, referenced in paragraph
       able to sense what is happening with regard                   	    • Authenticity, with leaders showing                   if you/they recognise good practice and           2.13. This work considered how good
       to issues in their organisations. This can                            “the person they are” (what’s different             show that it matters; if achieving goals          practice in inclusive learning could be
       be learned though experience, drawing on                              about you that might make us want                   is seen as exciting and fulfilling; and if        developed at strategic and organisational
       personal attributes alongside knowledge                               to follow you?). Authentic leaders display          your organisation is a community with a           levels. Six principles of good practice
       of how the organisation operates. It can                              consistency between words and deeds,                common purpose, then “situation sensing”          were identified for effective working with
       lead to the feeling that, regarding an                                so are seen as genuine, with a “real self”          would suggest good leadership is evident.         disadvantaged young people, describing a
       attempt at improvement, “It’s creating a                              that comes through. They communicate                                                                  range of interventions and characteristics of
       real buzz”, or conversely “I just know it isn’t                       their values well. They create followers.      3.12 The factors described as exemplifying             provision. One of these was leadership and
       working well…” Responses can be “flexed”                      	    • Significance: followers need recognition             good leadership, above, are often also            management, with five key elements:
       accordingly, in a timely way.                                         for their contribution-they need to                 seen as characteristic of leaders who seek      	 • management recognition and support
                                                                             feel significant. All too often this doesn’t        to promote excellence in EDI. The need to            for inclusive learning
                                                                             happen, sometimes because leaders                   build best practice in EDI will be sensed -and 	  • quality assurance, including standards
                                                                             feel they are too busy to give praise               evidenced- and communicated. Success in              and indicators
                                                                             when it is due.                                     achieving EDI goals will be made significant 	    • budgetary control
                                                                                                                                 and recognised. The organisation will have a 	    • reporting to partners
                                                                                                                                 strong base of inclusion values, will feel like 	 • long term planning.
                                                                                                                                 a community and will be an exciting place
                                                                                                                                 to work, learn and achieve.
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3.15 There is recognition here that the value-                       	          I
                                                                             •	 	 s	yours	a	hierarchical	organisation?	        Leadership and the Learner                                           The right match of human and material
     driven ambition must be underpinned                                        If it is, then does the hierarchy help or                                                                           resources support this; staff, facilities and
     and served by the pragmatics of funding,                                   hinder the achievement of EDI goals            3.16 It is not intended that this guide details the                  equipment.
     data, performance evidence, relationship                                   and objectives? How straightforward is              many ways in which the learner experience
     management and planning. The need for                                      it to create a well-led team or teams in            may be enhanced by good EDI practice.          3.18 The development and improvement of
     providers to establish protocols of good                                   tackling EDI goals…do roles and job-                There is an abundance of valuable evidence          qualifications for young people up to age
     practice is emphasised. A fuller account of                                titles help or hinder this?                         already, presented for example by LSIS              19 in England, is currently the responsibility
     the principles is provided in Annex 2, along                    	       •	 	 re	working	relationships	structured	
                                                                                A                                                   (http://www.excellencegateway.org.uk). Case         of the Qualifications and Curriculum
     with an inclusive learning checklist from the                              so as to maximise the opportunity to                studies and staff development links for young       Development Agency (www.qcda.gov.uk).
     same source, to help develop practice.                                     improve EDI outcomes? Is your EDI                   people’s learning may also be found on the          For adult vocational learning and for skills
                                                                                leadership clear to your followers…                 website of the Department for Education             in the economy the UK Commission for
       Action points and considerations                                         do they actually follow you and are                 (www.education.gov.uk), following the links         Employment and Skills (www.ukces.org.uk)
	      •	 	 hy	should	anyone	be	led	by	you?	
          W                                                                     the intended outcomes achieved?                     for 14-19. The National Institute of Adult          now has a key role. It is also responsible for
          Which of your values and behaviours inspire                	       •	 	 re	leaders	in	your	organisation-including	
                                                                                A                                                   Continuing Education, NIACE, produces               the work of Sector Skills Councils. Both these
          the people you lead? Which may not?                                   the Board and including you- authentic in           guidance of high quality on adult learning.         organisations have strong EDI requirements
	      •	 	 n	the	context	of	creating	best	practice	
          I                                                                     leading EDI? How do you know? Do the                Evidence of the views of learners themselves        and provide examples of how these are
          in EDI, the same question applies: why                                staff and learners say so?                          may be found through published outcomes             evidenced through their websites. The UKCES
          should anyone be led by you? What                          	       •	 	 o	leaders	in	your	organisation-including	
                                                                                D                                                   of the National Learner Panel and Framework         in particular has researched how skills and
          do you do yourself to achieve positive EDI                            the Board and including you- give high              for Excellence learner responsiveness               qualifications in the labour market may be
          outcomes, directly or through your teams?                             significance to EDI goals, objectives               indicator, for example. In seeking                  related to the needs of individuals to improve
	      •	 	 hat	is	the	context for leading the
          W                                                                     and outcomes? Do they/you recognise,                improvements, providers will always find            their own qualifications for better work.
          improvement of EDI goals and indicators                               highlight and celebrate the achievements?           the views of their own learners of greatest
          in your organisation? How good are you at                  	       •	 	 s	there	a	sense	of	excitement	about	EDI	
                                                                                I                                                   interest. The focus here is on leadership and  3.19 Ofsted requirements create a sound
          “situation sensing” when it comes to EDI:                             in your organisation, or does the need              how it may improve the learner experience.          context5 for reflecting on leadership
          with your Board…your executive leadership                             to comply with regulatory requirements                                                                  with regard to the learners’ experience
          team…other leaders…and followers?                                     tend to dominate people’s feelings             3.17 Governors of colleges are responsible for the       (more detail is provided in Section 8).
          What is your sense of the situation facing                            and responses?                                      mission and educational character of their          In the terms used by Ofsted and utilised
          learners and would-be learners of different                	          I
                                                                             •	 	 s	your	organisation	a	community	with	a	           organisations. They must also ensure that           by most providers in their self-assessments,
          types in your organisation…or those who                               shared purpose in education and training?           a quality strategy is in place. The leadership      this is focused on quality of provision
          could be learners?                                                    Is that exemplified by your leadership of           function here -which should apply also to           and outcomes for learners. These factors
                                                                                EDI goals and in their outcomes?                    Boards of training organisations-is to ensure       also inform judgements of the quality of
                                                                                                                                    the right curriculum is in place to meet the        leadership and management.
                                                                                                                                    needs of the learners targeted. This should
                                                                                                                                    then be made accessible and sustained to
                                                                                                                                    good or outstanding standards.




                                                                                                                               5
                                                                                                                                   Examples cited are from the Ofsted Handbook for the inspection
                                                                                                                                   of further education and skills from September 2009.
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                                                                                                             4. Organisational Culture


3.20 Two relevant examples affecting                3.22 Also with regard to leadership and                  4.1      This Section will explore the ways in which                4.3   However, whilst most efforts to link EDI
     judgements of quality of provision may be           management, the following is an illustrative                 leaders in colleges and training organisations                   to organisational culture can often be
     cited in this context. One is the evaluative        grade characteristic for a judgement of                      can facilitate positive change to their                          seen in public communications and policy
     statement: interesting and appropriate              outstanding: the development or progress of                  organisation’s culture by enhancing or                           documents that reflect organisations’
     teaching and learning methods and                   all or nearly all its users (including those from            including both the principles and practice                       high-level plans, this essential link tends
     resources inspire and challenge all learners        vulnerable groups) in relation to their starting             of equality, diversity and inclusion (EDI).                      to be less prominently featured when it
     and enable them to extend their knowledge,          points is improving significantly and the                    By referring to the research in Section 6 and                    comes to subsequent activity. In particular,
     skills and understanding. The second is the         achievement gaps have narrowed significantly.                other sources, this Section presents some of                     links may be weak between EDI goals and
     evaluative statement: learning, teaching,                                                                        the opportunities and challenges that arise                      clear, measurable outcomes that address
     training and assessment promote equality       3.23 These examples are cited to encourage a                      when attempting to align EDI as a positive                       inequality and exclusion. This reflects in lost
     and support diversity.                              focus on the role of leaders in improving the                component of an organisation’s culture,                          opportunities for providers (for example
                                                         experience and outcomes for learners.                        and outlines some strategic and practical                        the opportunity to make quality assurance
3.21 These evaluative statements and areas of                                                                         ways forward for leadership in the learning                      processes easier to manage) but also
     judgement are cited because success in              Action points and considerations                             and skills sector. College leaders are advised                   increases the risk of legal non-compliance
     these areas-and others utilised by Ofsted      	        H
                                                         •	 	 ow	does	the	Board	and	management	                       to also read the recent LSIS publication on                      with equalities legislation.
     with regard to outcomes and quality- will               team in your organisation demonstrate                    equality, diversity and governance, which
     help determine the judgement for leadership             leadership in ensuring the quality of the                other providers may also find of value in its              4.4   It may be that this challenge is in itself
     and management. With regard to leadership               learning experience and outcomes for                     approach to organisational culture6.                             reflective of other difficulties. For example,
     of equality and diversity, related to the               all learners?                                                                                                             tangible measures (such as policy changes)
     learner experience, the following is one of    	        H
                                                         •	 	 ow	do	leaders	in	your	organisation	take	       4.2      EDI is primarily concerned with fairness of                      are comparatively easier to deal with, but
     the factors inspectors will take into account:          account of and act on learners’ views on                 opportunity within an inclusive environment,                     the more informal elements that make up an
     arrangements (are in place) to ensure all               their experience of provision, throughout                which for the provider relates to learning,                      organisation’s culture may be more difficult
     learners can participate, including those with          the learner journey?                                     teaching and employment. An organisation’s                       to address. These are nonetheless central
     learning difficulties and/or disabilities, and                                                                   culture is made up of diverse components,                        to a provider’s functions and activities and
     that they have opportunities to give their          There are more action points related to                      some of which are intangible (values, ethos                      require more in the way of long-term activity,
     views on provision.                                 inspection and performance management                        and attitudes) and others that reflect the                       such as reflective training interventions (see
                                                         in Section 8.                                                general ‘health’ of an organisation (the level of                Section 7). Whilst benefits such as those
                                                                                                                      staff and learner engagement, reduced staff                      outlined in the business case in Section 5
                                                                                                                      turnover, greater productivity and success rates,                can be achieved through these long-term
                                                                                                                      for example). There can be benefits to aligning                  efforts, they will often have to be sustained
                                                                                                                      the two elements, showing the organisation                       and pushed forward in the face of opposition,
                                                                                                                      to be an employer and learning provider of                       such as a lack of understanding as to the
                                                                                                                      choice. As these benefits are closely aligned to                 relevance of EDI to a provider’s work. This
                                                                                                                      the provider’s desire to pursue excellence in                    is where confident, informed leadership can
                                                                                                                      learning, teaching and employment it therefore                   make a crucial difference.
                                                                                                                      makes sense to ensure that EDI action
                                                                                                                      produces meaningful results.


                                                                                                             6
                                                                                                                 Equality, diversity and governance: Brief Guide for governors
                                                                                                                 and clerks in further education colleges. LSIS 2009
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                  17




 “Our aim has been to create a culture where the                     4.6. Context and confidence is about                     4.8   Equality evidence for action. A common                4.10 Effective engagement and
 firm’s values of respect and cooperation would                           understanding how key drivers (the legal                  and unfortunate feature of equalities work                 communications. Effective engagement
 be practiced by every individual in their everyday                       framework, local and regional demographics,               is that plans and research do not necessarily              can play a key part in demonstrating visible
 work…our wider HR strategy could be summed                               best business practice and levels of                      lead to action. This was experienced by                    commitment to the principles and practice
 up as “attract, retain, enable” and our work on                          representation) are relevant to your work as a            some of those engaged in the research that                 of EDI. Research by the Equality Authority
 diversity supports that” Adrian Barlow, Partner                          provider. This will help in developing “equality          supports this guide (see Section 6). The                   of Ireland on disability has found that a
 and Head of Property Group in the solicitors’                            confidence” and making EDI work for you, for              new Equality Act requires monitoring across                more inclusive culture can be achieved
 partnership Pinsent Masons (cited in Talent not                          example in dealing with current issues and                particular themes, such as the gender pay gap              where leaders show a genuine concern,
 Tokenism: the business benefits of workforce                             anticipating future changes and their impact              and the setting of equality objectives based               for example in developing their strengths,
 diversity. EHRC, CBI and TUC 2007)                                       on the provider, such as the learner profile.             on these and other data and information.                   and having positive expectations of what
                                                                                                                                    Evidence and information on equality can                   they can achieve, understanding the issues
       An adult and community learning provider                      4.7     As a college or training organisation you can          be used as the impetus for positive change,                faced by people of different backgrounds,
       has found that developing an inclusive                                gain equality confidence by establishing how           related to the organisation’s key priorities. It is        including people in decision-making through
       environment at the point of contact with                              EDI is linked to your business operations and          therefore important to establish an evidence               staff and learner networks. This point
       learners has encouraged more potential                                the inclusive nature of your employment                base for equality by incorporating effective               relates clearly to the best characteristics
       learners to join their organisation. http://                          and learning environment. As part of your              monitoring data with equalities impact                     of leadership described in Section 3.
       www.excellencegateway.org.uk/page.                                    considerations you should think about “live”           assessment (EIA) processes.
       aspx?o=inclusivepolicies                                              EDI issues as they relate to the law, learners                                                            4.11 Similarly, good internal and external
                                                                             and the workforce; how you have linked this      4.9   Organisational standards on EDI. The two                communications (on both a strategic
4.5    There are useful starting points for leaders                          understanding to organisational processes;             preceding activities can help your organisation         and operational level) also show how the
       seeking to identify and adapt their                                   and the way in which your organisation                 identify how its vision and objectives,                 provider is committed to EDI in all aspects
       organisational culture. These may be                                  shows its commitment to the EDI agenda                 culture and preferred operating styles can              of its services and business functions. This is
       summarised under the following headings.                              at a strategic level. This may happen, for             incorporate and advance equality and                    part of ensuring that learners, staff, visitors
       A. Context and confidence                                             example, through regular agenda items on               diversity. If conducted effectively, they can           and stakeholders understand that EDI is
       B. Equality evidence for action                                       EDI at leadership team or Board meetings               also help you to define a strong organisational         everyone’s right and responsibility, also
       C. Organisational standards on EDI                                    leading to improvements; also the actions of           standard on EDI. This standard should                   clarifying what potentially contentious issues
       D. Effective engagement and                                           high-level, responsible and accountable EDI            represent a commitment to advancing EDI                 such as positive action mean in practice. The
          communications                                                     champions; and through effective capacity-             and an effective plan to do it. It should identify      opportunity should also be taken to celebrate
                                                                             building across areas such as self-assessment          the types of behaviours that are encouraged             good work, establishing the provider’s place
                                                                             and quality improvement. Considering                   and those which will not be tolerated and               as part of the community served.
                                                                             these points will help you identify where the          tackled actively (e.g. discriminatory behaviour,
                                                                             organisation is at with regards to equality            bullying and harassment etc). The standard
                                                                             confidence, what can be celebrated and                 should feature in job roles throughout your
                                                                             what remains to be improved.                           organisation, and particularly for staff with
                                                                                                                                    learner-facing responsibilities.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                           19




                                                                                               5. The Business Case for Equality
                                                                                               and Diversity


Summary                                                                                        5.1      For the employers served by colleges and                     There are increasing global economic
                                                                                                        training organisations- and for themselves,                  impacts on UK businesses; and increasing
4.12 These approaches provide a strong                                                                  as bodies with corporate goals and financial                 economic, social and environmental
     foundation for continuously improving a                                                            responsibilities- it is essential to understand              demands for changes in work patterns. These
     culture of equality, diversity and inclusion,                                                      the business case for equality and diversity                 changes were noted in the Leitch Review of
     allowing providers to enhance their work                                                           in practice. This Section considers this                     Skills, 2006, and detailed in the more recent
     in relation to learning, teaching and                                                              business case in two forms. The first form                   Skills Strategy (Skills for Growth, BIS, 2009).
     employment. Whilst there may be obstacles                                                          takes account of the world outside; the
     to their improvement, these can be identified                                                      wider business case, in the national global         5.3      These changes are of international
     and minimised progressively. Dividends                                                             economy and as seen by the commercial                        concern, as the Organisation for Economic
     in equality and inclusion can be achieved                                                          sector. The second is the business case for                  Cooperation and Development (OECD)
     through good practice, which will benefit                                                          a provider in actively promoting equality,                   has reported. Globalisation and the rise
     learners and enhance staff commitment.                                                             diversity and inclusion in education and                     of the knowledge economy are driving
                                                                                                        training. It is understood that the learning                 an increasingly competitive business
       More detail on the issues raised here is                                                         and skills sector sees EDI as part of its core               environment, where it has never been more
       provided in Annex 3.                                                                             business to a significant degree. However,                   important for businesses to reflect the
                                                                                                        barriers remain in place for some of the                     diversity of their markets. As an instance of
       Action points and considerations                                                                 most vulnerable learners and there is still                  this, the OECD has published research on
	         H
       •	 	 ow	would	you	describe	your	organisational	                                                  an achievement gap to be narrowed.                           how gender equality can spur economic
          culture from the EDI perspective?                                                                                                                          growth. This suggests that trends in gender
	         W
       •	 	 hat	positive	actions	have	you	taken	to	                                            The Wider Business Case                                               equality should be incorporated more firmly
          improve the culture in order to promote EDI?                                                                                                               into economic models for long-term growth.
	         H
       •	 	 ow	do	you	know	how	effective	you	have	                                             5.2      Societies around the world are changing                      The authors state that:
          been in this, ie how do you assess cultural                                                   rapidly, so the private, public and voluntary
          improvement for EDI purposes?                                                                 sector services meeting people’s needs are                   “Such models would probably show two
                                                                                                        changing with them. In developed societies                   things. First, that the gap in performance
                                                                                                        like the UK shifting demographics, as                        between OECD economies has a compelling
                                                                                                        reported by the National Office for Statistics               gender-related dimension. And second, that
                                                                                                        (www.statistics.gov.uk), are affecting labour                without a change in attitudes, the growth
                                                                                                        markets, social systems and the needs of                     prospects of many OECD countries will
                                                                                                        individuals. Even in the recent UK recession                 remain severely compromised”7.
                                                                                                        there were skills shortages in the labour
                                                                                                        market and skills gaps in the workforce,
                                                                                                        which is ageing. The changing labour
                                                                                                        market has more women and people from
                                                                                                        ethnic minorities.




                                                                                               7
                                                                                                   Roger Mörtvik and Roland Spånt, OECD Observer No 250, July 2005
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                             21




5.4      For the UK the Equality Act 2010, shaped by                         This identified organisations which have                 Successful business outcomes will require
         European-wide equality directives, aims to                          benefited from investing in EDI in their                 hard measures for assessment of impact,
         provide an ‘impetus’ to businesses to respond                       workforce development to overcome business               and systems to collect and act on data.
         to these changes. It is summarised in Annex                         challenges. As a result, they have improved              Equality and diversity should be part of
         1. Amongst other measures, it will introduce                        their organisational performance.                        all organisational change processes and
         changes to positive action provision. For                                                                                    integrated into the fabric of the organisation.
         individuals, the Act will set standards for fair                    Figure 1 shows the equality- diversity value
         competition, ensuring people are not held                           chain utilised in the Kathy Monks report to
         back by discrimination or from realising their                      map the linkages between investment in             Figure 1: The Equality-Diversity Chain
         potential. For employers, it seeks to ensure                        equality and diversity initiatives and the
         they recruit the best people for the job, not                       outcomes for employees and employers.
         hedged-in by stereotypes about who can do                           Annex 4 provides an illustration of how the         Organisational Context
         which job, with a productive workforce free of                      value chain could be populated to show the
         discrimination and prejudice.                                       strategies and outcomes for a college or
                                                                                                                                 Business          Equality           Equality          Employee             Employee              Organisation
                                                                             training organisation.
                                                                                                                                 Strategy          & Diversity        & Diversity       Outcomes             Performance           Performance
         Non-compliant businesses which fail to value                                                                                              Strategy           Policies &        Commitment;          Reductions in         Access to new
         diversity and promote equality risk closing the 5.6                 The Monks report provides evidence for the                                               Practices         Motivation;          absenteeism &         labour pools
                                                                             equality and diversity benefits of the elements                                                                                 labour turnover;      and markets;
         doors on public sector funding opportunities;                                                                                                                                  Job satisfaction;
                                                                                                                                                                                                             Improved              Attraction of high
         reputational damage; and legal challenge,                           in the value chain. It goes on to identify those                                                           Life satisfaction;
                                                                                                                                                                                                             employee relations;   calibre applicants;
         with the associated high costs.                                     factors critical to the success of companies                                                               Work-life balance;
                                                                                                                                                                                                             Innovation &          Enhanced service
                                                                                                                                                   Work groups                          Reduced stress
                                                                             engaged in equality and diversity initiatives.                        Line Managers
                                                                                                                                                                                                             creativity            levels & customer
                                                                                                                                                                                                                                   satisfaction;
5.5      There are many research studies on the                              These include top management support,                                 Trade unions
                                                                                                                                                                                                                                   Enhanced
         wider business benefits of EDI. For leaders                         with leaders demonstrating the importance                                                                                                             corporate
         in the learning and skills sector the two                           of equality and diversity; the incorporation of                                                                                                       reputation

         cited below may be of value in developing                           equality and diversity into an organisation’s
         thinking and strategy. One is a review of the                       vision and values, ensuring that it becomes        Diagram produced with kind permission of NCPP.
         international evidence of business impact,                          a core activity; the integration of equality
         which was published in Ireland in 2007,                             and diversity into business objectives with
         authored by Kathy Monks8. This found that                           reward and recognition of achievement;
         investment by companies and organisations                           the assessment of the specific needs of
         in initiatives that promote equality and foster                     the organisation and the tailoring of the
         diversity generates substantial benefits for                        management of diversity to those needs; the
         both employees and employers. The second                            spread of ownership for equality and diversity
         is the joint UK report from the EHRC, the                           throughout the organisation; and involvement
         CBI employers’ organisation and the Trades                          of employees in the development of equality
         Union Congress, Talent not Tokenism,                                and diversity policies and practices, with
         (see paragraph 4.4).                                                training as required.


8
    Kathy Monks, The Business Impact of Equality and Diversity: The International Evidence.
    The Equality Authority and National Centre for Partnership & Performance. Dublin 2007.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                         23




The Sector Business Case                                             5.9     As the YPLA’s National Commissioning           5.11 In summary, colleges and training                                Action points and considerations
                                                                             Framework (see paragraph 2.2 and Section            organisations which build their EDI expertise             	         I
                                                                                                                                                                                                  •	 	 f	you	offer	training	services	to	employers,	do	
5.7      For the UK and East Midlands, lifting                               9) gets underway, local authorities (LAs)           will benefit from performance improvements,                         these include developing EDI knowledge and
         national/ regional business performance,                            procuring future provision will be looking          attract recruit and retain staff from the                           skills, with good-practice applications?
         stimulating enterprise and widening social                          for those providers who can be identified as        widest talent pool, enhance their reputation              	         D
                                                                                                                                                                                                  •	 	 o	your	own	workplace	practices	support	
         and economic opportunity all require higher-                        outstanding in responding to and meeting            and reduce risk of litigation from failing to                       the attraction, recruitment, retention and
         level skills. In a context where the national                       the needs of priority learners. The approach        comply with the law or meeting contractual                          development of a diverse workforce?
         Skills Strategy (see 5.2) will increasingly                         of LAs to commissioning will take account of        obligations. They should also open new                    	         D
                                                                                                                                                                                                  •	 	 oes	your	profile	of	staff	and	Board	
         influence the resources colleges and training                       new measures being introduced as part of            markets for income-generating business,                             members show similar characteristics to
         organisations can attract, providers are                            the Equality Act 2010; they are now legally         in helping other organisations raise their                          that of the communities you serve? What is
         advised to address the regional economic                            required to evidence how they are using             performance in EDI. Some readable recent                            the profile of your organisation in terms of
         strategy (RES) applicable to their business                         procurement activity to promote the EDI             evidence of how providers have gained these                         equality and diversity benchmarks?
         planning. For example, the Regional                                 agenda. Other measures being introduced             benefits and improved the experience of                   	         D
                                                                                                                                                                                                  •	 	 o	you	provide	career	development	
         Economic Strategy for the East Midlands9                            in the Equality Act will place requirements         learners may be found in Ofsted’s publication                       opportunities designed to increase
         places EDI as one of three underlying themes                        on all providers to promote equality and            Talisman. Issue 79 from September 2009                              diversity in higher-level positions within the
         that will help achieve the ambitions for                            eliminate discrimination through their role         features equality and diversity. Issue 84                           organisation (e.g., mentoring, coaching)
         the regional economy. This RES addresses,                           as an employer or provider of services.             from March/April 2010 records how some                    	         I
                                                                                                                                                                                                  •	 	 f	you	are	a	provider	serving	the	needs	
         among other elements: employment,                                                                                       providers have made progress in work with                           of employers, do you offer them training
         learning and skills; innovation; cohesive         5.10 Providers demonstrating good or outstanding                      those not in employment, education or                               on the business benefits of EDI?
         communities; and economic renewal. It                  practice in equality aspects of their operation                  training; Workstep, where providers are                   	         W
                                                                                                                                                                                                  •	 	 hat	changes	have	been	introduced	
         is currently being updated to reflect the              will be in a stronger position to benefit                        helping disabled people find employment;                            to your business strategies to support
         requirements of 2010.                                  themselves-as well as their learners. They                       and offender learning programmes. It also                           EDI initiatives?
                                                                should expect to benefit in reputation and                       highlights Ofted’s review of factors linked               	         D
                                                                                                                                                                                                  •	 	 o	your	procurement	practices	ensure	
5.8      The FE and skills sector has played a crucial          through inspection, where equality and                           to success in reducing the numbers of those                         equality and diversity in business with your
         part in responding to economic challenges              diversity is now a limiting grade (see Section                   not in education, employment or training                            organisation’s suppliers, contractors etc?
         already, as the national Skills Strategy noted.        8). From Ofsted, HMCI Christine Gilbert has                      (NEETS)11.                                                	         W
                                                                                                                                                                                                  •	 	 hen	carrying	out	self-assessment	processes	
         Its responsiveness to very diverse and often           advised, “For employers and learners alike,                                                                                          do you use curriculum reviews to identify how
         vulnerable, formerly excluded or under-                when you are next considering what to study                                                                                          more diverse learner groups could be served,
         achieving learners requires a wide range of            and where to take your business – take a look                                                                                        with a focus on government-designated
         skills from a learning and skills workforce that       at the equality and diversity judgements in a                                                                                        priority learners?
         is itself diverse. Workforce diversity will help       provider’s inspection report – it may help you
         attract under-represented learners to FE; in           make your decision”10. Such choices directly
         addition to those choosing to stay on already          affect the provider as a business.
         in the 16-18 age group, the priority learner in
         the sector for public funding is the EDI learner.




9
    A Flourishing Region: The Regional Economic Strategy for the East Midlands 2006-2020. EMDA 2006                         11
                                                                                                                                 The effectiveness of local authority area strategies in reducing the numbers of young
10
     HMCI Christine Gilbert, writing in Talisman, No 79, September 2009                                                          people not in education, employment or training: what works and why. Ofsted, March 2010.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                25




                                                                                               6. The East Midlands Regional
                                                                                               Survey of Providers Leading Equality,
                                                                                               Diversity and Inclusion

	         B
       •	 	 y	developing	and	completing	an	equality	                                           How leaders promote equality, diversity and            6.3   The survey had a series of key questions /
          value-chain can you identify ‘gaps’ in                                               inclusion: findings from the East Midlands                   areas in sections, including:
          your chain to be filled in ways that will                                            research project                                       	     • how actively is your organisation
          support your capacity to improve business                                                                                                            promoting a comprehensive approach
          outcomes, learner outcomes and/or                                                    6.1   Research was carried out among sector                     to equality and inclusion?
          employee outcomes?                                                                         leaders during February and March 2010           	     • is there a clear vision for equality
	         D
       •	 	 oes	your	provider	mission	have	a	clear	                                                  to support and inform this Guide. The main                and inclusion?
          EDI focus? Is this linked to your business                                                 factors being investigated in the research       	     • how well informed about, and committed
          objectives and associated KPIs?                                                            were the adoption and establishment                       to, equality and inclusion are key groups
	         D
       •	 	 o	improvement	targets	specify	the	                                                       of inclusion and equality practices                       in the organisation?
          needs of different learner groups?                                                         within different education and training          	     • awareness and application of equality
	         H
       •	 	 ave	you	incorporated	all	legal	and	                                                      organisations. Following consultation with                and inclusion
          regulatory requirements for EDI, including                                                 partners, an online survey was created. Full     	     • the main organisational barriers
          those in the Equality Act 2010, into your                                                  details of those consulted and the findings               to equality and inclusion
          strategic and business planning processes?                                                 are in Annex 5.                                  	     • the organisation’s equality and inclusion
	      •	 	 re	you	able	to	evidence	that	planning	
          A                                                                                                                                                    success stories.
                                                                                               6.2   The survey combined a series of multiple choice
          and allocation processes consider the
                                                                                                     questions with the opportunity for respondents 6.4     For the first of these, the organisation’s
          needs of all groups of learners?
                                                                                                     to add individual comments throughout.                 activity in promoting a comprehensive
	         D
       •	 	 o	learning	and	teaching,	pastoral	care	
          and enrichment activities cater to the                                                                                                            approach to equality and inclusion, most
                                                                                                     While this was an East Midlands-based
          needs of all learners?                                                                                                                            respondents (80%) believe their organisations
                                                                                                     project, invitations to take part in the
	      •	 	 o	competency	and	staff	performance	
          D                                                                                                                                                 are ‘very active’. Examples were provided of
                                                                                                     research stretched beyond the region as
          appraisal systems embed EDI objectives                                                                                                            compulsory training, working groups, senior
                                                                                                     advised by the project partners. The survey
          that support learner outcomes?                                                                                                                    management support and inductions. They
                                                                                                     was completed by 36 respondents. These
	      •	 	 oes	EDI	training	support	the	aims	of	
          D                                                                                                                                                 also reported this activity as work in progress,
                                                                                                     included colleges, work based learning
          the organisation and do you assess the                                                                                                            with much more still to do.
                                                                                                     providers and community & voluntary sector
          impact of training? For example is training
                                                                                                     providers. Twelve of these were at principal           “In terms of promotion we are doing a lot
          tailored to address underachievement
                                                                                                     or chief executive level, while over half were         of work. However, we still have a long way
          of a particular learner group and is the
                                                                                                     at director level.                                     to go to make all our provision effective
          impact measured against progress of                                                                                                               and inclusive. A lot of work is going on in
          associated targets?                                                                        Outcomes of the survey are summarised                  terms of raising awareness among staff and
                                                                                                     here, with representative quotes made by               developing support mechanisms to achieve
                                                                                                                                                            a truly inclusive provision and environment.”
                                                                                                     the respondents. These, and the research
                                                                                                     findings, lead to “Action points and
                                                                                                     considerations” for supporting EDI.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                       27




       “We are in the process of developing                          6.6     The next section focused on different groups in          Action points and considerations                           Action points and considerations
       competencies for managers and team                                    the organisation. How well informed are they       	     •	 	 ow	effective	is	the	flow	of	information	
                                                                                                                                         H                                                 	        W
                                                                                                                                                                                                 •	 	 hat	can	be	done	that	will	help	
       leaders. There are elements of competencies                           about equality and inclusion? The questions                 about EDI in the organisation to and from                  build commitment from all staff and
       which include equality and fairness.”                                 allowed them options from ‘very well’                       all distinct groups?                                       stakeholders?
                                                                             informed through to ‘not at all’ informed.         	        I
                                                                                                                                      •	 	 s	ensuring	effective,	two-way	information	
       Action points and considerations
                                                                                                                                         flows on EDI issues addressed in your             6.8   The following section sought to understand
	         W
       •	 	 hat	is	your	organisation	actively	doing	                         Respondents believe that 75% of directors                   self-assessment processes and                           the different interventions that providers are
          to promote inclusion and equality?                                 and senior managers are ‘very well’ informed                improvement planning?                                   using to encourage an environment of equality
	         W
       •	 	 hat	support	mechanisms	are	in	place	                             about equality and inclusion. However, this                                                                         and inclusion. 34 out of the 36 respondents
          to support the activities?                                         figure falls away when other groups are            6.7   The next section of the research sought to                 confirmed that the organisation provides
	         I
       •	 	 s	the	entire	organisation	focused	upon	                          considered. Only 58% of board members                    clarify the level of commitment by different               equality and diversity training for staff. This
          a “hearts and minds” approach?                                     or governors are ‘very well’ informed. The               groups to equality and inclusion. It revealed              represented 97%, as compared with 84%
                                                                             figures are lower for middle (53%) and front             that respondents believe that boards /                     that provide such training for learners.
6.5    The next section sought to identify if
                                                                             line managers (55%). Only 39% of teachers                governors, managers and teachers are ‘very
       respondents believe the organisation has
                                                                             and support staff are considered to be ‘very             committed’ to inclusion. However, only half of             Note: training is the traditional route. Coaching
       a clear vision for equality and inclusion.
                                                                             well’ informed.                                          support staff are described as ‘very committed’.           and mentoring approaches are also being
                                                                                                                                                                                                 used, although, as with training, these are
       All respondents were unequivocal on this
                                                                             The pattern in the findings suggests that the            Results suggest that there is a recognised                 more prominent for staff than for learners.
       topic – there was 100% agreement that
                                                                             further the group is away from the leadership            need to continue building commitment from
       each of their organisations has a clear
                                                                             team, the less likely they are to be ‘very well’         all staff and stakeholders.                          6.9   Role competencies that encompass inclusion
       vision for equality and inclusion.
                                                                             informed. The tendency is to become ‘quite                                                                          and equality can provide the organisation
                                                                             well’ informed.                                          “This is a difficult question to answer as this is         with the opportunity to monitor and review
       “This is driven from the top. The principal and
                                                                                                                                      an important area of work for the college and I            managers’ performance against these
       vice principal are fully supporting the agenda
                                                                             “We need to do more work on keeping service              don’t believe any group would state anything               competencies. Just over two-thirds (69%)
       and are not missing any opportunity to
                                                                             users up-to-date with the frequently changing            but commitment. However human nature                       of respondents indicated that management
       promote E & D. This then results in clarity and
                                                                             agendas. As far as their own experience goes,            being as it is means that some people are
       shared vision. However please remember that                                                                                                                                               competencies are in place. Of these
                                                                             they are well enough informed to know how to             probably not going to be equally committed
       this is a journey and we have still a lot to gain.”                                                                                                                                       competencies, just under two-thirds (64%)
                                                                             behave and how to complain in an informed                to all parts of equality and inclusion, as some
                                                                             way. Partners are informed at different levels           people will have prejudices. The aim we have is            include equality and inclusion.
       Action points and considerations                                                                                               to stop a prejudice leading to discrimination.”
                                                                             – we give them all the same information;
	         H
       •	 	 ow	recently	have	you	tested	out	your	EDI	                        they absorb it differently, so we don’t have a                                                                      “We are in the process of developing
          vision with learners, stakeholders, staff and                      consistent picture about their practice.”                                                                           competencies for managers and team leaders.
          Board members to confirm that it is clear?                                                                                                                                             There are elements of competencies which
	      •	 	 upport	and	drive	from	‘the	top’	is	essential.	
          S                                                                                                                                                                                      include equality and fairness.”
          How clear is this support? Does it include the
          Board as well as leadership team?
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                29




          Action points and considerations                                   There are a number of potential messages                “We are stronger in the philosophy than the            “Training does not alter attitudes which are
	         •	 	 ow	effective	are	EDI	learning	and	
             H                                                               emerging from the answers, shown in                     detail. We have a small team which struggles           ingrained- sometimes it is very difficult to
             development programmes for staff                                detail in Annex 5. Illustrated in Table 1 is            to address the huge amount of information              overcome prejudices particularly in security,
             and learners?                                                   the very mixed response relating to data,               available, asked for or expected.”                     catering and secretarial staff who may be
                                                                                                                                                                                            on low paid short term contracts yet present
	         •	 	 oes	your	organisation	have	role	
             D                                                               evidence and self-assessment. This indicates
                                                                                                                                     Action points and considerations                       the public face for the organisation.”
             competencies for staff? If so, do these                         more focus is required by providers on the
                                                                                                                               	        I
                                                                                                                                     •	 	 s	there	a	gap	in	your	organisation	between	
             extend to inclusion and equality?                               performance management, monitoring
                                                                                                                                        understanding what needs to be done on
	         •	 	 ow	effective	and	extensive	are	other	
             H                                                               and reviewing of the data and evidence                                                                     Table 2: Barriers to equality and inclusion
                                                                                                                                        EDI issues and ensuring robust processes
             interventions, such as leadership                               that is available. There appears to be a gap
                                                                                                                                        are in place to turn information into action?
             development, coaching or mentoring EDI?                         between understanding accountabilities, for                                                                • Resources
                                                                                                                               	        H
                                                                                                                                     •	 	 ow	effective	is	your	use	of	data	to	drive	
                                                                             example, through regulation or inspection,                                                                 • Insufficient and / or inappropriate
6.10 The next section aimed to create a                                                                                                 improvement in your EDI indicators?
                                                                             and ensuring robust processes are in place                                                                   funding streams
     ‘temperature check’ for the awareness                                                                                     	        W
                                                                                                                                     •	 	 hat	are	you	doing	to	close	gaps?	
                                                                             to capture key information. While 77% of                                                                   • High level accountability/reporting progress
     and application of equality and inclusion.                              respondents claim that the leadership team                                                                 • Tokenistic approach / complacency
                                                                                                                               6.11 In addition to the multiple choice questions,
     It included a number of statements that                                 are ‘very’ aware of Ofsted requirements for                                                                • Inefficient monitoring
                                                                                                                                    respondents were invited to describe
     sought to capture the awareness of such                                 equality and inclusion, the identification,                                                                • Leadership not role modelling required
                                                                                                                                    (unprompted) the main barriers to equality
     factors as Ofsted and legislative requirements,                         analysis and effective use of data is                                                                        behaviours / not walking the talk
                                                                                                                                    and inclusion in their organisation. These have
     coupled with the provider’s capability to use                           considerably less, as seen in the table below.                                                             • Embedding still to be done in curriculum
                                                                                                                                    been summarised into a list, presented below.
     data and self-assess effectively.                                       This is a sample of the detail from the survey,                                                            • Greater diversity of the governing body
                                                                                                                                    A range of quotations from respondents is
                                                                             which is available in full in Annex 5.                                                                       and senior leadership team is needed
                                                                                                                                    also provided.
                                                                                                                                                                                        • Increasing the proportion of staff from
                                                                                                                                     “Our monitoring system is not very efficient         under-represented groups
                                                                                                                                     and some areas in the college are quite            • Recruitment from traditionally excluded
    Table 1: Respondents’ answers to questions relating to the use of evidence and self-assessment                                   complacent in terms of staff not conforming          communities remains low
    to promote EDI.                                                                                                                  to agreed standards in relation to E & D.          • More sophisticated use of EDIMS needed
                                                                                                                                     This is being dealt with at the most senior        • Further and better communication
                                                           Very         Quite           Moderately   Not at all   Don’t know         level in the college and we are hoping to see        with learners
                                                                                                                                     some improvements across the board.”
    How effectively does your organisation make            30.6% (11)   47.2% (17)      16.7% (6)    2.8% (1)     2.8% (1)                                                              • Lack of cohesion around the EDI agenda
    use of the available evidence relating to inclusion?
                                                                                                                                     “30% of our students are from BME
    How well does it identify, gather and use data?        37.1% (13)   42.9% (15)      17.1% (6)    0.0% (0)     2.9% (1)           backgrounds. 10% of our staff are from
                                                                                                                                     BME backgrounds I believe positive role
    How effectively do your current self-assessment        45.5% (15)   36.4% (12)      9.1% (3)     0.0% (0)     9.1% (3)           models on the staff team will aid improvement
    procedures identify and assess equality and                                                                                      - but this is long term.”
    inclusion issues?
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                                                                                                                             7. Approaches to Promoting
                                                                                                                             Equality, Diversity and Inclusion


       Action points and considerations                               Table 3: Equality and inclusion successes,             7.1     This Section explores a range of approaches                   The Inclusion Cycle emerged from a ‘rich
	         D
       •	 	 o	leaders	in	your	organisation	exemplify/                 recognised in provider responses                               that can be used by providers to strengthen                   picture’ exercise carried out by delegates
          model good EDI practices?                                                                                                  inclusion. Having a clear vision sets the scene,              on a Coaching and Mentoring for Equality
	         W
       •	 	 hich	of	these	barriers	are	partially	or	                  • Students and staff speak very well of equality               but translating the vision into meaningful                    and Diversity pilot programme, held by
          wholly within the provider’s control?                         and inclusion at the college (survey and Ofsted              actions for staff and learners alike depends                  LSIS during 2009/10. It is focused upon
	         H
       •	 	 ow	actively	does	your	organisation	                         evidence). Have closed the attainment gaps                   upon effective communications and                             continuous improvement. While different
          challenge any breaches to its vision                          between different ethnic groups                              interventions. There are a broad range of                     sections of this Guide cover the topics
          for inclusion, equality and diversity?                      • College systems to challenge any breach                      approaches that can be developed. The most                    contained in the cycle in greater detail, it is
	         H
       •	 	 ow	can	monitoring	be	tightened	                             or discrimination are effective. Majority of                 appropriate for your organisation will depend                 helpful to bring them together to generate
          and improved?                                                 staff and student are well aware of their                    on your context and the inclusion challenges                  a sense of the ‘whole’.
	      •	 	 ow	effectively	is	the	organisation	
          H                                                             roles and responsibilities in relation to E & D              you face.
          encouraging inclusion and equality and                        and organisational expectation of accepted                                                                                 Development interventions that promote and
          supporting this with clear compliance                         behaviours and practices                             7.2     To help put this into context and provide                     support inclusion and equality co-exist with all
          requirements? For example, is EDI                           • We realise the value of an increased                         an orientation model, we have created The                     other elements within the cycle. Together they
          embedded in job descriptions and staff                        talent pool together with flexible working                   Inclusion Cycle (below), which illustrates                    become part of a seamless approach that
          performance objectives?                                       opportunities and have successfully recruited                how an organisation can establish a cycle of                  includes all internal and external stakeholders.
                                                                        part time roles through targeted markets                     actions to support an inclusive environment.                  If any part of the process is missing or weak,
6.12 In addition to the barriers to equality and                        e.g. working mums website                                                                                                  then it affects the rest of the cycle.
     inclusion, respondents were also asked to                        • Our Single Equalities Scheme
     describe, unprompted, equality and inclusion                     • Make up of staff/students reflect the                The Inclusion Cycle
     successes in their organisation. There are                         local community
     good stories to tell. A selection of these is                    • Introducing the data sets to curriculum teams
                                                                                                                                                                                                                         Outward focus built upon
     listed in the panel.                                               and key support areas. Seeing the evidence is                                                                                                   relationships, collaboration
                                                                        always powerful in starting change.                                                                                                             & ability to engage external
                                                                                                                                                                     Leadership that                                            stakeholders
                                                                      • Chief Exec champions and leads the E & D                                                  includes & inspires all
                                                                        Steering Group                                                                               to do their best
                                                                      • Over the last 9 months the college has invested
                                                                        time and resources in up-skilling staff and                 Robust performance                                              Range of development
                                                                        giving them confidence. On our MIS system                    management that                                               approaches that support
                                                                        we have introduced an area for staff to record             monitors performance                                              inclusion & equality
                                                                                                                                      & uses evidence              The organisation’s
                                                                        incidents, support discussion relating to E & D.                                           vision & values for
                                                                                                                                                                  inclusion & equality
                                                                             Action points and considerations
                                                                             What are the EDI success stories for your                    Managers integrate                                Culture of responsibility
                                                                             organisation? Do you seek them out, utilise                inclusion outcomes with                              that engages hearts
                                                                                                                                          operational outputs                                      & minds
                                                                             them to improve practice, and celebrate them?
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The Inclusion Cycle explained                                        7.7     Managers integrate inclusion outcomes              	      H
                                                                                                                                    •	 	 ow	pro-active	is	the	organisation	in	                “Our monitoring system is not very efficient
                                                                             with operational outputs                                  establishing different interventions that              and some areas are in the college are quite
7.3    This is a virtuous, expanding cycle, but there                        A challenge for those seeking to champion the             can promote inclusion and equality?                    complacent in terms of staff not conforming
       are two initial critical success factors: leadership                  inclusion and equality agenda can be those         	      H
                                                                                                                                    •	 	 ow	effectively	does	the	organisation	                to agreed standards in relation to E & D.
       and vision / values. If these are in place, then                      managers whose focus is narrowed by the                   encourage personal accountability for                  This is being dealt with at the most senior
       everything else flows on from them.                                   demands of the operation on a daily basis.                inclusion and equality?                                level in the college.”
                                                                                                                                	      A
                                                                                                                                    •	 	 re	all	managers	as	focused	upon
       The organisation’s vision & values                            7.8     Robust performance management that                        inclusion as they are on other key               A brief guide to interventions that support
       for inclusion & equality                                              monitors performance & uses evidence                      performance indicators?                          inclusion & equality
       This sits at the heart of inclusion and                               As this has a measurement and monitoring           	      H
                                                                                                                                    •	 	 ow	effectively	is	data	being	gathered,	
       equality. A vision demonstrates ambition                              role, it is included towards the end of the               analysed and used?                               7.10 Providers are making use of a broad range
       and informs the provider mission.                                     cycle. But planning to monitor and gather          	   •	 	 ow	well	is	the	provider	relating	externally	
                                                                                                                                       H                                                     of interventions to promote inclusion and
                                                                             evidence starts long before the first learner             to stakeholders?                                      equality. A number of these approaches are
7.4    Leadership that includes & inspires                                   applications arrive. This is often the most                                                                     summarised here.
       all to do their best                                                  easily overlooked aspect of the inclusion              Representative comments from the regional
       Leadership and the vision are intrinsically                           cycle. Carried out successfully and delivering         survey (see Section 6) are used in this section,    7.11 Training: inclusion, equality & diversity
       linked. Leadership generates a clear vision                           “real time” information, it can be used not            as below:                                                training for staff
       and a vision generates effective leadership.                          only to enhance performance but also direct                                                                     Many, if not most, providers offer some
       The two are inextricably linked, hand-in-glove.                       future activities.                                     “In terms of promotion we are doing a lot                degree of inclusion, equality and diversity
                                                                                                                                    of work. However, we still have a long way               training to managers, teachers and staff.
7.5    Range of development interventions                            7.9     Outward focus built upon relationships,                to go to make all our provision effective and            Sometimes this is compulsory and accredited.
       that support inclusion & equality                                     collaboration & ability to engage                      inclusive. A lot of work is going on in terms
       The organisation can introduce a broad                                external stakeholders                                  of raising awareness among staff and a                    Making the training course mandatory or
       range of development interventions – these                            Last but not least is outward focus; how the           developing support mechanism to achieve                   “expected” ensures that all members receive
       are explained in detail later in this section.                        provider serves its different communities and          a truly inclusive provision and environment.”             the chosen training. All members of the
                                                                             works with the different partners.                                                                               leadership team should participate, including
7.6    Culture of responsibility that engages                                                                                       “We regularly review our working practices                the Board and principal/chief executive. If
       hearts & minds                                                        Action points and considerations                       and procedures as part of our equality                    the spirit is positive, energised and supported
       Effective leadership approaches can have the                  	       •	 	 oes	the	organisation	have	a	clear	vision	
                                                                                D                                                   impact assessments, curriculum review,                    from the top, then it sets an example for the
       benefit of encouraging staff to hold themselves                          for inclusion and equality? To what extent is       quality review, contractual arrangements                  staff as a whole.
       personally accountable. This cuts across all staff                       it communicated to and understood by all?           with third party organisations and also
       whether teachers, managers, administrators                    	       •	 	 ow	effectively	are	the	organisation’s	
                                                                                H                                                   in the evaluation of the services we provide        7.12 Coaching. Coaching is an approach that is
       or other support staff. At its most effective,                           leaders role modelling and championing              by learners.”                                            increasingly being adopted by organisations
       staff take personal responsibility for promoting                         inclusive practices?                                                                                         as a means of raising organisational and
       inclusion and equality.                                                                                                                                                               individual performance. The Chartered Institute
                                                                                                                                                                                             of Personnel and Development (CIPD) 2008
                                                                                                                                                                                             Learning & Development survey estimates that
                                                                                                                                                                                             71% of organisations are using coaching.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                   35




         LSIS has piloted a programme with the                       7.14 Leadership. As considered in Section                7.17 Competencies. The formal role expectations               Action points and considerations
         former LSC that combines inclusion, equality                     3, effective leadership is essential to set              of staff in the organisation can include      	             I
                                                                                                                                                                                            •	 	 s	training	for	inclusion,	equality	&	diversity	
         and diversity with coaching and mentoring                        the tone and pace for the organisation.                  competency sets. These allow the individual’s               in place for all staff/Board members? Is
         approaches. This 10-day programme is                             Principals and chief executives can take                 performance to be effectively monitored and                 it compulsory or expected? Is it delivered
         running twice during 2010.                                       advantage of the Principals’ Qualifying                  review at appraisals. These competencies                    flexibly to meet the needs of different
                                                                          Programme (PQP) organised through LSIS.                  may be extended to inclusion and equality.                  groups, with its outcomes monitored?
         Coaching is defined by Whitmore12 as:                            Leading an organisation that promotes                    In this approach, it would be a requirement   	             A
                                                                                                                                                                                            •	 	 re	directors	and	senior	managers	role	
         “unlocking a person’s potential to maximise                      inclusion and equality is encouraged on this             of staff to be competent in inclusion and                   models for EDI? Do they always attend
         their own performance. It is helping them to                     programme. There are also other sources of               equality and they could be provided with                    appropriate inclusion and equality
         learn rather than teaching them.”                                development and support (see Section 11).                training and development to enhance                         development programmes?
                                                                                                                                   knowledge and skills.                         	             A
                                                                                                                                                                                            •	 	 re	managers	encouraged	to	coach	others	
         Coaching can have a positive impact upon                    7.15 Network groups. The establishment of                                                                                 on inclusion and equality?
         organisational climate and, with its emphasis                    network groups is, in itself, inclusive. This       7.18 Quality marks. There are a range of                  	      M
                                                                                                                                                                                            •	 	 entoring	is	an	excellent	approach	that	
         on questioning / learning rather than telling,                   can be particularly effective for large and              externally approved quality standards the                   models successful behaviours to the mentee.
         can help promote inclusion.                                      complex organisations or those located                   organisation can aim for. These will help                   How may you utilise it for the benefit of
                                                                          around multiple sites.                                   to bring focus to the subject of inclusion                  learners and staff in your organisation?
         “A significant investment has been made in                                                                                and equality and also provide a source               	      H
                                                                                                                                                                                            •	 	 ow	effectively	does	your	organisation’s	
         introducing a coaching culture, but it isn’t yet            7.16 Working groups. A powerful way to focus                  of externally-assessed evidence of the                      leadership promote excellence in EDI?
         fully bedded in across the college. Mentoring                    upon inclusion and equality is to establish              organisation’s position and scope for                	      W
                                                                                                                                                                                            •	 	 hat	recruitment	and	induction	processes	
         is offered mostly at management levels.”                         a cross-organisation working group. Ideally              progress. See Section 10.                                   are in place to support inclusion and equality?
                                                                          this would be populated by people the length                                                                  	      H
                                                                                                                                                                                            •	 	 ow	visible	are	the	organisation’s	leaders	
7.13 Mentoring. Mentoring can be used for both                            and breadth of the organisation, including          7.19 Champions. Many organisations appoint                       as champions of inclusion?
     staff and learners. It has often been used to                        those from traditionally under-represented               inclusion and equality champions. These              	      W
                                                                                                                                                                                            •	 	 hat	EDI	network	groups	exist?	
     encourage those from under-represented                               groups. It is helpful if the principal / chief           individuals can promote best practice. If this       	      A
                                                                                                                                                                                            •	 	 re	EDI	competencies	in	place	for	all	staff?	
     groups. In this instance the mentor, from                            executive or director attends as a champion,             route is taken, it is important to ensure that              Is inclusion embedded in roles through
     the under-represented group, works with the                          or a Board member where appropriate. It                  others (especially managers) do not feel they               competencies?
     mentee, from the same group. This can build                          sends out a strong signal to the organisation            can pay less attention to EDI. Additionally,         	      T
                                                                                                                                                                                            •	 	 o	what	extent	do	interventions	support	
     confidence, role-model appropriate behaviours                        of the importance of EDI.                                principals / chief executives-if not the champions          a ‘hearts and minds’ approach that
     and reduce the risk of the mentee leaving the                                                                                 themselves- should ensure these individuals are             embraces inclusion and equality?
     organisation through feeling unsupported.                               “We invest a lot in the agenda and involve all        given the opportunity to contribute through their    	      W
                                                                                                                                                                                            •	 	 hat	is	being	done	to	involve	learner	and	
                                                                             staff in some way. We have a steering and             leadership and other related roles.                         employer groups whose attitudes might be
         However, mentoring can also be provided                             monitoring group which has representation                                                                         more challenging to inclusion and equality?
         cross-culturally, with mentor and mentee                            from across the college, including students                                                                	      W
                                                                                                                                                                                            •	 	 hat	enforcement	measures	does	the	
         drawn from different groups. Both mentoring                         and a governor. All staff have had training                                                                       organisation take (or is prepared to take)
         and coaching say to the person being                                in some E & D aspects in the last two years.”                                                                     when inclusion and equality approaches
         supported: “you matter”.
                                                                                                                                                                                               are ignored or abused?




12
     Whitmore.J., 1996. Coaching for Performance. 2nd Ed. London: Nicholas Brealey Publishing.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                         37




8. Inspection and Performance
Management


8.1      This section of the Guide looks at inspection               8.4     The major changes introduced by Ofsted in        8.6. If it is unsurprising that the key to high                   8.8    In response to national developments
         and performance management as they                                  2009, for equality and diversity assessments,         performance is good leadership then one                             and legislative changes, revisions to the
         affect the leadership of EDI in a college or                        are addressed below. In its most recent               of the best leadership tools is effective self                      inspection framework on evaluating
         training organisation. It is not the intention                      Annual Report, for 2008-9 (www.ofsted.gov.            assessment. The LSC and LSIS published                              outcomes for learners now also includes
         to duplicate all the guidance available from                        uk/publications/annualreport0809) Ofsted              generic guidance on this in September 2008                          greater emphasis on whether learners feel
         Ofsted or that covering the Framework for                           noted with regard to colleges that “there             (Self assessment: Updated Guidance for                              safe and, where relevant, how well they
         Excellence, which to date has been the                              is a close link between the judgements                the Further Education System) and specific                          develop skills, knowledge and understanding
         government’s performance management                                 for leadership and management, overall                guidance for EDI in October 200914.                                 relevant to community cohesion and
         system for post-16. Links to these sources are                      effectiveness and the capacity to improve.            The latter document provides information                            sustainable development. The continued
         shown here, with key issues and action points                       Leadership and management were good or                on policy and practice. Its development was                         spotlight on the promotion of equality and
         arising from them.                                                  outstanding in 65% of colleges inspected,             informed by the creation of Ofsted’s new                            diversity now has greater emphasis – with
                                                                             demonstrating clear strategic vision, a strong        Common Inspection Framework (CIF) in                                inspectors judging how well providers identify
Inspection                                                                   focus on raising achievement, accurate                2009, which is referenced in chapter 3 of                           and narrow achievement gaps between
                                                                             self-assessment and rigorous college-wide             the guidance on self assessment of equality                         different groups of learners to help ensure
8.2      It is widely understood in the sector that                          quality improvement. Equality of opportunity          and diversity.                                                      that all learners fulfil their potential.
         responsibility for quality and improvement                          is good or outstanding in 76% of cases. The
         lies with each individual provider. External                        best colleges promote community cohesion         8.7      The 2009 CIF “raised the bar” for sector                 8.9    The CIF is supported by Ofsted’s Handbook for
         inspection and performance management                               well…” (paragraph 138).                                   leaders in several senses. Most importantly                     the inspection of further education and skills
         arrangements may support providers’ own                                                                                       for the purposes of this Guide, it set raised                   from September 2009 (see the Ofsted website:
         processes or enable intervention where                      8.5     With regard to the diverse work based                     expectations for equality and diversity. The                    reference b090105). Judgements relevant to
         necessary.                                                          learning sector, which includes providers of              2009 inspection framework states that                           the grading of equality and diversity are found
                                                                             apprenticeships, Train to Gain programmes                 there will be a single judgement on equality                    in the leadership and management section, C;
8.3      The overall aim of inspection is to evaluate the                    and Entry to Employment, Ofsted’s Annual                  and diversity, which will include social and                    explicitly in C4 (see accompanying text box).
         efficiency and effectiveness of the provision of                    Report noted that the vast majority of                    educational inclusion. A common grading                         However, colleges and training organisations
         education and training in meeting the needs                         good or outstanding providers in 2008-09                  scale continues to be used in making                            should take account of all the leadership and
         of learners (the last five words are crucial in the                 were specialist providers or employers                    judgements: Grade 1, outstanding; Grade                         management section in the current context.
         judgements made). As Ofsted has noted, a key                        with provision in one or sometimes two                    2, good; Grade 3, satisfactory; Grade 4,                        The other questions, if evidenced positively,
         driver for improvement is “leadership which                         sector subject areas. The robustness of                   inadequate. Limiting grades are introduced                      will address the vision and direction elements
         promotes very high standards in a positive and                      self-assessment tended to be weaker in this               and these are considered as part of the                         of leadership of EDI as well as take account of
         supportive culture that aspires to excellence”13.                   sector than in colleges. There were also more             assessment of leadership and management                         the related limiting grade, for safeguarding.
                                                                             providers where safeguarding procedures                   before the overall effectiveness judgement is
                                                                             were not meeting current requirements.                    made. Limiting grades relate to safeguarding,
                                                                                                                                       and equality and diversity, as these are
                                                                                                                                       considered to be essential in assuring the
                                                                                                                                       quality of the development and well-being of
                                                                                                                                       young people and adults. The grades for these
                                                                                                                                       two aspects may therefore limit other grades,
                                                                                                                                       including the grade for overall effectiveness.

                                                                                                                              14
                                                                                                                                   Equality and Diversity in Self-Assessment: Guidance for Colleges and Providers,
13
     How Colleges Improve, Ofsted, Sept 2008                                                                                       LSC and LSIS October 2009.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                               39




Ofsted and Inspection                                                        The text of the report read: “The college         Another recent inspection report showed how               The action points below relate to the relevant
                                                                             actively promotes equality and diversity          good leadership, delivery and learner outcomes            questions on leadership and management.
 In more detail, the equality and diversity grade                            and effectively tackles unfair discrimination.    can come together to produce outstanding results.         Full details of Ofsted’s expectations for
 will contribute to and may limit the grade for                              The performance of different groups of                                                                      leadership and management, along
 overall effectiveness in the following ways:                                learners is analysed and gaps in performance      South Birmingham College was judged                       with evaluative statements and grade
 •	 where a judgement of inadequate is awarded                               identified. There is an achievement gap           Outstanding (Grade One) for Leadership and                characteristics, may be found in the
    for equality and diversity it is most unlikely                           between the college success rate and that         Management and the contributory grades of                 Inspection Handbook (from page 60).
    that the overall effectiveness of the provider                           of black learners, those from minority ethnic     safeguarding and equality and diversity at its
    will be better than satisfactory. It is likely that                      backgrounds and learners from certain             inspection (report published April 2010).                 Action points and considerations:
    the overall judgement will be inadequate.                                vulnerable groups in 2009”.                                                                             	   	 	 	 ow	effectively	do	leaders	and	managers	
                                                                                                                                                                                         • H
 •	 where a judgement of satisfactory is awarded                                                                               Inspectors noted that:                                        raise expectations and promote ambition
    for equality and diversity it is most unlikely                           The issue here was the achievement gap.                                                                         for EDI throughout the organisation?
    that the overall effectiveness of the provider                                                                             “Leadership and management are outstanding.           	       H
                                                                                                                                                                                         •	 	 ow	effectively	do	your	governors/
    will be better than good.                                                A medium to large training provider               Large numbers of students come from                           supervisory body provide leadership,
                                                                             received the following grades: Overall            educationally disadvantaged backgrounds; but a                direction and challenge to EDI?
 If a provider cannot demonstrate that it is                                 effectiveness, 2; Leadership and                  strong ethos of inclusion, raising aspiration and     	       A
                                                                                                                                                                                         •	 	 re	your	governors/the	supervisory	body	
 working within the two operating principles                                 Management, 2; Equality and Diversity, 3.         supporting individuals to achieve, passionately               directly involved in EDI leadership? Does
 this should prompt a judgement of inadequate                                                                                  supported by governors, managers and staff,                   their provider mission set expectations for
 for equality and diversity. The two operating                               The text of the report read: “Equality and        results in high success rates. Demanding targets              EDI? Do they set standards and approve
 principles for the inspection of equality and                               diversity is satisfactory. Despite many newly     are set and met…”                                             key performance indicators? Did they
 diversity are:                                                              introduced materials and initiatives since the                                                                  approve the Equality Scheme(s)? Do
 • how effectively a provider is narrowing any                               previous inspection, staff do not sufficiently   8.11 Capacity to improve: Evaluative statements                they monitor its effectiveness, providing
    achievement gap between groups of learners                               reinforce equality and diversity during               To make their judgements, inspectors will                 direction and challenge?
 • how effectively a provider actively                                       training and progress reviews… (The provider          evaluate the extent to which:                     	       D
                                                                                                                                                                                         •	 	 o	your	governors/the	supervisory	body	
    promotes equality and diversity and tackles                              should)… ensure aspects of equality and          	    • the provider has a sound track record of                review the quality and standards of
    discrimination.                                                          diversity are better reinforced and explained            sustained improvement                                  provision to ensure that EDI objectives are
                                                                             in the context of learners’ work during formal   	    • the provider sets and meets ambitious                   being attained?
8.10 There is evidence in some inspection reports                            progress reviews and training…”                          targets to improve outcomes for                	       A
                                                                                                                                                                                         •	 	 re	leaders	and	managers	at	all	levels	of	
     in 2009-10 of how the new approach to EDI                                                                                        all learners                                           your organisation engaged in planning
     is working.                                                             The issue here is the expectation that           	    • the provider has a clear vision and appropriate         EDI objectives and in self-assessment of
                                                                             actions taken are understood by learners,                priorities that will sustain improvement and           progress made?
       One large college received the following                              who benefit as a consequence.                            raise expectations for all users
       grades: Overall Effectiveness, 3; Leadership and                                                                       	    • governors or the appropriate supervisory
       Management, 3; Equality and diversity, 3.                                                                                      body fulfil their duties and ask challenging
                                                                                                                                      questions to raise or maintain high
                                                                                                                                      standards and secure positive learner
                                                                                                                                      experiences and outcomes.
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                41




	      •	 	 hat	equality	and	diversity	measures	
          W                                               	                     H
                                                                             •	 	 ow	do	you	act	to	eliminate	                     How effectively does self-assessment               Performance Management: Equality Schemes
          do you use to assess the effectiveness                                discrimination? How do you monitor the            in EDI improve the quality of your provision       and Impact Measures
          of leadership and management with                                     effectiveness of this activity and use the        and outcomes for learners?
          regard to EDI?                                                        results for improvement?                      	   •	 	 o	your	self-assessment	process	and	
                                                                                                                                     D                                               8.12 The LSC expected those providers that it
	      •	 	 s	the	importance	of	EDI	for	the	organisation	 	
          I                                                                     H
                                                                             •	 	 ow	do	you	assess	outcomes	for	different	           report include full coverage of equality             funded which were public bodies to have
          communicated effectively to all staff,                                groups of learners. And more importantly             dimensions and a summary judgement/                  Equality Schemes. This included FE and 6th
          learners and external partners/stakeholders?                          how do you instigate and monitor the                 assessment?                                          Form colleges. The Single Equality Scheme
                                                                                impact of actions designed to drive           	   •	 	 o	your	governors/the	supervisory	body	
                                                                                                                                     D                                                    (SES) model was encouraged by the LSC.
       How effectively do you promote the                                       improvements?                                        ‘sign off’ the self-assessment report? If            Private providers were also encouraged by
       safeguarding of learners?                                     	       •	 	 hat	action	is	taken	to	ensure	that	the	
                                                                                W                                                    so, is there a statement to the effect that          the LSC to have Equality Schemes although
	         D
       •	 	 o	you	have	strategies	in	place	to	                                  ethnic profile of staff and governors                they are confident that the organisation is          this was not a legal requirement. Again, the
          safeguard all learners- including those                               broadly reflects that of the learner                 fulfilling its statutory, legal and contractual      SES model was recommended, rather than
          such as apprentices who are based with                                population - and local population where              obligations in regard to equality?                   individual schemes for race, gender and
          employers- from harassment, bullying                                  this fits with your mission?’                 	   •	 	 s	there	a	separate	section/overview	and	
                                                                                                                                     I                                                    disability. The LSC had its own organisational
          and discrimination?                                                                                                        judgement that evaluates how well/                   SES, subsuming all three statutory schemes
	         D
       •	 	 o	you	consider	equality	and	diversity	as	                        How effectively do you engage with                      effectively the organisation is implementing         for a public body.
          part of health and safety risk assessments,                        users to support and promote improvement                equality, tackling unfair discrimination
          in particular for vulnerable learners?                             in EDI?                                                 and promoting the benefits of diversity              The statutory equality duties on the LSC’s
                                                                     	       •	 	 o	you	have	an	effective	learner	
                                                                                D                                                    and, where applicable, how it is positively          successor bodies have not reduced with
       How successful are you in actively promoting                             involvement strategy? Does it work well              contributing to community cohesion?                  the machinery of government changes.
       equality and diversity, tackling discrimination                          with all types of learners and all modes of                                                               In fact, they have been increased by the
       and narrowing the achievement gap?                                       attendance in your organisation? How is           Note; for more on self-assessment see                   requirements of the Equality Act 2010.
	         W
       •	 	 hat	is	your	understanding	of	“actively	                             it utilised to engage learners in achieving       reference 14, cited in paragraph 8.6.
          promoting” equality and diversity? Do all                             EDI objectives?                                                                                      8.13 In 2009 the LSC commissioned a review
          your staff and governors/Board members                     	       •	 	 ow	are	staff	at	all	levels	of	your	
                                                                                H                                                 How efficiently and effectively do you use your         of the operation of its SES, by ECOTEC
          understand their roles in this?                                       organisation engaged in achieving                 available resources to secure value for money?          (Review and Evaluation of the LSC’s Single
	      •	 	 ow	actively	do	you	promote	equality	of	
          H                                                                     EDI objectives? Are they provided with        	      I
                                                                                                                                  •	 	 s	access	to	learning	resources	available	to	       Equality Scheme, June 2009). This review
          opportunity? What EDI data do you utilise                             induction training and continuing                    all learners, regardless of their background,        went on to consider the LSC’s effectiveness
          for learners and staff in doing this? How do                          professional development in EDI issues?              and appropriate for effective study in               in addressing equality. The findings have
          your internal and external communications                  	       •	 	 re	visitors,	contractors	and	the	public	
                                                                                A                                                    lessons and for independent study?                   value, by implication, for providers as well as
          assist achievement of this goal?                                      made aware of your EDI values and goals       	      A
                                                                                                                                  •	 	 re	there	resources	that	allow	all	learners	        for the LSC’s successor bodies for planning,
                                                                                and engaged in supporting them?                      to participate equally, regardless of their          commissioning and funding: the YPLA, Skills
                                                                     	       •	 	 ow	well	does	your	provision	serve	the	
                                                                                H                                                    backgrounds or circumstances?                        Funding Agency and Local Authorities.
                                                                                needs of socially excluded learners and       	      D
                                                                                                                                  •	 	 o	work-based	learners	have	access	to	good	
                                                                                potential learners? What measures are you            learning materials, equipment and facilities?
                                                                                taking to improve their representation and    	      D
                                                                                                                                  •	 	 o	learners	with	learning	difficulties	and/or	
                                                                                success?                                             disabilities have appropriate specialist staff
                                                                                                                                     and specially adapted learning resources?
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                    43




8.14 The full ECOTEC review involved an audit                        8.17 Some key findings from the review                  “There was a prevalent view… that the degree          Action points and considerations
     and meetings with LSC staff and stakeholders.                        which may resonate for colleges and               to which providers effectively self-regulate in    	      D
                                                                                                                                                                                   •	 	 o	you	have	a	Single	Equality	Scheme,	
     The main findings included a consideration                           training organisations are detailed in the        terms of equality is extremely variable.                  or separate equality schemes, that meet
     of the LSC’s equality requirements on                                accompanying text box. They include:                                                                        your legal, regulatory and contracting
     providers and are made use of here from that                    	    • the positive value of equality schemes          Research participants identified a number of              requirements as a provider?
     perspective. Positively, the LSC was seen as                            as the principal planning document(s)          barriers to effective equality self-regulation     	      A
                                                                                                                                                                                   •	 	 re	you	reviewing	your	equality	scheme(s)	
     being at the forefront of EDI and as a good                             for leading equality and diversity             within some providers. These included that                in the light of the new Equality 2010?
     role model for the sector. A regional approach                  	    • the variability of the sector’s response to     providers did not always have the desire to        	      D
                                                                                                                                                                                   •	 	 oes	your	SES	or	alternative	lead	to	
     was evident, encouraging localised practice.                            EDI issues, due to perceived administrative    address equality because they were more                   actions and measures that enable you
                                                                             barriers as well as infrastructure issues      concerned about meeting their funding                     to meet your duties and develop good
8.15 In terms of the impact of the LSC’s SES,                                affecting capacity                             conditions to ensure their future survival, or            practice in EDI?
     a number of concerns were found. Those                          	    • the key driver of funding and its effect        their infrastructure was not sufficient to         	      I
                                                                                                                                                                                   •	 	 f	your	work	requires	the	support	of	
     most relevant to providers at the present                               on provider behaviour.                         meet these regulatory requirements. Wider                 employers, how do you ensure that they
     time include: a focus on traditional strands                                                                           concerns about meeting funding conditions                 meet your expectations on EDI issues?
     (gender, race, disability) when wider EDI                               In addition the review found, among its        were expressed both internally and externally,     	      A
                                                                                                                                                                                   •	 	 re	there	barriers	to	your	capacity	to	
     issues are evident- and now part of law; the                            respondents, a concern for particular groups   suggesting that the LSC concentrates only on              promote equality and diversity, tackle
     limitations of powers of the LSC to really                              at risk of disadvantage, including over-50s    outcomes that are measurable and that this                discrimination and narrow the achievement
     hold providers accountable, which might be                              and white working class communities.           creates tensions within provision.                        gap? How are they being addressed?
     a concern of the successor commissioning                                                                                                                                  	      A
                                                                                                                                                                                   •	 	 re	there	particular	groups	of	learners	
     bodies as well; the effectiveness -or                            Review and Evaluation of the LSC’s Single             Providers have to achieve successful outcomes             in the communities you serve who you
     otherwise- of equality and diversity impact                      Equality Scheme, June 2009).                          to receive funding and therefore some providers’          believe to be at risk of disadvantage?
     measures (EDIMs); and the need for a                                                                                   natural inclination was to consider engaging              What actions are you taking, on your
     greater understanding of how an employer-                        “Equality schemes are, in the main, an                less challenging learners. Though difficult               own or with other providers?
     led approach to skills and training provision                    organisation’s principal planning document            to evidence, this was certainly a prevalent
     impacts on different groups of learners.                         for meeting equality related issues in service        fear articulated by providers. Views were also
                                                                      delivery and employment. At their heart should        expressed that larger colleges did have the
8.16 There were two other findings which are                          be a series of actions designed to meet its           resources to be able to self-regulate; however,
     relevant at a time of substantial change                         various duties in relation to race, gender and        it was the smaller providers who required
     in planning, commissioning, funding and                          disability while at the same time proposing ways      increased support, as without this they were
     delivering provision. These were that a) the                     to eliminate discrimination on the grounds of         unlikely to be able to fully meet their equality
     LSC did not have enough power to influence                       age, sexual orientation and religion or belief. In    and diversity requirements. (p16)…
     providers directly with regard to equalities;                    addition, equality schemes must also respond
     and b) The LSC’s work in the sector could be                     to technical issues which emerge from the             Many interviewees highlighted the difficulty
     affected by policies which seem to prioritise                    differing wording of equalities legislation and the   which the LSC has experienced in challenging
     performance targets over equality issues.                        accompanying general and specific duties” (p4).       employer perceptions or behaviour regarding
                                                                                                                            equality, particularly with regard to
                                                                                                                            disability (p17)….”
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8.18 With regard to equality and diversity impact                    Performance Management: The Framework                 8.21 The FfE was subject to a single equality        8.23 In the year ahead, the capacity of the
     measures (EDIMs), the review reported an                        for Excellence                                             impact assessment (SEIA) in 2008 and the             Framework to provide top-level grades and
     over-riding sense of disappointment in EDIMs                                                                               recommendations were taken into account              scores with drill-down data for colleges and
     expressed by the LSC and indeed providers                       8.19. The Framework for Excellence (FfE) was               in planning the Framework for 2009-10. One           training organisations should assist the effort
     themselves. Many key stakeholders felt that                           developed as the government’s performance            of them was that the LSC should design and           to narrow achievement gaps and improve
     though EDIMs could demonstrate direction                              assessment framework for post-16 learning.           test a performance indicator that takes into         outcomes for all learners. It is intended that
     travelled they lacked the ‘teeth’ to be able                          There has been a plan to apply it to all             account the impact providers have on social          FfE results and other relevant data will be
     to truly drive or stimulate change in provider                        providers from September 2010, including             cohesion and their promotion of equality             presented in a “labelling” format. This is
     behaviour. Furthermore, it was felt that                              school sixth-forms, which receive 16-18              and diversity (including as an employer).            described in the Skills Strategy15 as follows:
     national and regional EDIMs (in the regions                           Learner Responsive, Adult Responsive or              In response, the LSC set out to scope the            “Drawing on the Framework for Excellence
     where these existed) were often irrelevant to                         Employer Responsive funding from the Skills          introduction of an indicator to measure social       data, all training will be covered by public
     providers and their specific demographics.                            Funding Agency, the Young People’s Learning          and educational inclusion. It is expected that       “traffic light” information, providing quality
     There were, however, some positive examples                           Agency (YPLA) or Local Authorities. The FfE          this work will be taken forward during 2010-11.      assured data about performance at course
     of a LSC region using funding to incentivise                          was commissioned by the Department of                The responsiveness to learners indicator was         and institutional level…” (p61).
     those providers who were performing well in                           Business, Innovation and Skills (BIS) and by         also developed further for 2009-10.
     relation to learners with learning difficulties                       the then Department for Children, Schools                                                            8.24 The new “Overarching Framework for the
     and/or disabilities, through funding for                              and Families (DCSF).                            8.22 The SEIA also noted that the use of priority         QA System”16 notes that presentation of
     dissemination of good practice.                                                                                            learning as a Framework filter was in line           performance data will reflect providers’ wider
                                                                     8.20. The FfE is formed from a set of verifiable           with Government policy, but recommended              achievements in supporting participation
       The LSC’s successor bodies may take account                         performance indicators that give an overall          that the LSC should continue to monitor              and the community, as envisaged though
       of these views.                                                     picture of performance for all providers.            the equality and diversity implications for          the development of a “balanced scorecard”.
                                                                           In this way, the FfE gives an independent,           learners excluded from contributing to               This is the type of tool the FfE can provide,
       Action points and considerations                                    quantitative assessment of the performance           Framework measures by this approach.                 perhaps supplemented at provider level
	      •	 	 ow	do	you	utilise	EDIMs	in	your	
          H                                                                of individual providers and of the whole             In its response, the LSC said it would               by appropriate local indicators chosen by
          organisation’s response to EDI issues?                           sector against a set of national standards,          continue to monitor the equality and                 providers themselves. It should be noted that
          In particular, to improve outcomes for                           which will allow a transparent comparison            diversity implications of learners excluded          plans for the FfE may be subjected to change
          all learners?                                                    between all providers. The performance               from contributing to Framework measures.             by the government, as it develops its own
	      •	 	 o	you	discuss	your	EDIMs	with	your	
          D                                                                indicators for 2009-10 are shown in a table          It also committed to undertaking a                   policies in this area.
          funding/commissioning body and other                             in Annex 6. Providers may find that the              Single Equality Impact Assessment initial
          stakeholders?                                                    three indicators for Learner Success Rates,          screening in May 2010. From April 2010               Action points and considerations
	      •	 	 re	you	planning	to	revise	your	EDIMs	
          A                                                                Learner Views and Learner Destinations-all           equality assessment work has become the         	       I
                                                                                                                                                                                     •	 	 f	you	are	a	provider	already	in	scope	
          in the light of the Equality Act 2010.                           of which are to be published- will be of most        responsibility of the Skills Funding Agency.            or due to come in to scope for the
                                                                           direct value in developing their own suite of                                                                Framework- how do you utilise FfE scores
                                                                           comparable, standardised EDI evidence.               New measures and evidence sources are also              in promoting equality and diversity and
                                                                                                                                being developed for the FfE. These include              narrowing the achievement gap?
                                                                                                                                long term goals of learners with complex
                                                                                                                                learning needs.


                                                                                                                           15
                                                                                                                                Skills for Growth: The National Skills Strategy. BIS, 2009
                                                                                                                           16
                                                                                                                                The Quality Assurance System for post-16 education and training provision. DCSF and BIS, 2010
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                                            47




9. Funding


9.1    This Section of the guide looks at issues of       The Statement of Priorities 2010-11                               	        • increase in Additional Learner Support                       The National Apprenticeship Service
       funding for provision which are relevant to                                                                                     budget to support the sector to narrow                       (NAS) is conducting pilot programmes during
       colleges and training organisations seeking        9.3 The Statement of Priorities17 identifies                                 the attainment gap                                           2010 aimed at improving the diversity
       to plan and resource their work in equality,            funding for 2010-11 in the context of the                    	        • Education Maintenance Allowance                              of apprenticeships.
       diversity, and inclusion. It is not intended to         drive towards full age group participation                              (EMA) budget re-directed to support an
       be a complete guide to public finance for               by 2013/15. It also aims to support the                                 additional 80,000 learners.                                  The strategy is that all suitably qualified young
       learning and skills, particularly as changes to         narrowing of the attainment gap, so has                                                                                              people are to have access to an apprenticeship
       public sector finances are being planned by             direct relevance to providers seeking to                              The priorities for young people are summed                     in one of two chosen sectors by 2013. There
       the government. Providers will wish to manage           enhance their work on EDI. In the context                             up as being: participation, attainment and                     is a move towards 1 in 5 young people
       budgets on the basis of agreed priorities and           of a reduction in some key rates of funding                           progression.                                                   undertaking an Apprenticeship by 2020.
       allocations for 2010-11 whilst taking account           there are increases in the resources
       of the emerging changes. Providers are advised          provided for priority groups and priority                    9.4      As examples of the focus on increasing                         The focus for apprenticeship funding is
       to check for updates on funding issues, which           learning. These are identified in the SoP                             participation, growth funding in regions                       on 16-19 and then to 30. However, there
       may be found on the Skills Funding Agency and           through the Public Service Agreement                                  (after consolidation of the previous year’s                    is a 3% reduction in funding for adult
       YPLA websites: www.skillsfundingagency.bis.             (PSA) targets to which they relate, several                           learner numbers) will relate to the number                     apprenticeships and a 10% reduction in
       gov.uk and www.ypla.gov.uk.                             of which are central to the EDI agenda                                of NEETs in that region. Additional Learning                   rates for 25+ apprenticeships.
                                                               and focus on reducing disadvantage. Note                              Support (ALS) in 2010/11 is extended to
9.2    The sources of funding explored here are                though that priorities may change as the                              cover all Foundation Learning provision,                9.6    Funding for Foundation Learning is being
       the Department for Education and YPLA                   new government establishes its policies,                              including former Entry to Employment                           consolidated, with no separate allocation for
       16-19 Statement of Priorities and Investment            although 16-19 funding has already been                               provision. ALS is targeted at those with the                   Entry to Employment (e2e) programmes,
       Strategy for 2010-11, and the Skills Funding            said to be protected at previously-planned                            lowest GCSE points scores in English and                       with progression routes to be enhanced to
       Agency’s guide to post-19 funding, as known at          levels. In the SoP places are guaranteed on                           Maths, with increased resources for them.                      Level 2. Functional Skills programmes are
       the time of publication. Some relevant aspects          learning programmes for young people and                              Diploma learning receives a10% uplift in                       intended to support this type of learning as
       of the funding routed through the Department            participation is set to increase, particularly                        funding. Given its availability at three levels,               well as higher level programmes.
       for Work and Pensions (DWP) are also noted.             among those at risk of not being in                                   its partnership-based delivery model and the
       Providers are urged to seek their own updates           education, employment or training (NEET).                             trajectory to a full curriculum offer by 2013,          9.7    The SoP recognises that direct forms of
       on these sources, as a full review of all existing                                                                            the Diploma may be utilised to address local                   support for young people are important
       Welfare to Work policies and expenditure                The headline key facts are:                                           EDI issues.                                                    in raising participation. As well as national
       has been announced by the government.              	    • £443 million (6.2%) increase in                                                                                                    support through EMA and Care 2 Learn, the
       The plans cited were set in place by the                   participation funding across the sector                   9.5      Funding for apprenticeships for young                          SoP identifies support for travel through local
       former government.                                 	    • planned Participation for 16 year olds                              people increased by 12.2% in the Statement                     authorities. Improved information, advice
                                                                  in 2010/11: 96%                                                    of Priorities with 21,000 additional places and                and guidance (IAG) is to be promoted.
                                                          	    • planned Participation for 17 year olds                              may be further expanded; see the footnote
                                                                  in 2010/11: 92%                                                    to paragraph 9.3. The LSC published research            9.8    A Common Application Process from Y11
                                                          	    • funding for an additional 21,000                                    on inequality issues in apprenticeships in                     is to be in place from 2011. This is seen as
                                                                  Apprenticeship places for young people                             200918, also noting good practice in extending                 enabling equality of access.
                                                                                                                                     apprenticeship opportunities.


17
   Note: at the time of writing it is unclear how the additional £150m to deliver 50,000 additional apprenticeship places
focused on SMEs, announced by the government in May 2010, relates to the total of funding for apprenticeships.              18
                                                                                                                                 Addressing Inequalities in Apprenticeships: Learners’ Views. LSC January 2009
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9.9    Learners with learning difficulties and/                              The new duties of local authorities towards         that learners and potential learners from             Few providers working to support EDI aims
       or disabilities. Funding for these learners                           young people detained in youth custody will         all groups have a fair and equal chance of            would dissent from this but an impact will be
       is recognised as a particular issue. There is                         therefore commence from September 2010.             access, success and progression.” (Technical          felt on those learners seeking re-training who
       an emphasis on local authorities exerting                                                                                 Annex K, p94).                                        do not meet this criterion. However, the Skills
       budgetary control, during the period of transfer              9.11 Funding for vulnerable learners has been                                                                     Funding Agency planned to fund “repeat”
       of responsibilities under the 2009 Act. Local                      highlighted above. Colleges and training               Those providers having the mission and                qualifications (by level) for apprenticeships pre-
       authorities must secure appropriate provision                      organisations should consider their mission            capacity to meet the needs of priority                25, where the need to re-skill was accepted.
       for these learners aged 16-19, or to 25 if they                    and expertise in determining whether                   learners should find themselves in the
       have a learning difficulty assessment. The                         they could consider making, or extending,              position to meet these requirements.                  The rates reduction for Adult Learner
       inclusion of more young people with these                          provision for vulnerable young people in the                                                                 Responsive under earlier Skills Funding
       needs in mainstream learning is described                          future. Commissioning plans for services          9.13 Adult Funding. The government announced               Agency plans will affect the offer of many
       in the SoP as a key priority. With increasing                      to 16-19/25 year olds in 2011-12 will be               in May that £200m of the original £983m               providers. There is a 3% cash reduction
       localisation of this provision, providers with                     developed in the months ahead by local                 Train to Gain Budget for 2010/11 would be             overall and the programme weighting for all
       access to sufficient expertise, facilities and                     authorities. Providers should ensure that they         redirected to other Government priorities-            Skills for Life provision (except target-bearing
       resources might consider making or extending                       are engaged in the supporting processes.               in particular a £150m for a further 50,000            numeracy) is reduced from 1.4 to 1.2. Train to
       provision. This would need to be in liaison with                                                                          apprenticeship places and £50m for FE capital.        Gain has a 3% reduction in rates.
       the local authority and other partners. Access                        Note: for some vulnerable learners and              The £783m still available for TTG will continue
       to apprenticeships and routes to employment                           priorities in skills European Social Funding        to be targeted on meeting the skills needs at    9.14 Programmes for the Unemployed (PfU)
       are priorities for these young people. Ofsted                         (ESF) may also be available.                        levels 1 to 4 with priority being attached to         fundable by the Skills Funding Agency were
       is due to report on its national review of this                                                                           employees without a first level 2 qualification,      maintained as a priority up to the General
       provision in July 2010.                                       9.12 Commissioning of young people’s                        employees under 25 without a first level 3            Election but may be expected to be part of
                                                                          learning. The YPLA’s National                          qualification and employees with basic skills         the wider Welfare to Work review announced
9.10 Offender learning. Offenders are vulnerable                          Commissioning Framework (NCF) for 2011-                needs in literacy, numeracy and language.             by the new government. There was expected
     learners and much effort is being expended                           12 has been referenced earlier. It includes            Funding is available for repeat qualifications        to be significant growth in the scale and
     to utilise programmes of education for                               an explicit commitment to ensuring the                 at level 2 and 3 provided the qualifications are      range of these programmes during 2010-11.
     rehabilitation. This provision is funded                             interests of the learner and operates in a             on the list of approved repeat qualifications         Improving numeracy was another focus for
     separately for young people and adults. For                          legal framework where equality and diversity           agreed between the sector skills councils and         funding. Updated details may be found in the
     learning in youth custody in Prison Service                          are to be promoted. Colleges and training              the Skills Funding Agency. To date, the focus         Skills Funding Agency’s Guidance Notes on
     Young Offender Institutions (YOIs), the                              organisations will no doubt wish to ensure             of Skills Funding Agency funding has been on          funding, on its website.
     contract for the education of young people                           that they are clear on the priorities supported        the “critical importance” of skills for economic
     held in Prison Service YOIs (previously held                         by local commissioning and plan their own              growth. There is greater focus on using          9.15 Regional priorities for funding have been
     by the LSC) was transferred to the YPLA in                           provision accordingly.                                 funding for those without prior qualifications        planned. Providers should check their regional
     April 2010, and from September 2010 these                                                                                   (known as ‘firstness’) across all programmes.         economic strategies (the RES), which are
     contracts will transfer to “host” local authorities-                    The NCF states that “Local authorities                                                                    being revised in most regions, including the
     those where institutions are situated.                                  should use commissioning arrangements                                                                     East Midlands.
                                                                             and evidence- based monitoring to satisfy
                                                                             themselves that learning providers have
                                                                             policies and processes in place to ensure
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                 51




                                                                                                               10. The Learning and Skills Workforce


9.16. For Adult Learner Responsive the Skills           9.19 In summary, 2010-11 is likely to see providers    10.1 This Section of the guide focuses on                Providers as Employers
      Funding Agency encourages providers to seek            re-focusing their work and perhaps an overall          leadership of staff with regard to equality
      complementary sources of funding, including            decline in some provision, such as some                and diversity. It is not intended as a guide        10.4 Leadership issues for providers as employers
      fees, where the assumption in 2010-11 is               programmes for adults. Providers operating             to employment law, for which providers are               have been clarified through the Equality Act
      of a 50% contribution. Priority learners on            to serve priority learners should still gain           advised to consult their representative bodies           2010. An outline of the provisions of the Act
      appropriate programmes may remain fully-               access to funding but these priorities are             or professional associations. The learning               can be found in Annex 1. The employment,
      funded at the rate for the year. The ongoing           being reviewed. In some cases provision may            and skills workforce is itself diverse. Providers        equal pay and services, public functions and
      focus is on target bearing/priority provision.         be most effective when done in partnership             include colleges and training organisations in           associations sections of the Act come into
                                                             or collaboration, for reasons of sharing               the public, private and voluntary/community              force in October 2010. Education (further
9.17 The funding for 19-24 Learners with Learning            expertise, building capacity or ensuring the           sectors. Local authorities make some direct              and higher education) sections also come
      Difficulties and Disabilities is channelled by         right scale of service.                                provision, as do large commercial enterprises            into force in October 2010. The Equality
      the YPLA to providers via local authorities.                                                                  with training arms receiving public funding for          and Human Rights Commission expects to
      Adult LLDD funding rates are protected in              Action points and considerations                       such work as apprenticeships or Train to Gain.           publish guidance on this in July 2010 (www.
      2010-11.                                          	       A
                                                             •	 	 re	you	aware	of	the	opportunities	to	fund	                                                                 equalityhumanrights.com). A draft code
                                                                vulnerable learners in your organisation,      10.2 Within colleges and training organisations               of practice is scheduled to be laid before
9.18 Some colleges and training organisations work              as described in the Statement of Priorities         there will be a diversity of staff roles, in             Parliament in January 2011. Providers are
      individually or in partnerships on programmes             2010-11?                                            direct teaching/training, in support roles, and          advised to check progress with guidance
      funded through the Department of Work and 	            •	 	 re	you	prepared	for	the	commissioning	
                                                                A                                                   operating full time or part time. Some staff             and implementation advice with the EHRC
      Pensions. Among other activities the DWP has              requirements in the local authority area(s)         will be working in sub-contracted provision,             and with their representative bodies, such
      promoted and supported a welfare to work                  you serve, with regard to provision for             for the quality of which the holder of the               as the Association of Colleges (AoC) and
      agenda-now being reviewed- and has EDI                    priority groups in 2011-12? The planning            public funding contract remains responsible.             Association of Learning Providers (ALP).
      goals. It has targeted access to employment               of this work will be underway during 2010.          This includes ensuring the suitability of the
      in collaboration with the Department of           	    •	 	 ave	you	updated	your	plans	in	the	light	
                                                                H                                                   staff for the work undertaken.                     10.5 Reference has been made earlier to the public
      Business, Innovation and Skills regarding                 of the revised priorities for funding?                                                                      sector equality duty under the Act. This takes
      skills for employability programmes. Business                                                            10.3 The issues covered here do not deal with                effect in April 2011 and will affect the criteria
      opportunities may be found for providers in                                                                   leadership of staff in itself; this was considered      utilised by public agencies such as the YPLA,
      particular regions or locations, or in support of                                                             in Section 3. Instead, the focus is on operational      Skills Funding Agency and local authorities
      particular programmes: see www.dwp.gov.uk.                                                                    leadership of people. The LSC and LSIS guide            in their contracting with providers. This may
                                                                                                                    to equality and diversity in self-assessment            have indirect consequences for providers as
                                                                                                                    previously cited (October 2009) provided                employers and once again leaders in colleges
                                                                                                                    details of the work in this area. This should           and training organisations are advised to keep
                                                                                                                    continue to inform sector leaders and the issues        track of guidance as it becomes available.
                                                                                                                    raised are not repeated here but updated.
                                                                                                                    The guidance available from LSIS has been
                                                                                                                    extended since that publication and includes a
                                                                                                                    wealth of staff development material available
                                                                                                                    through the Excellence Gateway website:
                                                                                                                    http://www.excellencegateway.org.uk/
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                           53




10.6 Lifelong Learning UK. In the context             10.8 For 2009-10, LLUK published a revised version      10.10 The Institute for Learning (www.ifl.ac.uk).      The East Midlands Centre for Excellence
     of the continuing needs of the sector for             of its Workforce Strategy19, which covers all            This is the professional body for teachers,      in Teacher Training, emCETT (www.
     support in leading equality and diversity             provider types within the sector as a whole.             trainers and assessors, across the sector as a   thelearningchain.net), is one of eleven
     LLUK, operating as a Sector Skills Council,           This revision updated the evidence on LLUK’s             whole. It aims to raise the standing of these    in England managed by LSIS. It provides
     provides detailed advice and engages the              key priorities: “Ensuring equality and diversity         professional groups and had some 200,000         a focus on initial teacher training and
     sector in developing practice (www.lluk.              is at the heart of strategy, policy-making,              members in 2009. It has a Single Equality        continuing professional development,
     org.uk). Instances of guidance available              planning and training”, identifying actions              Strategy (2009-14), reviewed annually.           specialising in the development of on-line
     through its website include an overview of            taken and sources of support. An essential               This strategy made a full commitment to          resources. Its provision includes areas such as
     the importance of diversity in the lifelong           element in successful leadership in this area            promoting equality beyond the then-planned       training for staff working in offender learning,
     learning workforce, and an online equality            is data, which is another key priority for LLUK.         2010 Act statutory duties, aiming to remove      numeracy and aspects of learning difficulty
     and diversity toolkit (http://www.sfbn-               The revised strategy document reported                   discrimination on “any other grounds that        and/or disability.
     equality-diversity.org.uk/) available thorough        on projects to transform data collection                 cannot be shown to be justified”.
     its Skills for Business link. This includes           and analysis on the sector workforce, with                                                                Other references for guidance
     guidance for employers, legislation updates           information sources identified.                          Actions to be taken to promote the strategy      Public Bodies’ responsibilities:
     and case studies from both the sector and                                                                      include equality work with partners, among
     other employers. LLUK has also published         10.9 On the broader front of advice for employers             which are the groups and forums with which       http://www.equalityhumanrights.com/
     guidance on how to take positive action in            and leaders in organisations, the Alliance of            LLUK also works, as shown above.                 en/forbusinessesandorganisation/
     recruitment practice. This addresses how              Sector Skills Councils published a readable                                                               publicauthorities/pages/
     employers may act in order to achieve the             equality and diversity strategy for employers      10.11 In the East Midlands, among the information      businessesorganisationspublicbodies.aspx
     objective of widening diversity. Positive action      in 2008.20 The templates provided in the                 sources on leadership in this area are EMFEC
     may be required to encourage applications             publication address principles and practice              (www.emfec.co.uk) - a co-sponsor of this         A brief guide to equality in the workplace
     from specific groups and equip individuals            which any provider-or other employer- could              guide- and emCETT. EMFEC’s principal             for employers:
     with the skills they need to compete equally          adopt. The issue of ensuring subsequent                  activity is the provision of services which
                                                           good practice should be addressed though                 inform, support and enhances delivery by         http://83.137.212.42/sitearchive/eoc/PDF/A_
     with others.
                                                           continuing professional development.                     providers of further education and training.     brief_guide_to_equality_in_the_workplace_
10.7 LLUK leads or participates in working groups                                                                   As part of this, EMFEC operates a Teaching       for_employers.pdf?page=20131
     on all main aspects of equality, with details                                                                  and Learning Network in the region, attended
                                                                                                                    by Advanced Practitioners and Teacher            Action points and considerations
     available through its website. These include
                                                                                                                    Trainers. Additionally, EMFEC facilitates    	      A
                                                                                                                                                                     •	 	 re	you	aware	of	your	EDI	responsibilities	
     the Workforce Race Advisory Group, Disability
                                                                                                                    thriving networks for managers to lead              as an employer, including those created
     Equality Implementation Group, and Forum
                                                                                                                    change and improvement in their respective          by the Equality Act 2010?
     for Sexual Orientation Gender Identity
                                                                                                                    fields: Quality, Staff Development and       	      A
                                                                                                                                                                     •	 	 re	you	engaged	with	the	EDI	work	
     Equality in Post-School Education. The Forum
                                                                                                                    Human Resources.                                    of LSIS, Lifelong Learning UK and the
     is also involved in research to identify good
                                                                                                                                                                        Institute for Learning and, if in the East
     practice in managing the relationships
                                                                                                                                                                        Midlands, the EMFEC support networks?
     between sexual orientation and inter-faith
     equality in the lifelong learning sector.

19
   Implementing the Workforce Strategy for the Further Education sector in England, 2007-12.
   A Guide for Learning Providers. Revised version, 2009-10.
20
   Equality and Diversity: A Strategy for Employers. Incorporating the Business Case for Equality
   and Diversity and Action Planning Templates.Alliance of Sector Skills Councils April 2008
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                                              55




11. Sources of Support


11.1 This section looks at sources of support                        11.3 In addition to these bodies, and others such       11.5 Workforce issues were addressed in Section       11.7 Colleges and training organisations may
     for leaders in the sector developing EDI                             as Lifelong Learning UK (www.lluk.org.uk)               10 and support for these may come from                benefit from external comparison or
     policy and practice. It is not intended to                           and the Institute for Learning (www.ifl.ac.uk)          trade unions. The main unions operating in            benchmarking of their EDI policies, delivery
     be comprehensive but signposts some                                  referred to previously, there are organisations         the public sector colleges have substantial           and outcomes. Among the approaches
     opportunities. LSIS will continue to provide                         representing specific groups within the                 experience of equality and diversity issues.          that may be considered is that utilised by
     support for the sector with all elements of                          sector. These include the Network for Black             For example, the University and College               the National Centre for Diversity (www.
     EDI. The “Leading Inclusion” project which                           Professionals (www.nbp.org.uk) which works              Union (UCU) has a toolkit for implementing            nationalcentrefordiversity.com). This manages
     resulted in this Guide is expected to develop                        for race equality in the learning and skills            the equality duties. It has also published            the Investors in Diversity standard, for public
     a second phase when, among other potential                           sector; and the Women’s Leadership Network              a guide for new staff in the sector which,            and private sector organisations. The process
     actions, work will be done to assist the sector                      (www.wlnfe.org.uk), which aims to ensure                among other topics, deals with equality and           of becoming accredited to the standard looks
     in meeting the requirements of the Equality                          equality of opportunity for women leaders in            safeguarding issues. The website includes a           at mission, business aims and organisational
     Act 2010. The planning for the second phase                          FE. The Disability Equality Implementation              link to an equality resource centre (www.ucu.         culture and seeks to assess the extent to which
     includes co-working between the YPLA,                                Group, referenced earlier, focuses on disability        org.uk). UNISON represents many support               these lead to improved EDI outcomes.
     EMFEC and LSIS.                                                      equality in the lifelong learning sector                staff in the sector. It has a single equality
                                                                          workforce throughout the UK. Details of its             scheme and representative groups for             11.8 Finally, it is worth returning to the question in
11.2 Public and private agencies have been                                work may be found via the LLUK website.                 women, black, disabled and LGBT members,              Section 3: Why should anyone be led by you?
     referenced throughout the Guide for                                                                                          all of which provide advice and support.              If your organisation goes beyond compliance
     particular aspects of EDI. At such a time                       11.4 The majority of learners in the sector are              (www.unison.org.uk)                                   to produce outstanding EDI outcomes in a
     of change in public policy and its delivery,                         adults. NIACE remains an outstanding source                                                                   stimulating environment for learning, work
     information supplied directly by government                          of advice and guidance for adults in learning      11.6 With regard to the complex issues                     and achievement-everyone will want to be
     departments and agencies should be the                               and the providers of services for them                  underpinning social and educational                   led by you.
     first source. Sector representative bodies such                      (the National Institute of Adult Continuing             exclusion, the National Skills Forum produced
     as those contacts listed at the end of this                          Education: www.niace.org.uk). The work done             a significant report early in 2010. Doing              A sample of sector representative bodies:
     section will advise and interpret policy for                         by NIACE on the needs of particular adult               Things Differently addressed the importance            The Association of Colleges http://www.aoc.
     their members.                                                       learners includes guidance and research in              of skills in improving access to employment            co.uk; the Association of Learning Providers
                                                                          areas such as the learning needs of carers;             for three traditionally excluded groups:               http://www.learningproviders.org.uk; the
                                                                          race equality; learning difficulties and                black and minority ethnic people, disabled             Association of Land-based Colleges http://
                                                                          disabilities; learning and health, including            people and offenders/ex-offenders. It                  www.landex.org.uk; the Association of
                                                                          mental health; and safeguarding. NIACE                  considered the benefits to the economy as              Specialist Colleges http://www.natspec.org.
                                                                          encourages the sector to listen to learners             well as to individuals and provides a number           uk; the Sixth Form Colleges Forum http://
                                                                          themselves through, for example, its NIACE              of recommendations. These varied from                  www.sfcf.org.uk; and the body representing
                                                                          Voices publications.                                    improved careers education and guidance to             the larger colleges http://www.157group.
                                                                                                                                  changes to funding for skills and tacking the          co.uk.
                                                                                                                                  barriers to employment. The report is a useful
                                                                                                                                  source of guidance to how improvements may
                                                                                                                                  be made in access to skills for these groups.
                                                                                                                                  (www.skillsandinclusion.org.uk)
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector                                                                                                                    57




12. List of Annexes                                                                                          13. Acknowledgments and Contacts


Note:         These have been published separately by LSIS. It is expected that these will be updated        We wish to acknowledge the significant             Contact details for leading inclusion project
              periodically and additional annexes will be published, for example, on sources of support on   contribution to this publication and the ongoing
              implementation of the Equality Act 2010, once these become available.                          support for the Leading Inclusion Project of the   Margaret Adjaye, head of equalities
                                                                                                             following colleagues.                              and diversity
Annex 1: Equality Act 2010: Summary                                                                                                                             Learning Skills Improvement Service
                                                                                                             The Core Project Team:                             4th Floor, Friars House
Annex 2: Beyond prejudice: inclusive learning in practice. Smith V and Armstrong A, LSC/NIACE/LSDA                                                              Manor House Drive
         2005. Inclusive learning principles and checklist.                                                  Authors:                                           Coventry
                                                                                                             Jim Aleander, lead author                          CV1 2TE
Annex 3: Organisational Culture: Further text.                                                               Jamila Astrom                                      Margaret.adjaye@lsis.org.uk
                                                                                                             Keith Nelson                                       T 024 7662 7900
Annex 4: The Equality Diversity Value Chain as applied to the learning and skills sector.
                                                                                                             Saheema Rawat                                      www.lsis.org.uk
Annex 5: The East Midlands Regional EDI Survey 2010 in detail.
                                                                                                             Jamilah Shah, leading inclusion                    Simon Feneley, deputy chief executive
Annex 6: The Framework for Excellence Performance Indicators for 2009-10.                                    project director, YPLA.                            EMFEC
                                                                                                             Margaret Adjaye, head of equalities                Robins Wood House
                                                                                                             and diversity, LSIS.                               Robins Wood Road
                                                                                                             Simon Feneley, deputy chief executive, EMFEC.      Aspley
                                                                                                             Alison Scott, continuous professional              Nottingham
                                                                                                             development manager, EMFEC.                        NG8 3NH
                                                                                                                                                                simonf@emfec.co.uk
                                                                                                             Lead Sponsors:                                     T 0115 8541617
                                                                                                             LSIS, Yvette Adams, executive director,            www.emfec.co.uk
                                                                                                             organisational development.
                                                                                                             YPLA, Mick Brown, regional director,               Jamilah Shah, leading inclusion
                                                                                                             East Midlands.                                     project director
                                                                                                             EMFEC, Jennie Gardiner, chief executive.           Young People’s Learning Agency
                                                                                                                                                                East Midlands
                                                                                                                                                                Meridian East
                                                                                                                                                                Meridian Business Park
                                                                                                                                                                Leicester
                                                                                                                                                                LE19 1UU
                                                                                                                                                                jamilah.shah@ypla.gov.uk
                                                                                                                                                                T 0116 228 1954
                                                                                                                                                                www.ypla.gov.uk
A Guide to Leadership of Equality, Diversity and Inclusion in the Learning and Skills Sector




                                                                                               In respect of its culture and values, LSIS aims
                                                                                               to be a high-performing organisation with a
                                                                                               passion for learning and a dedication to being
                                                                                               led by the needs of the sector. It is committed
                                                                                               to promoting inclusivity – as an exemplar
                                                                                               resource and catalyst for equality and diversity
                                                                                               across the sector.

                                                                                               The Young People’s Learning Agency (YPLA)
                                                                                               is committed to Championing Young People’s
                                                                                               Learning and to promoting equality, diversity
                                                                                               and inclusion. Working with partners the YPLA
                                                                                               supports commissioning decisions for provision
                                                                                               of learning to all young people by promoting
                                                                                               their needs.

                                                                                               EMFEC wholeheartedly supports equality
                                                                                               of outcome, believing that individuals should
                                                                                               be treated with fairness and respect and
                                                                                               empowered to have choice and control.
                                                                                               The diversity of individuals is acknowledged
                                                                                               and personal characteristics such as
                                                                                               background, culture, personality and work-style
                                                                                               are respected, in addition to the characteristics
                                                                                               protected under equality legislation such as
                                                                                               race, disability, gender, age, sexual orientation
                                                                                               and religion and belief.
Disability equality policy
LSIS is committed to promoting equality for disabled
people and we strive to ensure that all our communication
and learning materials are available in various formats
including large font, audio or braille.
Please contact us at enquiries@lsis.org.uk or 024 7662
7953 quoting
the document reference number to request an alternative
format.

Friars House, Manor House Drive
Coventry CV1 2TE
t 024 7662 7900
e enquiries@lsis.org.uk
www.lsis.org.uk

LSIS232

								
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