Case study Organisation: Highbury College Type of FE provider: College Focus on: Equality and Diversity (Race)
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Developing a Single Equality Scheme Summary of activity An example of how colleges can develop a single equality scheme in anticipation of forthcoming changes in equalities legislation. This case study also examines how quantitative and qualitative data can be used, and the necessary measures that can help to ensure progress against the scheme.
Background and strategic drive for activity Highbury College is a sixth form college based in Portsmouth in Hampshire. The college had, historically, failed to adequately monitor and improve its equality and diversity practices. Since 2002/03 it has put tackling discrimination at the top of the agenda and has made significant progress in addressing under representation in the college. For example: • In 2007/08, nine per cent of students were from an ethnic minority group compared to just three per cent in 2002/03. • The proportion of ethnic minority students from Portsmouth studying at the college in 2007/08 was 13 per cent, compared to an overall ethnic minority population in the area of five per cent.
• The college monitors and publishes annual equality and diversity data of its staffing and student profile. • Operational targets are set and monitored annually, including targets for equality and diversity indicators. • In the 2007 Ofsted Inspection, the approach to social and educational inclusion was judged to be outstanding and equality of opportunity good, with equality and diversity embedded in the curriculum. • Many managers have completed a Level 3 Certificate in Managing Diversity. • Governors and managers are involved in the Black Leadership Initiative and the work of the Network for Black Professionals. • The college has strong links with local organisations that promote equality, diversity and diverse communities.
Set-up and implementation The college’s Single Equality Scheme has drawn on a wide range of data and other evidence, including: • strengths and weaknesses identified in impact assessments undertaken in 2006/07 • recruitment, progression and success data, plus process data for students (such as welfare support) over a three-year period • consulting the staff profile • feedback from staff, students and community partners • feedback from college committee members • annual monitoring data • lesson observations and audits of lesson plans and schemes of work • analysis of enrichment activities for students • training and development activities for staff • conclusions drawn from external reviews and inspections. The college’s Equality and Diversity Committee undertook focus groups and surveys with students. For staff, the college held a series of focus groups led by external consultants. The groups consisted of closed and mixed groups: for example, one was held for black staff and two others for staff of all races. The views of community partners were also gathered.
Obstacles faced The major obstacle was getting staff to attend the focus groups. Although sessions were held at different times, there was still a low attendance rate. In hindsight, it would have been better to hold the focus groups at all of the college’s learning centres instead of just one. This decision had been discussed at length and ironically, it was felt that holding all the groups at one centre would provide greater anonymity for staff and encourage more to take part. In future, the college will hold focus groups over a longer period of time and across all centres. Although union members took part in the focus groups, the college did not undertake formal discussion on the Single Equality Scheme with the unions through its Joint Negotiating Committee. In future, the college intends to involve the committee in reviewing and updating the scheme.
Impact and achievements The scheme has placed equality and diversity at the heart of the college’s activities and given it a clear agenda to improve and strengthen its practices. Staff and students feel that their views matter to the college and as such the scheme is recognised and ‘owned’ by the whole college community.
Around fifty staff and one hundred students took part in the scheme. Feedback was positive: several staff members said that focus groups should be held on a regular basis. Members of the Equality and Diversity Committee were also pleased to be involved by running the focus groups for students.
Links to legal requirements and other equality areas The college has been able to use this equality monitoring data in a proactive manner, which is an important requirement of current and future equalities legislation. This, along with its consultation mechanisms, has helped the college to produce a Single Equality Scheme that should meet future legal requirements. In developing the scheme, the college has recognised that many of the strategies used to increase its number of ethnic minority students could be used just as effectively with staff. The college is particularly keen to increase the number of black staff it employs to reflect its local community and the student body. Possible ways of doing this include forging stronger links with local networks to promote job opportunities at the college and holding career days that target under represented groups.
Next steps The college now has a detailed set of targets for equality and diversity which are reported on termly. It intends to involve staff and students in measuring progress against these targets and ask them what else can be done to advance equality and diversity at the college. Central to this will be holding more focus groups, particularly with staff. The college also plans to improve the way it collects and monitors staff data to reflect the depth and accuracy of information it holds for students.
“This is a strong case study in terms of explaining practically what the College did to develop a Single Equality Scheme, and the drivers for the move.” “A comprehensive programme.” The Workforce Race Advisory Group
Provider contact Deborah See Executive Director, Collegiate College Highbury College, Dovercourt Road Portsmouth PO6 2SA deborah.see@highbury.ac.uk Find out more about the work of The Workforce Race Advisory Group: www.lluk.org/3151.htm. RW09/09/200910.028
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Ref: E&D/FE/07 2009/08
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