RACE EQUALITY GUIDANCE FOR FURTHER EDUCATION COLLEGES
Publishing Race Equality Information
Introduction to the resource Purpose This is one in a series of booklets which provide guidance for further education colleges in managing their approach to race equality. This guidance will help providers to meet the requirements of current race equality legislation and offer advice on how to ensure that race equality features appropriately within the new single equality context. Providers can also use this guidance to ensure that race equality issues are addressed as part of their
The guidance in these booklets has a primary focus on race equality and workforce issues. However, the guidance may also be useful when considering approaches to equality matters in general and may be applied to learner issues.
Timeframe
Summary
At the time of writing, colleges are subject to the Race Relations Act 1976 (as amended) and as such this is the main legislative focus of the booklets.
Points to remember when publishing race equality information:
The guidance also takes a transitional approach so that providers can use it to prepare for the likely changes towards single equality legislation, which is likely to be implemented in 2010-2011.
Who are the booklets for? These documents contain useful information for governing bodies and corporations, senior management, provider staff, trade union members and officers, marketing and communications professionals, human resources professionals and equality and diversity practitioners.
This series of booklets include: The Race Equality Duty: what it means for further education colleges Race Equality Policies Race Equality and Equality Impact Assessments Publishing Race Equality Information
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general approach to single equality. More specific guidance for third sector, work based learning and adult and community learning providers will be produced at a later date.
• Combine work on the publishing duty with effective communications mechanisms at the college. • Make sure that the college’s equality and diversity group includes a good level of input from the marketing and communications function. • Look at communications in relation to key workforce issues, such as recruitment and selection. • Make sure that communications are tailored for internal and external audiences. • Review your communications activity on a regular basis – there is always room for improvement. • Ensure that the overall communication strategy/function is equality impact assessed to ensure inclusion and effectiveness.
This booklet is divided into the following sections: Section One: • What is the publishing duty? Background • Why is publishing relevant to further education colleges? Section Two: • Organising and setting the strategic foundation Plan for communications activity. • Embedding the communications function within the equality and diversity function, and vice versa. Section Three: • Being pre-emptive. Implement • Using tailored and clear communications. • Making sure that internal and external. communications are fit for purpose. Section Four: • Reviewing work. Progress • Key points to consider when planning future activities.
Section One:
Background to the Publishing Duty What is the Publishing Duty? The Publishing Duty regulates the information that a college must legally provide (both internally and externally) in relation to its work on race equality. This is specifically in relation to three areas: 1. The race equality policy and action plan This should include information on how the college will publish the policy, along with the results of assessment and monitoring. 2. The results of equality monitoring Colleges are expected to take reasonable steps to publish this data on an annual basis, which should include: • area of monitoring • data timeline • key findings • recommendations • next steps (including next data trawl).
3. The results of impact assessment This information should include a brief description and explanation of: • the policy, including the wider policy and legislative context • how the policy was assessed for its effects on different racial groups, with clear references to the information and research that was used as a benchmark • the consultation methods used and a summary of the overall findings • the likely effectiveness of the policy in meeting each element of the Race Equality Duty • how the adopted policy differs from the original one • how the policy will be monitored when it is put into effect. The Publishing Duty is a legal requirement and therefore reflects the minimum standard that a college must achieve. Colleges should also consider how they can communicate and raise awareness of their efforts to meet the Race Equality Duty both internally and externally. Similar requirements currently exist in respect of gender and disability equality and it is expected that the forthcoming Equality Bill will extend requirements to cover all mainstream equality strands.
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TIP: Make sure that the college’s race equality policy/single equality scheme and action plan are accessible to diverse audiences. For example, a college produced a shortened version of its race equality policy for staff and learners during inductions and admissions. The shortened version included relevant information on race equality, such as the rights and responsibilities for staff and learners, what the college would be doing to promote race equality, and contact details for further information.
Why is this relevant to colleges? By publishing this information colleges not only meet the legal requirements of the Duty, but they are also demonstrating their commitment to positive change in an open and transparent way. This will have an impact on the college’s reputation, which is central to the creation of an inclusive culture within the college community. For example, by clearly communicating a positive approach to race and other equality areas to diverse audiences the college will promote a more trusting and inclusive culture. This type of culture can contribute to attracting a wider talent pool for recruitment to the workforce and ultimately meet the needs of a diverse learner base. This guidance looks at some of the ways in which work completed to meet the publishing requirement and Race Equality Duty can be used as an effective angle for communication and promotion. It is important to ensure that there is a good level of knowledge about the college’s commitment to race equality, primarily through the race equality policy or single equality scheme. The policy and scheme should represent the college’s standard on race equality and should be communicated accordingly.
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CASE STUDY: Subject: Embedding Race Equality Principles into Recruitment Literature Organisation: West Thames College Link: http://www.lluk.org/raceequality.htm The Association of Colleges and Trade Unions’ have produced a model agreement on race equality, which provides a useful outline of ways in which race equality work can be communicated both internally and externally. This includes activity that will meet both promotional and legislative requirements1.
TIP: Remember that the Race Equality Duty and other complementary standards such as the forthcoming changes to the Ofsted inspection framework are very much outcome-focused. Consider how any outcomes can be communicated effectively. An effective way of enhancing the impact of any work is through considered communications activity. This in turn can help colleges achieve positive outcomes in relation to their equality policy or scheme. Bringing equality into the mainstream is very important and colleges should make sure that matters of race and other equality areas feature in their communications plan. This is likely to have a positive impact on a range of related areas such as community cohesion and social inclusion.
1 Association of Colleges, 2008. Joint Agreement on Race Equality [online]. Available from: http://www.ucu.org.uk/media/docs/l/3/fejointag_raceq_08.doc
Section Two:
Planning to publish information This section will look at: • agreeing and planning a strategic focus for communications activity • embedding communications within the equality and diversity function, and conversely embedding equality and diversity within the communications function. A college’s communications function should ideally have representation on any equality and diversity groups that the college hosts internally or externally. This will help the group to consider the following important factors for publishing information: • Setting a strategic foundation for communications and race equality work This is about ensuring there is a strategic focus for communication activities related to a college’s work on race equality. This can be done by identifying the main objectives from the race equality policy or single equality scheme and action plan, then integrating the most prominent objectives into the communications plan. • Leadership and commitment Visible commitment through leadership is a vital part of communications activity in this area, as it can help drive the equalities agenda forward in a positive way. Having a member of the governing body (or equivalent) or senior management team as a spokesperson can add credibility to any statement and highlight the link between the college’s strategic agenda and commitment to race equality. • Targeted and relevant information Information should be accessible and targeted to address the needs of diverse audiences. The group should consider the following questions: • Who is the college aiming to communicate with, both internally and externally? • What is the quality and frequency of the information that is being provided? • Does the college receive feedback from the people it communicates with?
• Using communications to promote ‘dry’ activities The group should consider how effective communications could enhance activities under the Race Equality Duty that are not commonly understood. For example, communicating clear messages from senior management about the importance of responding to monitoring requests, or participating in equalities impact assessments and consultations. It is also particularly important to ensure that equality targets are understood and actioned by all within the college community.
CASE STUDY: Subject: ‘Single Voice’ – Celebrating Faith and Culture Organisation: Blackburn College Link: http://www.lluk.org/raceequality.htm • Plan ahead Make sure that the college’s communications plan not only includes religious festivals and events through the year such as Black History Month, but that the college is seen to acknowledge and contribute to any local activities.
CASE STUDY: Subject: Communities Together for Racial Justice Organisation: Grimsby Institute of Further and Higher Education Link: http://www.lluk.org/raceequality.htm
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Section Three:
Implementing communications and publishing information This section will look at: • being pre-emptive in relation to race equality and communication mechanisms • using tailored and clear communications • ensuring that internal and external communications are fit for purpose.
As mentioned previously, colleges are required to publish information about their race equality policy and the results of any monitoring and impact assessment activities. It is also important to ensure that communications and race equality work is considered in other relevant areas. For example, colleges need to ensure that recruitment and selection processes do not discriminate on grounds of race and present a positive attitude to equality issues. By producing advertisements and literature that promote a positive, inclusive and nondiscriminatory image the college can improve their prospects for attracting candidates from diverse backgrounds. This practice can also help the college to attract and recruit members of staff who would agree with and sign up to their standard on race equality.
CASE STUDY: Subject: Action Planning for Race Equality with Partner Colleges Organisation: West Thames College Link: http://www.lluk.org/raceequality.htm
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• Reviewing communications channels Colleges should ensure that their communication channels are fit for purpose. The following questions should be considered: • What are the current communications channels and are they suitable to carry messages about equality matters? For example, channels may include student or staff newsletters, intranet, internet and annual reports. • How can they work with the college to establish key messages? • Will new communication channels need to be established to reach new audiences? • Reviewing documentation Linked to the above is the need to ensure that existing communication channels demonstrate a commitment to equality and diversity issues. This may require additional training and development. • Using monitoring data to celebrate successes Colleges that have achieved positive outcomes can use this data in a press release or other marketing and communications activity.
By producing advertisements and literature that promote a positive, inclusive and non-discriminatory image the college can improve their prospects for attracting candidates from diverse backgrounds.
• Activities and events Events are an effective way for providers to demonstrate their inclusivity and can help build strong links within the local community. Activities (such as community projects with local voluntary and community organisations) can go beyond the mere event and be publicised in a way that facilitates wider understanding of different cultures. • Preparing for emergencies The threat of far-right organisations to colleges, staff and learners should not be underestimated. It is important to pre-empt such threats effectively and be ready to do so at short notice. If there is media interest in a situation, for example the presence of far-right groups within the college, then colleges need to be prepared to respond quickly and appropriately. Guidance by the Equality Challenge Unit recommends the use of a nominated communications contact to deal with all media enquiries alongside internal briefings to allay any fears that may be experienced by staff or learners2. • Responding to claims of discrimination It is important that colleges show their commitment to equality and diversity by being willing to explore relevant issues (with due regard to sub judice matters, i.e. a legal case currently going through the courts process) as they arise. At the very minimum colleges should be able to refer to the standard provided by the college’s race equality policy or single equality scheme in such situations.
• Support services available Do staff and learners know where to go when there is a racist incident? This information needs to be communicated clearly so that people understand the formal and informal routes they can take to report such incidents. Above all else, staff and learners need to know that they are operating in an environment that promotes equality and diversity. If anyone experiences a racist incident they should feel assured that their complaint or referral will be dealt with sensitively and effectively. Liaising with trade unions and students’ unions on this matter is recommended, along with associated monitoring procedures for recording racist incidents. • Language The use of appropriate language is very important within a diverse environment such as the college community. Diversity in Diction: Equality in Action is an accessible resource published by UNISON, which includes guidance on appropriate language3: It is important to avoid jargon when communicating with people who may not be acquainted with equalities terminology, as certain terms such as ‘impact assessment’ may not be understood by all audiences.
Equality Challenge Unit, 2007. Promoting Good Campus Relations – an institutional imperative [online]. Available from: http://www.ecu.ac.uk/publications/promoting-good-campus-relations-update 3 Diversity in Diction: Equality in Action [online] Available from: http://www.devoncountyunison.org.uk/equalities/applang/index.html 2
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Section Four:
Progress after publishing This section will look at: • reviewing work • key points to consider when planning future activities.
Reviewing work It is recommended that any communications activity relating to equality and diversity issues are reviewed on a regular basis by the equality and diversity group, paying particular attention to the following questions: 1. What were the successes, and what could have been improved upon?
Key points to consider when planning future activities Another important area for the equality and diversity group to monitor regularly is the communications plan for the college’s race equality policy or single equality scheme and related action plans. Key points to consider include the following: • the desired aim of any activity
2. How will this inform our future activities?
• the internal and external impact of any activity
Reporting back should be at senior level, and should also include the communications function in order to improve future activities and note successes.
• whether the aim of activity was achieved • relevant points of learning for future activities. It is recommended that this information is included in reports back to senior management as part of the communication and equality functions.
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