seelb primary principals 26 th & 27 th october 2011

SEELB Primary Principals

26th & 27th October 2011

Community Relations, Equality & Diversity In Education PolicyBackground

Review initiated by Minister June 2008Working Group Established (17 Reps)Working Group Report June 2009Education Committee Consulted Jan 2010Public Consultation commenced 6 September

2010

Community Relations, Equality & Diversity In Education PolicyPolicy premised on:

Equality & human rights

UN Convention on the Rights of the Child

Commitments in Good Friday, St Andrews & Hillsborough agreements

Changes in society & policy context

Community Relations, Equality & Diversity In Education PolicyIntended Recipients

Primary SchoolsPost-Primary SchoolsYouth SettingsStatutory early years settings Other early years settings – “strongly

encouraged” to adopt CRED principles

Community Relations, Equality & Diversity In Education PolicyPolicy Aim

Contribute to improving relations between communities by educating children & young people to develop self respect, respect for others, promote equality & work to eliminate discrimination

Provide formal & non-formal opportunities to build relationships with those of different backgrounds & traditions within resources available

Community Relations, Equality & Diversity In Education PolicyPolicy Objectives

Develop understanding & respect for rights, equality & diversity of all without discrimination

Value & respect difference & engage positively with it

Equip children/young people with required skills attitudes & behaviors

Community Relations, Equality & Diversity In Education PolicyIntended Outcomes

Understand and respect rights, equality & diversity (incl linguistic diversity) of all

Develop skills, attitudes & behaviours to value and respect difference and engage positively with it

Based on set of core principles

Community Relations, Equality & Diversity In Education PolicyKey changes from CR Policy:

Wider definition of Community Relations - all section 75 groups (not just two main communities)

Reflects changed environment

Reflects changes to curriculum

Community Relations, Equality & Diversity In Education PolicyKey changes from CR Policy:

Move away from dependency on external organisations

Embed work within schools & youth settings

Provide strong skills base for educators

Within framework of existing policies

Community Relations, Equality & Diversity In Education

CRED Website

www.credni.org

Community Relations, Equality & Diversity In Education

CRED Guidelines

Community Relations, Equality & Diversity In EducationWhy a Guidance Document?

To line up the CRED policy with the curriculum and related policies

To support the change of focus away from ‘old’ concept of Community Relations to include Equality and Diversity

To provide support for engagement in unfamiliar and contentious work areas

Community Relations, Equality & Diversity In EducationWho is it guidance for?

Formal and Non Formal Education (Schools & Youth Work settings)

Management Committees, Advisory Committees, Boards of Governors

Strategic Managers – in Education Authorities

Operational Managers – Schools & Youth

Delivery staff – teachers and youth workers

Community Relations, Equality & Diversity In EducationWhich specific settings?

Early years

SchoolsPrimaryPost Primary

Youth Work

Community Relations, Equality & Diversity In EducationSchools

Can promote CRED through: Child Centred Provision High Quality Learning and Teaching Effective Leadership A School Connected to its Local Community

Curriculum: Requires schools to address issues around diversity &

inclusion and to consider how people from differing traditions can live together

Aims to empower young people to make informed, responsible decisions

Community Relations, Equality & Diversity In EducationPrimary Schools

Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding” Strand 1: Personal Development and Health Strand 2: Mutual Understanding in the Local and Global

Community

Other Curriculum Areas: Language and Literacy The Arts Religious Education Physical Education

Community Relations, Equality & Diversity In EducationMeasuring Success

A robust evaluation process is a key aspect of the policy

(Self) Evaluation should assess impact at 4 levels: Reaction of participant Increase of knowledge Behavioural change Results of the learning

QA Indicators will be included in Guidance

External monitoring of attitudes (e.g. NI Life and Times)

Community Relations, Equality & Diversity In Education

http://www.deni.gov.uk/cred_policy_doc1.pdf