Date post: | 18-Jan-2016 |
Category: |
Documents |
Upload: | alexander-fleming |
View: | 212 times |
Download: | 0 times |
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