The Equality Act 2010 (Specific Duties) Regulations 2011 came into force on September 10th 2011. Calderdale College must comply with the public sector Equality Duty requirements and sets out how it will do this through this document.
The College aims to:
- Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010
- Advance equality of opportunity between people of different groups
- Foster good relations between people from different groups
The above aims are in accordance with those outlined in the general duty of the Act.
Our College values are:
We speak and act truthfully, admit our mistakes & honour our commitment
We value learners and colleagues as individuals, celebrating and accommodating both differences and similarities and encouraging diversity, originality and innovation
We treat students and colleagues fairly, provide opportunities for individual success, apply rules with equity and expect the same in return
We share information, ideas and feelings; listen carefully, speak forthrightly, respect diverse views and participate productively in dialogue
We take our learning and work seriously and ourselves lightly
- High Expectations
We have high expectations of ourselves, our learners, our colleagues and our partners and support each other to meet them
Take a look at a film produced by our PGCE students and staff to celebrate equality and diversity:
Click on the link to see the Festival of Cultures film which was organised by our ESOL students
The Equality Duty covers the following protected characteristics:
- Gender reassignment
- Pregnancy and maternity
- Race (including ethnic or national origins, colour or nationality)
- Religion or belief (including lack of belief)
- Sexual Orientation
- Marriage and Civil Partnership
In delivering the Equality Duty the College must determine what information it will publish to demonstrate that it is achieving its aims. From January 2012 the college has published information about learners and staff relating to:
- Recruitment (numbers of learner enrolments, staff recruitment)
- Learner outcomes ( learner success rates)
- Learner satisfaction
- Workforce data
Outcomes and progress against the aims
Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010.
The College has clear policy and codes of conduct for learners in relation to equality and diversity. Feedback from learners, including complaints, is analysed and reported.
Satisfaction of learners
Calderdale College surveys learners in the first term to assess their satisfaction with all College functions. This information is disaggregated according to protected characteristics. Key findings from Entry Survey 2014/15 indicate that:
- 983 learners completed the survey
- Overall, 91.26% of learners are satisfied with their teaching and learning experience and the support they have received
- 92.8% of learners are satisfied with the Teaching & Learning they have experienced, 89.3% are satisfied with the support they have received, and 96% are satisfied with their first impressions.
- Satisfaction for 14-16 yr olds are 86.65%, 16-18 yr olds are 91.28% and 19+ learners are 91.43%
- Female learners with a 93.5% satisfaction level are happier than males who have 89.88% satisfaction.
- Both learners with disabilities and those with no disabilities have a very close satisfaction level at 91.5% and 91.19%
- Asian and Asian British learners have slightly higher satisfaction levels at 91.5% than White British learners at 91.19%
Recruitment of learners in 2014/15
- 51% of learners are male of which 37% are within the 16-18 cohort.
- 32% of college learners are from ethnic minorities (ie not "White British"). This is above the Calderdale population.
- 19% of 16-18 and 39% of 19+ learners are from ethnic minorities with most significant cohort being Pakistani heritage learners at 17%.
- 18% of learners have a declared disability or learning difficulty with 24% of 16-18 and 15% of 19+ making a declaration.19% of Higher Education (HE) learners are from an ethnic minority background.
- 9% of learners on HE provision have a declared disability or learning difficulty.
- Male learners account for 32% of HE students.
Success rates in 2013/14 identified the following key outcomes.
- Success rates of Pakistani Heritage at 16-18 learners (91.1%) exceeds that of White British (86.9%) as does White Other (90.1%)
- Success rates of White Other is higher (88.9%) than Pakistani Heritage (84.8%) and White British (83.3%)
- There are no significant gaps for learners with a disability at 16-18
- Learners with a Disability at 19+ perform slightly better (85.5%) than those without (83.6%)
- Success rates for 16-18 learners is at 87.6% - 3.6% higher than 19+ at 84%.
- Female learner success at 16-18 is at 88.9% - 2.7% higher than male learners at 86.2%
- There is no significant gap at 19+ between female and male learners
Foster good relations between people from different groups
The promotion of EDI is through a programme of collaborative EDI activities delivered during the year including:
- Student participation: An established connection with learners, supported by the Learner Involvement Team included a collaboration with the Performing Art Students who performed a play on the theme of LGBT; a display of costumes from different cultures by the Art Students; Festival of Cultures lead by ESOL students involving the community and local Primary schools
- Armistice Day: Displays: a timeline of a soldier in WW1; collage silhouette of soldiers going to war with handmade poppies made by learners from Skills for Life; creative writing; a letter home from soldiers to their family; film slide show and whole college silence
- Holocaust Memorial Day - Metal sculpture created by Motivate learners depicting the gates of Auschwitz; film slide show of Holocaust and other atrocities
- One Festival: in conjunction with the launch of a national campaign promoting Positive Image head by local business woman Kate Hardcastle.
- Deaf Awareness: Signing workshops and awareness activities such as signing, lip-reading and ‘deaf experience’
- International Day against Homophobia and Transphobia
- Ramadan and EID al-Fitra: Displays, information and activities
- Anti-Bullying Campaign: Learners from performing Arts performance; IT learners posters about Cyber-bullying; resources on Moodle
- Annual Festival of Cultures: Activities, performances, art and craft work, displays, food; participation by college learners, members of the local community and local Primary Schools
- Posters promoting positive image
The Human Resources Team monitors equality and diversity statistics and works with the Equality and Diversity Committee to ensure fair practice in all aspects of employment and will continue to look for methods to improve the diversity of the workforce and ensure that all policies are assessed for Indirect discrimination .
There is no prescribed data, the College has to consider how our activities as an employer affects current staff and applicants who share different protected characteristics and which data is most appropriate to fulfill this requirement and monitor actions and outcomes.