A study reviewing the implementation and maintenance of the Learning and Skills Council’s (LSC) Single Equality Scheme (SES). The SES was intended to replace individual equality schemes at the institutional scale. The study was charged with finding examples of best practice pertaining to SES implementation, the most effective equality and diversity (E&D) committee structures, how diversity was incorporated within membership, which often reflected community profiles. Interviews were conducted with staff from Ofsted Grade 1 selected colleges. Analysis of data were to result in recommendations for the establishment of a City College Norwich equality and diversity facilitation group.
The study recorded that equality and diversity (E&D) facilitation groups should reflect the ethnic and cultural composition of both the college and its local community. Existing college equality and diversity staff development programmes, that supported individual areas (such as race, gender and disability), should be developed and expanded further and be an ongoing process that involved all college personnel. Where existing good practices were observed, by amalgamating individual E&D practices into one would allow a ‘levelling up’ in performance across all schemes within a college. This, potentially, raises the awareness and treatment of all equality and diversity issues as important and, thus, in turn, engenders a higher priority for the promotion of equality and diversity across all areas. An important factor in successful practice was the inclusion of local community groups and forums that provided specialist knowledge, experience and support, whilst ensuring credibility to college practices among peers. Tasks performed by outside agencies included undertaking observations of practices/activities and feeding back comments to a main equality and diversity group. Also using peer review/referencing to work alongside partner institutions in the local area potentially permitted the facilitation and exchange of knowledge and expertise.
Institutions reviewed within the study stated that the responsibilities of equality and diversity were undertaken by staff with dedicated roles, not simply incorporated into departmental areas. Furthermore, the direct involvement of the principal raised the awareness/profile and effectiveness of equality and diversity issues within a college. To facilitate information flow, dialogue and opinion, direct lines of communication to the principal were available for all staff involved with equality and diversity. Communications were further enhanced by collaboration between sub-groups, and regular dialogue with learner groups, external community groups and partner colleges, which required time being made available for students and staff to attend meetings and focus groups respectively.
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