Awareness Raising for Boards of Governors

Aims for the Session To raise awareness of the context, rationale, aims and objectives and outcomes of the CRED Policy To consider implications for Boards of Governors for the implementation of CRED Policy

Outline of Session Introduction Context CRED Policy CRED Guidance Quality Indicator Framework Role of Board of Governors

Rationale Evolution of Community Relations Policy since 1980s Society in NI has become more diverse in last few decades Sectarianism, racism and bullying are examples of social problems, which still need to be addressed in society

Context Programme for Government seeks to ‘build a fair and prosperous society for all’ NI Curricula (formal and informal) aims to develop in young people, the knowledge and understanding of the challenges and opportunities they may encounter in an increasingly diverse society Teachers are able to address issues of Diversity through Citizenship and PDMU (Personal Development & MutualUnderstanding)

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

CRED Policy 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

CRED Policy Aims Contribute to improving relations between communities by educating children & young people to develop self respect, respect for others, promote equality and work to eliminate discrimination Provide formal and non-formal opportunities to build relationships with those of different backgrounds and traditions within resources available

CRED Policy Objectives Develop understanding and respect for rights, equality and diversity of all without discrimination Value and respect difference and engage positively with it Equip children/young people with required skills attitudes and behaviours

CRED Policy Intended Outcomes Understand and respect rights, equality and diversity (including linguistic diversity) of all Develop skills, attitudes and behaviours to value and respect difference and engage positively with it n.b. Based on set of core principles

CRED Policy Core Principles Child centred Responsive to the needs of children Encourages progression Participation Experiential learning Meaningful interaction between different groups

Core Principles continued Differentiation Complementary Collaboration Improve outcomes for young people, society and the economy Dissemination of good practice

CRED Policy Intended Recipients Primary Schools Post-Primary Schools Youth Settings Statutory nursery settings Other pre-school settings – “strongly encouraged” to adopt CRED principles

CRED Policy ~ Key changes from CR Policy: Wider definition of Community Relations - all Section 75 groups (not just two main communities) Reflects changed environment Reflects changes to curricula

Move away from dependency on external organisations Embed work within schools and youth settings Provide strong skills base for educators Within framework of existing policies CRED Policy ~ Key changes from CR Policy:

Context for Schools Key policy driver – ESaGS, 2009 School Development Planning regulations, 2011 – highlighting importance of ethos Collaboration between schools Whole school approach

CRED in Education Schools can promote CRED through: the ESaGS indicators: Child Centred Provision High Quality Learning and Teaching Effective Leadership A School Connected to its Local Community the 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 Education Pre-School Curriculum Sits naturally in Personal, Social and Emotional development Can be addressed within all other Curricular Areas

Community Relations, Equality & Diversity In Education Primary Curriculum Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding” Can be addressed within all other Curricular Areas

Post Primary Curriculum Sits naturally in the areas of Local and Global Citizenship and Learning for Life and Work Can also be supported through all other curricular areas Community Relations, Equality & Diversity In Education

CRED: Why a Guidance Document? To line up the CRED policy with the curriculum and related policies, including the school improvement agenda 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

CRED: Who is the Guidance for? Formal and Non Formal Education (Schools and Youth Work settings) Management Committees, Advisory Committees, Boards of Governors Strategic Managers – in Education Authorities Operational Managers – Schools and Youth Delivery staff – teachers and youth workers

CRED Policy: Measuring Success A robust evaluation process is a key aspect of the policy Quality Assurance Indicators are included in Guidance External monitoring of attitudes (e.g. NI Life and Times)

Community Relations, Equality & Diversity In Education Policy Quality Indicators will: Evaluate the success of the implementation of the policy Assist with the work of those who receive CRED funding Assist ETI in their Quality Assurance Provide guidance to support funding applications

Key priorities for implementation Training and capacity building of workforce Dissemination of good practice and materials Targeted support for meaningful interaction

CRED Website

Reference to information for Boards of Governors infrastructure-2/schools-management/79- school_governors_pg/schools_79_governor-roles- and-responsibilities_pg/schools_79_chapter-5- equality-good-relations_pg.htm

Workshop Discuss in small groups: What are the implications of the CRED Policy for your role as Governor?