SEELB Youth Section Awareness Seminar Monday 3rd October 2011 Ardnabannon OEC

Community Relation, Equality & Diversity In Education Welcome & Introduction Arlene Kee Head of Youth

Community Relation, Equality & Diversity In Education Visitor: Peter CorrAAO CASS (CRED)

Community Relation, Equality & Diversity In Education New Staff: Stewart MolesArdcarnet Youth Centre Mandy JonesBallymagee Youth Centre Monika LubinskaLisburn BME Youth Project Barry FlynnColin Youth Development Centre Victoria MooreColin Youth Development Centre

Community Relation, Equality & Diversity In Education Appointments: Siobain ByrneDeputy Head of Youth Donna Weir Senior Youth Worker: IFI “Learning To Live Together” David LoganSenior Youth Worker: School Based Youth Work

Community Relation, Equality & Diversity In Education In Service th NovemberThe New Youth Service 19 th DecemberYouth Work in Schools: Policy & Practice 6 th FebruaryCRED: Policy In Action 5 th MarchSafety in Numbers 24 th – 25 th MayStaff Residential (PLANING GROUP: Alison Dunlop, Dessie McCreanor, Angie Quirk, Mary McGrath, David Logan & Irene Bankhead)

Community Relation, Equality & Diversity In Education Setting the Context “ATTITUDES” Matt Milliken AAO

Community Relation, Equality & Diversity In Education “No worker should engage with work on controversial issues until they have explored these issues in themselves… young people will pick up on any reticence or discomfort on your part, and will take the lead from you.” Reflection in Practice

Community Relation, Equality & Diversity In Education Luke 6:42 How can you say to your brother, 'Brother, let me take the speck out of your eye,' when you yourself fail to see the plank in your own eye? You hypocrite, first take the plank out of your eye, and then you will see clearly to remove the speck from your brother's eye.

Community Relation, Equality & Diversity In Education

Workshop One Group A – Practice Examples (New Common Room) Group B – Uncovering Hidden Attitudes (ICT Suite) Group C – Recognising Prejudice (Common Room)

Community Relation, Equality & Diversity In Education Workshop Two Group C – Practice Examples (New Common Room) Group A – Uncovering Hidden Attitudes (ICT Suite) Group B – Recognising Prejudice (Common Room)

Community Relation, Equality & Diversity In Education Workshop Three Group B – Practice Examples (New Common Room) Group C – Uncovering Hidden Attitudes (ICT Suite) Group A – Recognising Prejudice (Common Room)

Community Relation, Equality & Diversity In Education Workshops 1,2 &3 PLENARY

Community Relation, Equality & Diversity In Education Lunch 12:30 -1:30

COMMUNITY RELATIONS, EQUALITY & DIVERSITY IN EDUCATION POLICY

Community Relation, Equality & Diversity In Education Policy Background 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

Community Relation, Equality & Diversity In Education Policy 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

Community Relation, Equality & Diversity In Education Policy Intended Recipients Primary Schools Post-Primary Schools Youth Settings Statutory early years settings Other early years settings – “strongly encouraged” to adopt CRED principles

Community Relation, Equality & Diversity In Education Policy Policy 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 Relation, Equality & Diversity In Education Policy Policy 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 Relation, Equality & Diversity In Education Policy Intended 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 Relation, Equality & Diversity In Education 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 curriculum

Community Relation, Equality & Diversity In Education Policy Key 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 Relation, Equality & Diversity In Education Policy Key Actions Integration & Cohesion Strategic Planning & Connections Access to Work & Programmes Training for Education Workforce Enhance Opportunities for Young People

Community Relation, Equality & Diversity In Education Policy Resources Training & Capacity Building of workforce Dissemination of good practice & materials As resources permit, targeted support for meaningful interaction

Community Relation, Equality & Diversity In Education Policy Public Consultation Ran 6 th September – 29 November 8 public meetings across NI Separate consultation with children & young people 72 responses from range of organisations/ individuals

Community Relation, Equality & Diversity In Education Workshop Four Implications For Our Practice “Challenges and Opportunities” (In Divisions)

Community Relation, Equality & Diversity In Education Workshop Four Feedback

Community Relation, Equality & Diversity In Education Support Resources for CRED Policy

Community Relation, Equality & Diversity In Education CRED Website

Community Relation, Equality & Diversity In Education CRED Guidelines

Community Relation, Equality & Diversity In Education Why 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 Relation, Equality & Diversity In Education Who 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 Relation, Equality & Diversity In Education Which specific settings? Early years Schools Primary Post Primary Youth Work

Community Relation, Equality & Diversity In Education Early Years Can contribute to promoting CRED through: Ethos Learning and Teaching Effective Leadership Curricular Guidance: Explore situations and challenge stereotypes Pre-school Curriculum : Personal, Social and emotional development The World Around Us

Community Relation, Equality & Diversity In Education Schools 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 Relation, Equality & Diversity In Education Primary 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 Relation, Equality & Diversity In Education Post Primary Schools Sits naturally (KS3 & KS4) in “Learning For Life and Work” Personal Development Local and Global Citizenship Other Curriculum Areas: English/English Literature History Religious Education The Arts Physical Education/Sport Languages Can also be supported through Enrichment/Extra-Curricular Activities Teacher Competencies Area Learning Communities Entitlement Framework

Community Relation, Equality & Diversity In Education Youth Work CRED Relevant to ethos, principles and practice of all youth work A Model for Effective Practice Testing values and beliefs Promote acceptance and understanding of others Preparation for participation Occupational Standards for Youth Work Priorities for Youth School based youth work has particular potential Should be integrated into on going work: Developing Youth Work Practice Developing People Developing the Organisation EDI Training Suite remains relevant

Community Relation, Equality & Diversity In Education Measuring 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 Relation, Equality & Diversity In Education Quality Indicators

Community Relation, Equality & Diversity In Education Policy Why do we need Quality Indicators? Commitment in draft CRED Policy Supports implementation of CRED policy, guidelines and funding mechanism Support delivery of the curriculum Ensure that the QIs supported the raising of standards and achievements CRED not an ‘add on’

Community Relation, Equality & Diversity In Education Policy Who was consulted? CCEA QUB UU ETI Board and YCNI representatives CRC Evaluation panel

Community Relation, Equality & Diversity In Education Policy What DE did Considered a wide variety of indicators from various sources Benchmarked against them Drew from these existing measurements Developed the QIs and then amended as we received comments Want to ensure they are as concise and workable as possible

Community Relation, 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

Community Relation, Equality & Diversity In Education Policy Educational provision Participants’ learning experiences Quality of external links Leadership and management Effective use of resources Pastoral care and ethos Child protection Equality of opportunity

Q1 EDUCATIONAL PROVISION: OUTCOMES FOR PARTICIPANTS: Ensure that participants, at each stage of their development, have an understanding of difference and diversity. To evaluate this consider the extent to which CRED interventions meet the following statements Evaluation with strengths of intervention Areas for development with actions to be taken Q1a CRED interventions provide opportunities for the participants to take part in a range of activities in formal and non-formal settings which increases their knowledge and understanding of difference and diversity. Community Relation, Equality & Diversity In Education Policy

Review Identify strengths and areas for improvement Prioritise areas for improvement Plan and implement action for improvement Monitor and evaluate outcomes

Community Relation, Equality & Diversity In Education Policy Opportunities for participation, from all Section 75 groups, in CRED intervention Opportunities for the participants to meet and work with: Pre- school Over 18 Others from a different religious background in a formal setting Others from a different ethnic background in a formal setting Others with a disability in a formal setting Others from the LGBT community in a formal setting

Community Relation, Equality & Diversity In Education Policy As a result of their involvement in the CRED intervention the participants know more about and respect: Yes: with evidence Maybe: with evidence Not Sure the culture and traditions of people from a Catholic community background those who are lesbian, gay, bi-sexual or transsexual and feel comfortable being friends with someone of a different religion, race, colour, those with a disability and those of a different sexual persuasion and have the opportunity to give their views, and to listen to others’ views about issues that affect them

Community Relation, Equality & Diversity In Education POLICY & PRACTICE Questions & Answers

Community Relation, Equality & Diversity In Education Closing Remarks And Evaluation…