1. Equality in articulation Identifying opportunities for positive impact Equality Challenge Unit Barbara Lawson and David Bass

2. Equality Act 2010 =Replaces previous anti-discrimination law, consolidating it into a single act. =Extension to ‘protected characteristics’: Age Pregnancy and maternity Disability Race Gender (sex) Religion and belief Gender reassignment Sexual orientation Marriage and civil partnership

3. Public sector equality duty (PSED) The PSED came into force on 5 April 2011, replacing the previous duties for race, disability and gender. HEIs and colleges must: =Eliminate discrimination =Advance equality of opportunity =Foster good relations Between those who share a protected characteristic.

4. Scottish equality duties Duties relevant to articulation: =Mainstreaming equality across all work =Equality outcomes – set by all colleges and HEIs =Equality impact assessment

5. Sharing experiences approx. 5 minutes What are your top issues concerning equality in articulation? Are there barriers in articulation for particular groups? Any examples of current practice? What more do you need to know?

6. Articulation equality data =ECU working with the NAD to analyse equality data on articulating student entrants at national level. =Looking at: gender, disability, ethnicity and age. =Considering: subject area, retention and completion, attainment (qualification type and level).

7. A taster of our findings.... =Using college disability data reveals a more accurate picture of student disclosure (2% unknown). =BME students are well represented amongst articulating students, but are clustered in certain subjects. =Articulating students are less likely to be under 21 or over 36 than standard entry students.

8. Activity approx. 20 minutes Form three groups to look at: Entry Subject areas Retention and completion 1.Use the data handouts on age, disability, gender and ethnicity to note key issues on your sheet 2.Do you see these issues in your institution? 3.What more do you need to know?

9. Feedback 1.What are your key findings? 2. How does this compare to your institution?

10. A taster of our findings.... =Do articulating students look like university students or college students? = Lower proportion of disabled students articulating than studying HNC/D at college. =More stark split between females and males in SET/non- SET subjects than for HEI standard entry – mirrors college population.

11. Next steps =What are appropriate next steps? -for ECU? -for institutions?

12. Resources =ECU statistical report on HEI student participation: http://www.ecu.ac.uk/publications/equality-in-higher- education-statistical-report-2013 http://www.ecu.ac.uk/publications/equality-in-higher- education-statistical-report-2013 =ECU statistical report on college student participation: http://www.ecu.ac.uk/publications/equality-in- colleges-in-scotland-statistical-report-2013/ http://www.ecu.ac.uk/publications/equality-in- colleges-in-scotland-statistical-report-2013/ =Access, retention and success: aligning WP and E&D:http://www.ecu.ac.uk/publications/files/access- retention-and-success-aligning-wp-and-e-d.pdf/http://www.ecu.ac.uk/publications/files/access- retention-and-success-aligning-wp-and-e-d.pdf/

13. Keep in touch! Tel: 0207 438 1010 advice@ecu.ac.uk www.ecu.ac.uk barbara.lawson@ecu.ac.uk david.bass@ecu.ac.uk