1. Brigid Murray Adviser Environment & Society

2. Programme outline 1. Introduction- context; rationale; aims; objectives; intended outcomes 2. The guidance notes and their implications 3. Quality indicator framework 4. Examples of practice/ current projects in schools 5. Support to schools

3. Our future ‘We make our future….it is not made’ Pablo Neruda, Chilean poet What is our vision for the future? What kind of society do we want in Northern Ireland in 2025?

4. How can we contribute to bringing about the changes we wish to see? What is the role of formal educational settings in bringing about change in our society?

5. Rationale for CRED policy Evolution of community relations policy since the 1980s Society in Northern Ireland is much more diverse than 20 years ago Sectarianism, racism and bullying are examples of social problems which need to be addressed in our society St Andrew’s Agreement

6. Context Overarching aim of the current programme for Government is to build ‘a fair and prosperous society for all’ NI curricula (formal & informal) aim to develop in young people knowledge and understanding of the challenges and opportunities that they may encounter in an increasingly diverse society Teachers are able to address issues of diversity in citizenship and PDMU JEDI initiative in youth

7. Department of Education documentation Policy document entitled ‘Community Relations, Equality and Diversity in Education’ (March 2011) Community Relations, Equality and Diversity Policy Guidance notes ( January 2012) Community Relations, Equality and Diversity in Education Policy Quality Indicator Framework (January 2012) DE Circular 2012/02 Guidance to Schools and Youth Service on the Community Relations, Equality and Diversity in Education Policy (January 2012) www.deni.gov.uk

8. CRED Aims of the policy Contribute to improving relations between communities by educating children and 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.

9. CRED Objectives of the policy: Develop understanding and respect for rights, equality and diversity of all without discrimination Value and respect differences and engage positively with them Equip children/young people with required skills attitudes and behaviours

10. Intended Outcomes Understand and respect the rights, equality and diversity (including linguistic diversity) of all Develop skills, attitudes and behaviours to value and respect difference and engage positively with it Community Relations, Equality and Diversity in Education Policy

11. Scope of the policy What is your understanding of the following terms: Diversity Equality Community relations? Are these themes currently addressed in school life and if so, in what ways?

12. Definitions Diversity is about recognising individual as well as group differences, treating people as individuals and placing value on diversity in the community. Equality is about creating an equal society where everyone can participate and has the opportunity to fulfil their potential. Community Relations is to encourage greater cross- community contact and co-operation; to support, encourage and develop mutual understanding and to promote recognition of and respect for cultural diversity. Source: page 42 Guidance notes

13. Core principles of the policy Child-centred Responsive to the needs of children Progression Participation Experiential learning Meaningful interaction between different groups

14. Core principles of the policy Differentiation Complementary Collaboration Improve the outcomes for young people, society and economy Dissemination of good practice

15. Wider definition of Community Relations – all section 75 groups: Religious belief Political opinion Race Age Marital status Sexual orientation Gender Disability Between persons with dependants and persons without Key changes from Community Relations Policy

16. Current context in schools Key policy driver – Every School A Good School A Policy for School Improvement New school development planning regulations (2011) Importance of ethos is highlighted. Collaboration between schools Whole school approach

17. CRED Policy Follows the characteristics from Every School a Good School Child centred provision High quality teaching and learning Effective leadership A school connected to its local community

18. Community Relations, Equality and Diversity in Education Policy Post-Primary Schools Sits naturally in LLW within Citizenship Can be addressed through all other curriculum areas Embed the work within the school context, it is no longer an ‘optional add-on’

19. Potential areas of work Best practice within CRED may include (but not be limited to):  Single identity work within a cultural context  Contact between young people from diverse cultures/backgrounds  Reaching out to specific Section 75 groups  Exploring similarities and difference  Challenging prejudice

20. CRED Enhancement Scheme Total BELB budget approximately £110k split equally across schools/youth Applications will open in the summer term for 2012/13 Schools complete project report by 1st June 2013 Forms available at www.credni.org in term 3www.credni.org

21. CRED Policy – Guidance notes Purpose of the Guidance Document To support the delivery of CRED policy and the challenges that may arise To align the work of CRED with the school improvement agenda and related policies To align the work of CRED with priorities for youth To support the change of focus away from ‘old’ concept of community relations to include equality and diversity

22. Quality Indicator Framework To support the implementation of the CRED policy, the Department has developed a set of quality indicators to monitor and evaluate the impact of the policy on children and young people and their communities. Department has developed the self evaluation framework to assist educators in evaluating CRED related issues within their own context and help in action planning.

23. The 8 Areas 1. Educational provision: outcomes for participants 2. Participants’ learning experiences: achievements and standards 3. Quality of external links 4. Leadership and management 5. Quality of effective use of resources (value for money) 6. Quality of pastoral care and ethos 7. Quality of child protection and the protection of vulnerable adults 8. Equality of opportunity

24. Use of the Quality Indicator Framework will be used to evaluate the success of the implementation of the CRED policy an appropriate balance between the number of participants involved and the quality of their experiences improving the attitudes of participants towards others and towards their own learning measure the effectiveness of interventions assess how well it is addressing the range of section 75 issues

25. Community Relations, Equality and Diversity in Education Policy Resources Training and capacity building of workforce Dissemination of good practice and materials Targeted support for meaningful interaction

26. Examples of support organisations African and Caribbean Community Support Organisation www.acsoni.orgwww.acsoni.org Schools Library Service based in Ulidia Artsekta www.artsekta.org.uk 02890 310125www.artsekta.org.uk This organisation uses arts-based programmes to explore cultural diversity and develop cultural understanding and healthy inter-community relationships.