1. Use these points to help you plan ‘after-the-event’ support. This information communicates only a sample of the detail covered in the full guidance available at www.equalitiestoolkit.co.uk.www.equalitiestoolkit.co.uk After the event: putting learning into practice Much is said and written about equality of opportunity to access CPD and progression opportunities and about accessibility and inclusion within CPD courses, events and activities. But what about ‘after the event’? The bit where someone goes back into their role, tries to put learning into practice and make a difference. The bit where they try to deliver change, lead and progress in their own role and career. Yes, we are used to interrogating data about learners for equality in progression and outcomes, but what about equality of outcomes from CPD for staff? Where are the equalities outcome measures? What are they and what story do they tell? We have so many questions Do people with protected characteristics experience the same or different or additional challenges as their peers? Is the story the same for all protected groups or different, more nuanced? Do we need to focus energy on addressing equality of opportunity to make use of your CPD as well as equality of opportunity to access it in the first place? Points to consider Do you use a measure for equality of outcome as well as access to your CPD opportunity? What is it? How do you apply and report it? What does your CPD impact data look like by protected grounds? How do you use the information you have gathered about people that access your CPD?

2. Do we need positive action afterwards as well as before CPD? Two of our sector’s national equalities programmes (the Black Leadership Initiative and the Women’s Leadership Network) both find that sustained positive action support through coaching, mentoring and networking after and between CPD opportunities is vital. This builds confidence and a positive approach to opportunities for progression and succession. Both aforementioned organisations provide support for people that have multiple layers of disadvantage. How well do you consider the personalised approach to the support provided? For more information go to www.wlnfe.org.uk and www.nbp.org.uk www.wlnfe.org.ukwww.nbp.org.uk Example: An aspiring leader experiences challenges because they are gay and, after undergoing IVF, expecting a child. They currently work flexible, part-time hours for an FE college. They participate in your face-to-face CPD session but do not engage with the post- event online activity and resources, or networking – all seen by usually as a critical part of the process. Reflecting on the questions above, what could you do differently to support their inclusion? FE and Skills equalities networks can provide support in meeting specific challenges. Find out more via The Equalities Signpost: http://www.equalitiestoolkit.com/content/equalities-signposthttp://www.equalitiestoolkit.com/content/equalities-signpost Sign up to the Leadership Register: http://www.leadershiplearning.org.uk/~leadreg/index.phphttp://www.leadershiplearning.org.uk/~leadreg/index.php Find out more, including what effective ‘afterwards’ practice looks like, in the full guidance at www.equalitiestoolkit.co.uk.www.equalitiestoolkit.co.uk After the event: putting learning into practice