1. Mainstreaming: equality at the heart of further education

2. Our work Equality Challenge Unit works to further and support equality and diversity for staff and students in further and higher education sector to realise the potential of all staff and students whatever their age, disability, gender identity, marital or civil partnership status, pregnancy or maternity status, race, religion or belief, sex, or sexual orientation to the benefit of those individuals, higher education institutions and society.

3. About ECU = Our staff = Our work = Research = Guidance = Helpline = ractical support and events Diversity: recognises that everyone is different in a variety of visible and non- visible ways, and that those differences are to be recognised, respected and valued (ECU). Equality: ‘Equality is a fundamental part of a fair society in which everyone can have the best possible chance to succeed in life.’ (Discrimination Law Review, 2007) Diversity: recognises that everyone is different in a variety of visible and non- visible ways, and that those differences are to be recognised, respected and valued (ECU). Equality: ‘Equality is a fundamental part of a fair society in which everyone can have the best possible chance to succeed in life.’ (Discrimination Law Review, 2007)

4. Our work in Scotland = HEIs since September 2010 = Colleges since August 2010 = Extension of transferable work = Development of new work Diversity: recognises that everyone is different in a variety of visible and non- visible ways, and that those differences are to be recognised, respected and valued (ECU). Equality: ‘Equality is a fundamental part of a fair society in which everyone can have the best possible chance to succeed in life.’ (Discrimination Law Review, 2007) Diversity: recognises that everyone is different in a variety of visible and non- visible ways, and that those differences are to be recognised, respected and valued (ECU). Equality: ‘Equality is a fundamental part of a fair society in which everyone can have the best possible chance to succeed in life.’ (Discrimination Law Review, 2007)

5. Project background =Project developed to support Scottish HEIs to meet the mainstreaming duty of the Equality Act 2010 =Project extended to colleges

6. Project background The mainstreaming duty is intended to assist public bodies to deliver on the general duty of the Equality Act 2010 to: =eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act =advance equality of opportunity between people from different groups. =foster good relations between people from different groups.

7. Project background The general duty covers the following protected characteristics: =age =disability =gender reassignment =pregnancy and maternity =race – this includes ethnic or national origin, colour or nationality =religion or belief – this includes lack of belief =sex =sexual orientation

8. Overview of the project =BSV Associates research approaches to mainstreaming and effective tools/strategies =HEI and college resources published =HEI and college programmes established

9. Overview of the programme =Purpose is to trial the practical application of different initiatives that help to mainstream equality into the systems and practices of institutions =Participating colleges will develop and implement their own initiatives within their institutions, monitor their impact and begin to establish their effectiveness

10. Programme Structure =Twelve colleges will meet three times over the course of the programme (split into two groups) =Teams will develop, plan and implement their own institutional activity or initiatives =They will be supported by BSV and ECU =BSV will be collecting information to inform a guidance report for the college sector

11. BSV Associates Ltd 11 Overview of the day Objectives: Refine the vision and focus for mainstreaming initiative Select appropriate tools and approaches Create a planning document

12. BSV Associates Ltd 12 Overview of the day Practical Outcomes: Getting to know each other Getting to know the tools Understanding what mainstreaming means for us A tangible plan of action

13. What has been your BEST experience of an equality or inclusivity initiative? What was good about it?

14. What does an inclusive college look like?

15. BSV Associates Ltd 15 The Inclusive College Express your vision of the inclusive college …

16. BSV Associates Ltd 16 Mainstreamed equality and diversity … Difficult but important to articulate We need to be able to communicate it to enhance understanding It can then become a tool for engagement If we can express what it looks like then we can measure how far we’ve come

17. BSV Associates Ltd 17 Mainstreamed equality and diversity … Diversity: Recognises that everyone is different in a variety of visible and non-visible ways, and that those differences are to be recognised, respected and valued (ECU). Equality: ‘Equality is a fundamental part of a fair society in which everyone can have the best possible chance to succeed in life.’ (Discrimination Law Review, 2007)

18. BSV Associates Ltd 18 Mainstreaming Tools Analytic  use of information / research evidence  monitoring and evaluation Educational  raising awareness  delivery of training  professional development opportunities Engagement  participative consultation  facilitating participation in policy making

19. BSV Associates Ltd 19 Tool examples… Diversity Scorecard Appreciative Inquiry

20. BSV Associates Ltd 20 Understanding Mainstreaming What do we mean by ‘mainstreaming’ Is equality and diversity already mainstreamed within our institutions? What are the drivers for mainstreaming?

21. BSV Associates Ltd 21 Understanding Mainstreaming Multi faceted Contextual No one solution “If you can only deal with yolks or whites, it’s pretty hard to make an omelette” G Pennington (2006)

22. BSV Associates Ltd 22 A process of change Institutiona l Culture Policy / Procedure Mission / Strategy Practice

23. BSV Associates Ltd 23 Achieving Change Vision / Strategic approach Holistic approach Understand impacts on staff, students other stakeholders Senior management buy-in and support Participation and consultation Challenge dominant ideologies Use tools / different approaches

24. BSV Associates Ltd 24 Using the tools Be clear about what you want to achieve and what the benefits are Develop your vision and engage key stakeholders Take an inclusive approach Plan for change

25. BSV Associates Ltd 25 Lunch!

26. BSV Associates Ltd 26 Developing a focus and vision What is your specific area of focus? What does success look like? What do you want to achieve by the end of this programme How does it fit with your longer term vision?

27. BSV Associates Ltd 27 Critical friend review Share “lift pitch” for each initiative Points for reflection: -is the initiative ambitious enough? -will it create an impetus for change? -what are the likely short, medium and long term impacts?

28. BSV Associates Ltd 28 Communicating the goal …

29. BSV Associates Ltd 29 Developing a plan for mainstreaming Importance of context Starting point History Vision Different tools will suit different institutions Multi pronged approach Evidence base Institutional and individual levels of action to achieve change / mainstreaming

30. BSV Associates Ltd 30 Team activity Consider critical friend set discussions Refine your ‘vision’ - strategic -holistic -built on evidence based need -high level buy-in -phased

31. BSV Associates Ltd 31 Team activity Shaping the plan

32. BSV Associates Ltd 32 Next Steps Implementation of the plan Peer support through the JISC list mainstreamingequalityfe@jiscmail.ac.uk Ongoing support through BSV as critical friend / resource ECU – support / resource 2 nd learning set day - tbc

33. BSV Associates Ltd 33 Resources / Contacts www.ecu.ac.uk www.bsvassociates.co.uk