1. COMMUNITY RELATIONS, EQUALITY & DIVERSITY IN EDUCATION POLICY
Awareness Raising
for Boards of Governors

2. Aims for the Session
To raise awareness of the context, rationale , aims and objectives and outcomes of the CRED Policy
To consider implications for Boards of Governors for the implementation of CRED Policy

3. Outline of Session Introduction Context CRED Policy
CRED Guidance
Quality Indicator Framework
Role of Board of Governors

4. Rationale Evolution of Community Relations Policy since 1980s
Society in NI has become more diverse in last few decades
Sectarianism, racism and bullying are examples of social problems, which still need to be addressed in society

5. Context
Programme for Government seeks to ‘build a fair and prosperous society for all’
NI Curricula (formal and informal) aims to develop in young people, the knowledge and understanding of the challenges and opportunities they may encounter in an increasingly diverse society
Teachers are able to address issues of Diversity through Citizenship and PDMU (Personal Development & MutualUnderstanding)

6. CRED 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

7. CRED Policy Aims
Contribute to improving relations between communities by educating children & 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

8. CRED Policy Objectives
Develop understanding and respect for rights, equality and diversity of all without discrimination
Value and respect difference and engage positively with it
Equip children/young people with required skills attitudes and behaviours

9. CRED Policy Intended Outcomes
Understand and respect rights, equality and diversity (including linguistic diversity) of all
Develop skills, attitudes and behaviours to value and respect difference and engage positively with it
n.b. Based on set of core principles

10. CRED Policy Core Principles
Child centred
Responsive to the needs of children
Encourages progression
Participation
Experiential learning
Meaningful interaction between different groups

11. Core Principles continued
Differentiation
Complementary
Collaboration
Improve outcomes for young people, society and the economy
Dissemination of good practice

12. CRED Policy Intended Recipients
Primary Schools
Post-Primary Schools
Youth Settings
Statutory nursery settings
Other pre-school settings – “strongly encouraged” to adopt CRED principles

13. CRED 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 curricula

14. CRED Policy ~ Key changes from CR Policy:
Move away from dependency on external organisations
Embed work within schools and youth settings
Provide strong skills base for educators
Within framework of existing policies
Key objectives for Minister are …. Refer to bullets on slide
These are aimed at making the policy more sustainable in the long term – both in terms of skills and impact of financial constraints
Policy needs to be seen as one element of a larger framework of existing and new policies which target section 75 groups
eg: Travellers / Newcomers / Special Educational Needs / Bullying / etc
There was considerable feedback when Minister reduced
Community Relations budget earlier in the year.
Minister’s position is that faced with decisions about whether to reduce current Community Relations budget or money going into the classroom, where there are already opportunities to address this work, the latter is preferable and more sustainable.
In addition to £1.1m CR budget Minister has invested over £200m for special educational needs, £8m for supporting newcomer pupils & £28m for youth services – all of which contribute to the wider approach to community relations.

15. Context for Schools Key policy driver – ESaGS, 2009
School Development Planning regulations, 2011 – highlighting importance of ethos
Collaboration between schools
Whole school approach

16. CRED in Education Schools can promote CRED through:
the ESaGS indicators:
Child Centred Provision
High Quality Learning and Teaching
Effective Leadership
A School Connected to its Local Community
the 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

17. Community Relations, Equality & Diversity in Education
Pre-School Curriculum
Sits naturally in Personal, Social and Emotional development
Can be addressed within all other Curricular Areas

18. Community Relations, Equality & Diversity In Education
Primary Curriculum
Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding”
Can be addressed within all other Curricular Areas

19. Community Relations, Equality & Diversity In Education
Post Primary Curriculum
Sits naturally in the areas of Local and Global Citizenship and Learning for Life and Work
Can also be supported through all other curricular areas

20. CRED Guidance

21. CRED: Why a Guidance Document?
To line up the CRED policy with the curriculum and related policies, including the school improvement agenda
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

22. CRED: Who is the Guidance for?
Formal and Non Formal Education
(Schools and Youth Work settings)
Management Committees, Advisory Committees, Boards of Governors
Strategic Managers – in Education Authorities
Operational Managers – Schools and Youth
Delivery staff – teachers and youth workers

23. CRED Policy: Measuring Success
A robust evaluation process is a key aspect of the policy
Quality Assurance Indicators are included in Guidance
External monitoring of attitudes (e.g. NI Life and Times)

24. Community Relations, 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

25. Key priorities for implementation
Training and capacity building of workforce
Dissemination of good practice and materials
Targeted support for meaningful interaction

26. Community Relations, Equality and Diversity in Education

27. Community Relations, Equality and Diversity in Education
CRED Website

29. Community Relations, Equality and Diversity in Education
Reference to information for Boards of Governors

30. Workshop
Discuss in small groups:
What are the implications of the CRED Policy for your role as Governor?