SEELB Youth Section
Awareness Seminar
Monday 3rd October 2011
Ardnabannon OEC
Community Relation, Equality &
Diversity In Education
Welcome & Introduction
Arlene Kee
Head of Youth
Community Relation, Equality &
Diversity In Education
Visitor:
Peter Corr AAO CASS (CRED)
Community Relation, Equality &
Diversity In Education
New Staff:
Stewart Moles
Ardcarnet Youth Centre
Mandy Jones
Ballymagee Youth Centre
Monika Lubinska Lisburn BME Youth Project
Barry Flynn
Colin Youth Development Centre
Victoria Moore
Colin Youth Development Centre
Community Relation, Equality &
Diversity In Education
Siobain Byrne
Appointments:
Deputy Head of Youth
Donna Weir
Senior Youth Worker:
IFI “Learning To Live Together”
David Logan
Senior Youth Worker:
School Based Youth Work
Community Relation, Equality &
Diversity In Education
In Service 2011-12
7th November
19th December
6th February
5th March
24th – 25th May
The New Youth Service
Youth Work in Schools: Policy & Practice
CRED: Policy In Action
Safety in Numbers
Staff Residential
(PLANING GROUP: Alison Dunlop, Dessie
McCreanor, Angie Quirk, Mary McGrath, David
Logan & Irene Bankhead)
Community Relation, Equality &
Diversity In Education
Setting the Context
“ATTITUDES”
Matt Milliken
AAO
Community Relation, Equality &
Diversity In Education
“No worker should engage with work on controversial
issues until they have explored these issues in
themselves… young people will pick up on any
reticence or discomfort on your part, and will take the
lead from you.”
Reflection in Practice
Community Relation, Equality &
Diversity In Education
Luke 6:42
How can you say to your brother, 'Brother, let me take
the speck out of your eye,' when you yourself fail to see
the plank in your own eye? You hypocrite, first take the
plank out of your eye, and then you will see clearly to
remove the speck from your brother's eye.
Community Relation, Equality &
Diversity In Education
Community Relation, Equality &
Diversity In Education
Workshop One

Group A – Practice Examples (New Common Room)
 Group B – Uncovering Hidden Attitudes (ICT Suite)
 Group C – Recognising Prejudice (Common Room)
Community Relation, Equality &
Diversity In Education
Workshop Two

Group C – Practice Examples (New Common Room)
 Group A – Uncovering Hidden Attitudes (ICT Suite)
 Group B – Recognising Prejudice (Common Room)
Community Relation, Equality &
Diversity In Education
Workshop Three

Group B – Practice Examples (New Common Room)
 Group C – Uncovering Hidden Attitudes (ICT Suite)
 Group A – Recognising Prejudice (Common Room)
Community Relation, Equality &
Diversity In Education
Workshops 1,2 &3
PLENARY
Community Relation, Equality &
Diversity In Education
Lunch
12:30 -1:30
COMMUNITY RELATIONS,
EQUALITY & DIVERSITY
IN EDUCATION POLICY
Community Relation, Equality & Diversity
In Education Policy
 Background
 Review initiated by Minister June 2008
 Working Group Established (17 Reps)
 Working Group Report June 2009
 Education Committee Consulted Jan 2010
 Public Consultation commenced 6 September 2010
Community Relation, Equality & Diversity
In Education Policy
 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
Community Relation, Equality & Diversity
In Education Policy
 Intended Recipients
 Primary Schools
 Post-Primary Schools
 Youth Settings
 Statutory early years settings
 Other early years settings – “strongly encouraged” to
adopt CRED principles
Community Relation, Equality & Diversity
In Education Policy
 Policy Aim
 Contribute to improving relations between communities
by educating children & young people to develop self
respect, respect for others, promote equality & work to
eliminate discrimination
 Provide formal & non-formal opportunities to build
relationships with those of different backgrounds &
traditions within resources available
Community Relation, Equality & Diversity
In Education Policy
 Policy Objectives
 Develop understanding & respect for rights, equality &
diversity of all without discrimination
 Value & respect difference & engage positively with it
 Equip children/young people with required skills
attitudes & behaviors
Community Relation, Equality & Diversity
In Education Policy
 Intended Outcomes
 Understand and respect rights, equality & diversity (incl
linguistic diversity) of all
 Develop skills, attitudes & behaviours to value and
respect difference and engage positively with it
 Based on set of core principles
Community Relation, Equality & Diversity
In Education 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 curriculum
Community Relation, Equality & Diversity
In Education Policy
 Key changes from CR Policy:
 Move away from dependency on external organisations
 Embed work within schools & youth settings
 Provide strong skills base for educators
 Within framework of existing policies
Community Relation, Equality & Diversity
In Education Policy
 Key Actions
 Integration & Cohesion
 Strategic Planning & Connections
 Access to Work & Programmes
 Training for Education Workforce
 Enhance Opportunities for Young People
Community Relation, Equality & Diversity
In Education Policy
 Resources
 Training & Capacity Building of workforce
 Dissemination of good practice & materials
 As resources permit, targeted support for meaningful
interaction
Community Relation, Equality & Diversity
In Education Policy
 Public Consultation
 Ran 6th September – 29 November
 8 public meetings across NI
 Separate consultation with children & young people
 72 responses from range of organisations/ individuals
Community Relation, Equality &
Diversity In Education
Workshop Four
Implications For Our Practice
“Challenges and Opportunities”
(In Divisions)
Community Relation, Equality &
Diversity In Education
Workshop Four
Feedback
Community Relation, Equality &
Diversity In Education
Support Resources for
CRED Policy
Community Relation, Equality &
Diversity In Education
CRED Website
www.credni.org
Community Relation, Equality &
Diversity In Education
CRED Guidelines
Community Relation, Equality &
Diversity In Education
 Why a Guidance Document?
 To line up the CRED policy with the curriculum and
related policies
 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
Community Relation, Equality &
Diversity In Education
 Who is it guidance for?
 Formal and Non Formal Education (Schools & Youth
Work settings)
 Management Committees, Advisory Committees,
Boards of Governors
 Strategic Managers – in Education Authorities
 Operational Managers – Schools & Youth
 Delivery staff – teachers and youth workers
Community Relation, Equality &
Diversity In Education
 Which specific settings?
 Early years
 Schools


Primary
Post Primary
 Youth Work
Community Relation, Equality &
Diversity In Education
 Early Years
 Can contribute to promoting CRED through:
 Ethos
 Learning and Teaching
 Effective Leadership
 Curricular Guidance:
 Explore situations and challenge stereotypes
 Pre-school Curriculum :
 Personal, Social and emotional development
 The World Around Us
Community Relation, Equality &
Diversity In Education
 Schools
 Can promote CRED through:
 Child Centred Provision
 High Quality Learning and Teaching
 Effective Leadership
 A School Connected to its Local Community
 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
Community Relation, Equality &
Diversity In Education
 Primary Schools
 Sits naturally (from Foundation to KS2) in “Personal
Development and Mutual Understanding”


Strand 1: Personal Development and Health
Strand 2: Mutual Understanding in the Local and Global
Community
 Other Curriculum Areas:
 Language and Literacy
 The Arts
 Religious Education
 Physical Education
Community Relation, Equality &
Diversity In Education
 Post Primary Schools
 Sits naturally (KS3 & KS4) in “Learning For Life and Work”


Personal Development
Local and Global Citizenship
 Other Curriculum Areas:






English/English Literature
History
Religious Education
The Arts
Physical Education/Sport
Languages
 Can also be supported through




Enrichment/Extra-Curricular Activities
Teacher Competencies
Area Learning Communities
Entitlement Framework
Community Relation, Equality &
Diversity In Education
 Youth Work
 CRED Relevant to ethos, principles and practice of all youth work
A Model for Effective Practice
 Testing values and beliefs
 Promote acceptance and understanding of others
 Preparation for participation
 Occupational Standards for Youth Work
 Priorities for Youth
 School based youth work has particular potential

 Should be integrated into on going work:



Developing Youth Work Practice
Developing People
Developing the Organisation
 EDI Training Suite remains relevant
Community Relation, Equality &
Diversity In Education
 Measuring Success
 A robust evaluation process is a key aspect of the policy
 (Self ) Evaluation should assess impact at 4 levels:
 Reaction of participant
 Increase of knowledge
 Behavioural change
 Results of the learning
 QA Indicators will be included in Guidance
 External monitoring of attitudes (e.g. NI Life and Times)
Community Relation, Equality &
Diversity In Education
Quality Indicators
Community Relation, Equality & Diversity
In Education Policy
Why do we need Quality Indicators?
 Commitment in draft CRED Policy
 Supports implementation of CRED policy, guidelines and funding
mechanism
 Support delivery of the curriculum
 Ensure that the QIs supported the raising of standards and achievements
 CRED not an ‘add on’
Community Relation, Equality & Diversity
In Education Policy
Who was consulted?
 CCEA
 QUB
 UU
 ETI
 Board and YCNI representatives
 CRC Evaluation panel
Community Relation, Equality & Diversity
In Education Policy
What DE did





Considered a wide variety of indicators from various sources
Benchmarked against them
Drew from these existing measurements
Developed the QIs and then amended as we received comments
Want to ensure they are as concise and workable as possible
Community Relation, 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
Community Relation, Equality & Diversity
In Education Policy
Educational provision
Participants’ learning experiences
Quality of external links
Leadership and management
Effective use of resources
Pastoral care and ethos
Child protection
Equality of opportunity
Community Relation, Equality & Diversity In
Education Policy
Q1 EDUCATIONAL PROVISION: OUTCOMES FOR PARTICIPANTS: Ensure that
participants, at each stage of their development, have an understanding of difference and
diversity.
To evaluate this consider the extent to which CRED interventions meet the following
statements
Evaluation with
strengths of
intervention
Q1a CRED interventions provide opportunities
for the participants to take part in a range
of activities in formal and non-formal
settings which increases their knowledge
and understanding of difference and
diversity.
Areas for
development with
actions to be taken
Community Relation, Equality & Diversity
In Education Policy
Monitor and
evaluate
outcomes
Review
Plan and
implement
action for
improvement
Identify
strengths and
areas for
improvement
Prioritise areas
for
improvement
Community Relation, Equality & Diversity
In Education Policy
Opportunities for participation, from all Section 75 groups, in CRED
intervention
Opportunities for the participants to
meet and work with:
Others from a different religious
background in a formal setting
Others from a different ethnic
background in a formal setting
Others with a disability in a formal
setting
Others from the LGBT community in a
formal setting
Preschool
4-11
12-16
17-18
Over
18
Community Relation, Equality & Diversity
In Education Policy
As a result of their involvement in the CRED
intervention the participants know more
about and respect:
the culture and traditions of people from a
Catholic community background
those who are lesbian, gay, bi-sexual or
transsexual
and feel comfortable being friends with
someone of a different religion, race, colour,
those with a disability and those of a different
sexual persuasion
and have the opportunity to give their views, and
to listen to others’ views about issues that affect
them
Yes: with
evidence
Maybe:
with
evidence
Not
Sure
Community Relation, Equality &
Diversity In Education
POLICY & PRACTICE
Questions & Answers
Community Relation, Equality &
Diversity In Education
Closing Remarks
And Evaluation…
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Presentation 3.10.11 - SEELB