Aim and purpose of the training

1. Aim and purpose of the training • Ensure that [name of college] meets the requirements of the Equality Act 2010 • Build an effective, embedded approach to equality consideration and impact assessment • Increase capacity for the delivery of equality impact assessment (EIA) • Provide resources and support

2. Legislative context • Colleges have a responsibility to meet the requirements of the Equality Act 2010 including the public sector equality duty (PSED) • They are required to give due regard to the need to: • eliminate unlawful discrimination • advance equality of opportunity • promote good relations

3. Protected characteristics • age • disability • gender reassignment • marriage and civil partnership (in employment) • pregnancy and maternity • race • religion or belief (including no belief) • sex • sexual orientation

4. Legislative context continued • Specific duties support the delivery of the PSED. This includes the requirement to assess and review policies and practice against the three needs of the PSED – therefore, undertake EIA. • This means: • equality impact needs to be considered for each need of the PSED for all protected characteristics • evidence needs to be gathered and used in the assessment • results of EIAs must be used to inform policy/ practice development • all EIAs must be recorded and published

5. Scope • EIA needs to cover: • strategic decisions, operational decisions, policies/procedures and practice • whole college – staff at all levels and students • all functions/departments • ‘...policy should be broadly understood to embrace the full range of your policies, provisions, criteria, functions, practices and activities including the delivery of services – essentially everything you do.’ • EHRC guidance (May 2012)

6. Benefits • EIA helps the college in: • understanding equality issues • developing robust evidence-based policy/practice • being accountable for its decisions and actions • quality assurance and enhancement • taking an anticipatory approach to action/ mitigating risk • EIA enhances effective governance and management.

7. Accountability and ownership • Who undertakes EIA? • regional board and college board members • managers at all levels • individual staff as part of a team • ‘owner’ of policy /procedure /decision • Team approach to include EIA expertise and objectivity. • Involvement of staff at all levels ensures action and change at both strategic and operational levels.

8. The process • No specified methodology or template but needs to be fit for purpose and work at all levels • Explore the potential for positive impact/ highlight good practice • Remove/mitigate negative impact • Record evidence and discussion to demonstrate how due regard to the PSED has been given • Engagement with relevant individuals/groups (or their representatives) with protected characteristics

9. Keys steps for EIA • Consider relevant evidence relating to people who share a protected characteristic • Assess the impact of applying a decision of a new or revised policy or practice against the needs of the PSED • Act on the results of the assessment • Publish the results of the assessment • Monitor and review the decision/ application of the policy or procedure

10. 1 Considering the evidence Consider the evidence related to protected characteristics at college and local level: • quantitative • qualitative • anecdotal

11. 2 Assessing impact • What positive/negative equality impacts can be identified for each of the three needs of the PSED? • What does evidence demonstrate about positive/neutral/negative impacts? • Is account taken of the needs of people with different protected characteristics? • How is this demonstrated? • Does it affect some groups differently? Is this proportionate?

12. 3 Taking action • What changes are you making/action are you taking to address negative/promote positive impact, including any gaps in evidence? • Outcome of EIA: • no action required • amendments or changes to remove barriers • proceed with awareness of adverse impact • abandon (stop and rethink) • Clearly outline the reasons for the decision.

13. 4 Publication • How will you communicate the outcome of the EIA to staff, students, your community and other stakeholders? • Where will the outcome be published? • [Insert college specific information to show: • when/how/where publication will take place • transparency of decision making and actions • contribution to strategic ambitions/enhanced operational delivery]

14. 5 Monitoring and review • How will you ensure and demonstrate that your actions are effective? • What is your timeframe for delivery and reporting? • [Insert college specific information to show: • timeframe for review • process for monitoring the implementation of EIAs • how responsibility is attached at both strategic and operational level]

15. Mainstreaming EIAA tool for informing decisions Regional or college level in respect of policy, procedures and systems. Individual level in respect of practice, behaviour and communication. Supporting change and organisational development through merger and regionalisation.

16. Mainstreaming EIAA management tool Monitoring and reporting. Informing performance management. A tool for planning and development Developing best practice/mitigating risk. Informing partnership building. Supporting staff – resources/training.

17. Mainstreaming EIAStrategies for effective implementation • Leadership – sending out the right message. • Part of an ongoing process of evidence based reporting and decision making. • Demonstrate how decisions based on equality consideration will: • contribute to delivery of strategic objectives • enhance practice and deliver results • Central aspect of governance and management. • Identify contribution to supporting the development and delivery of college mission and strategy.