February 2018

Guidance on gathering staff equality data for collegesStephanie MillarSenior Policy Adviser, ECUstephanie.millar@ecu.ac.uk

Who should read this guidanceThis guidance is aimed at staff with responsibility for staff management, human resources (HR), information and communication, technology and equality. In terms of meeting equality requirements and duties under the Equality Act 2010, this report will be of interest to:

– College board members.

– College Principals and Vice Principals.

– HR Directors and Managers.

– Equality and Diversity Managers and Advisers.

– Staff with a responsibility for management or business information systems.

– College and college region equality and HR networks.

Colleges may wish to consider circulating this guidance more widely to ensure all staff with a potential involvement in systems, data gathering and monitoring are informed.

Introduction

The importance of having full staff equality data at local, regional and national levels cannot be under-estimated. For colleges to successfully undertake initiatives to increase the involvement of under-represented groups or improve the experiences of certain groups of staff requires a rationale underpinned by evidence of underrepresentation.

There have long been significant reasons to collect staff equality data in colleges. It is a legal requirement to collect and use staff equality data within equality reporting duties, the Scottish Funding Council (SFC) gathers staff data annually with a view to producing national reports and they can be used to inform college policies, such as Outcome Agreements.

That being said, data collection across the sector is incomplete and inconsistent. There is significant variation in the collection and reporting of data, which has proven problematic for benchmarking and comparison exercises, and the subsequent development of improvement measures.

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This guidance identifies a way forward, outlining a consistent sector wide approach aligned to the Scottish Census 2011. This would allow for local, regional and national benchmarking, providing a much needed contextual basis for understanding and comparing data.

Background to this guidance and acknowledgements

This guidance builds on previous guidance written by David Killean, Graeme Brewster and Johan Parry in consultation with colleges, the college liaison group and sector agencies. Equality Challenge Unit (ECU) thanks Graeme, David and Johan for providing such a solid basis on which to develop this guidance and to all those involved in the initial consultation.

ECU would like to thank members of the working group for their contribution to this work, along with the authors of the report this guidance is based on. In particular:

= Doreen Shiels, Glasgow Kelvin College.= Claire Hall, Fife College.= Elaine Reid, North East Scotland College.= Graeme Brewster, City of Glasgow College.= Kenny Wilson, Scottish Funding Council.= David Killean, Borders College.= Priscilla Marongwe, Scotland’s Rural College. = Johan Parry, Carnegie College (now Fife College).= Ashlee Christopherson, ECU.

Supporting workforce diversity: progressing staff equality

ECU previously identified a need for the sector to develop better data gathering and reporting practices when it reviewed colleges’ reports in Reporting on equality: performance of the specific duties in Scotland 2015 and identified areas for development in relation to employment data.

As part of its three year funding agreement with the SFC, ECU created a project which aims to establish a baseline of equality for college staff and support improvement for any challenges identified. The project is currently delivering on three core strands of work:

= Staff data monitoring and disclosure, data analysis, reporting of data and use of data to meet the specific duties.

= Progression, development and occupational segregation of staff in terms of disability, gender and race.

= The staff experience, environment and equality.

A short life working group was convened to provide guidance to ECU on challenges colleges face gathering and using staff equality data. In particular, the group identified the need to have consistent sector wide equality data for the purposes of

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benchmarking and the difficulties in doing this without a coherent approach to monitoring questions.

This guidance provides standardised questions that will enable colleges to build a monitoring form that works for them while still ensuring a consistency that enables sector benchmarking. The questions suggested in this guidance are written in such a way as to allow mapping onto the Scottish Census Data 2011, and (subject to legislative changes) will be able to be mapped onto the 2021 census as it stands at the time of writing.

Gathering data – policy drivers

Equality Act 2010: Public Sector Equality Duties

Equality is underpinned by a mandatory legal framework. The Equality Act 2010 requires all public authorities to fulfil the requirements set out by the Act in the Public Sector Equality Duty (PSED). Colleges in Scotland are considered ‘public authorities’.

The Act covers nine ‘protected characteristics’:

= age= disability= gender reassignment= marriage and civil partnership (in employment)= pregnancy and maternity= race (includes nationality)= religion and belief (includes no religion or belief)= sex= sexual orientation.

The PSED is made up of general and specific duties. The general duty consists of three main needs. These are underpinned by specific duties (set out in the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 that accompanies the Act). The specific duties are intended to assist public bodies to meet the general duty.

General duties

There is a general duty that requires colleges, in the exercise of their functions, to have ‘due regard’ to the need to:

= eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010

= advance equality of opportunity between people from different groups considering the need to:– remove or minimise disadvantages suffered by people due to their protected

characteristics– meet the needs of people with protected characteristics

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– encourage people with protected characteristics to participate in public life or in other activities where their participation is low

= foster good relations between people from different protected characteristic groups, tackling prejudice and promoting understanding between people from different groups.

Specific duties

The specific duties aim to help colleges better meet the general duty and these requirements include particular actions relating to staff. Colleges must meet both the general duty and the specific duties.

To meet the specific duties, colleges will need to:

= report on progress of mainstreaming the general duty into all functions every two years

= publish and deliver a set of equality outcomes that cover all protected characteristics every four years

= assess the impact of new and revised policies and practices against the needs of the general duty on an ongoing basis

= gather and publish information on the protected characteristics of employees to inform progress and action towards the mainstreaming duty every two years

= publish the gender composition of the governing body and the steps taken towards diversity among the governing body members as part of the mainstreaming duty every four years

= publish gender pay gap information every four years= publish statements on equal pay for gender, race and disability every four years= have due regard to the general duty in procurement= publish the above information in a manner that is accessible.

Colleges last reported on the specific duties in 2017.

Gathering and using staff data

The requirement to gather and use employee information is an important one and supports the fulfilment of other requirements.

The college must gather staff data across all protected characteristics in relation to recruitment, development and retention, publish this information and use this information to better perform the equality duty. It is important to note that the college must also detail the progress it has made to improve collection and use of staff data to better perform the equality duty.

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Scotland’s Equality Evidence Strategy 2017-2021

The Scottish Government recognises the importance of having equality data to inform policy but recognises that there are gaps in its data. Scotland’s Equality Evidence Strategy is a four year strategy that aims to address this issue and states: ‘There is opportunity for data and information to be collected by the public sector, academic institutions, the third sector and from within communities themselves.’

The strategy outlines the areas the Scottish Government have identified where more data is needed, by protected characteristic.

Scottish Government (2017) Scotland’s Equality Evidence Strategy 2017-2021

Scottish Funding Council Equality outcomesAs with other public authorities, the SFC is required to publish equality outcomes highlighting how it intends to progress equality over the next four years. Two of them are of particular relevance to improving staff equality data collection:

Eo 2. Understand the diversity of college staff, management and governing bodies leading to specific recommendations and guidance for Colleges in AY 2019-20.

Eo 4. To achieve an improved and aligned evidence base for equality, informed by increased rates of disclosure across protected characteristics.

Scottish Funding Council (2017) Equality Outcomes 2017-21

The SFC has recently published its first staffing return since the programme of college mergers and covers the years 2014-15, 2015-16. The statistics are classed as ‘experimental’ and processes for gathering and analysing the data continue to be improved.

This report is the only national aggregation of college staff data and currently only covers disability, gender (combined with age) and race.Scottish Funding Council (2017) College Staffing Data 2015-16

Outcome agreements

In the current guidance to colleges on developing their outcome agreements, the SFC outlines its expectations of colleges in relation to equality and wider policy in Scotland. These are focused on gender and carers, and in summary colleges are asked to:

– include a statement in their agreements outlining their current and future commitments to support students and staff who are carers, and – where known – state the number of individual staff and students who are carers

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– outline how colleges identify carers including students or staff who become carers during the year, promote a positive declaration environment, support carers, and how they work in partnership with local authorities to help them meet their duty under the Carers (Scotland) Act 2016

– report on progress towards addressing gender imbalances at senior academic level and how they are working towards eliminating the gender pay gap

– describe how they are working towards improving gender balance on their board.

Scottish Funding Council (2017) Guidance for the development of College Outcome Agreements: 2017-18 to 2019-20

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Human Resources systems auditOver the spring and summer of 2016 ECU conducted an audit of college HR systems with a view to identifying systems and processes used to gather and record staff equality data and to collate questions used on monitoring forms. Seventeen colleges responded to an online survey that asked about types of HR systems used, processes for gathering staff equality data and protected characteristics included. It was identified that:

– All 17 colleges collected data on age, sex, religion or belief, disability, race and ethnicity and marital and civil partnership status.

– 16 colleges asked about sexual orientation.

– 13 colleges recorded information on pregnancy and maternity.

– 12 colleges captured data on gender reassignment.

The survey demonstrated that not all colleges collect information across all protected characteristics.

Follow up interviews were conducted with nine colleges and sample equality monitoring forms were obtained from seven of them. The research highlighted significant differences in how questions were asked, in particular for disability, gender identity or reassignment and religion or belief to the extent that sector comparisons and benchmarking would be impossible. It should be noted that equality monitoring forms did not ask about pregnancy or maternity of staff as this was generally collected within HR records.

ECU (2017) Review of HR systems in Scottish colleges to support improvements in workforce equality, with related recommendations

Examples of equality monitoring questions

This guidance collates and adapts questions from a range of sources, including the Scottish census, the Higher Education Statistics Agency (HESA) and ECU guidance. Currently, there is no national standard for gathering equality data of college staff and practice varies across the sources used in this document.

For example, HESA gathers data across age, disability, gender, gender identity, religion and belief and sexual orientation but several of these (disability, ethnicity, religion and belief) contain different categories to the Scottish census. Appendix 3 contains a list of guidance and links used to develop this guidance.

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Benchmarking and the need for national data

Importance of benchmarking

Being able to benchmark your data is an important part of the data collection process as it allows you to identify your own progress year on year and enables you to identify trends and issues over time. It’s also useful to be able to benchmark against other types of information to provide context and to establish a relationship to other data such as local or national populations.

ECU Benchmarking

Scottish census 2011 and 2021In 2017 the National Records of Scotland consulted on category changes for the 2021 census. The equality questions in the 2011 census did not reflect the protected characteristics defined by the Equality Act 2010. The consultation suggested changes to the questions used to gather equality information, partly to accommodate legislative changes such as extension of marriage to same sex couples, but also to extend the questions to be inclusive of all protected characteristics.

A comparison of the 2011 and proposed 2021 questions is in Appendix 2, but in summary:

Marital and same sex civil partnership status will be collected to reflect legislative changes.

Sexual orientation questions require further consideration due to the perceived sensitivity of the issue but it is recognised that this is a needed category.

Gender identity questions require further work as current understanding of the nature and concepts is inadequate to form the questions, and information could be gathered from other sources.

Scottish census 2011Scottish census 2021 consultationScottish census 2021 consultation report

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Equality questions

The following are suggestions for questions covering each of the nine protected characteristics. Where necessary, rationale for the framing of the question is given, as are alternatives where it is possible to extend the question beyond the legal minimum. An example of a complete equality monitoring form is in Appendix 1.

They are listed here in alphabetical order. However, you may want to re-order them for your own use.

Age

What is your date of birth?

_ _/_ _/_ _ _ _

This question allows date of birth to be transferred into age bands if required by colleges. Age bands would be less specific and mean that data would quickly become out of date. Should the college use age bands, for benchmarking purposes it is suggested that it follows standard age bands, an example of which is in Appendix 1.

Caring responsibilities

The Equality Act does not require you to collect information on whether someone is a carer, however, it is useful information to know in order to fully plan around your staff needs. In addition, although being a carer is not a protected characteristic, carers may be protected from discrimination by association with someone who is protected due to a protected characteristic.

Are you a parent or legal guardian of any children aged 16 or younger?

Yes No Prefer not to say

Do you have caring responsibilities for a disabled child aged 17 or younger?

Yes No Prefer not to say

Are you the primary carer or assistant for an adult requiring additional care?

The Carers (Scotland) Act 2016 defines a carer as ‘an individual who provides or intends to provide care for another individual’, excluding caring under a contract or as a volunteer.

YesNo Prefer not to say

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DisabilityDo you have an impairment, health condition, or learning difficulty that has a substantial and long term impact on your day to day life? Long term is defined as longer than 12 months.

Yes

No

Prefer not to say

If ‘yes’, please tick all that apply.

D/deaf or hearing impairment

Blind or visual impairment not corrected by glasses

Learning difficulty (for example, Down’s Syndrome)

Specific learning difficulty (for example, dyslexia)

Developmental condition or social or communication impairment (for example, speech or language impairment or Autistic Spectrum Disorder or Asperger’s Syndrome)

Physical impairment or mobility difficulty (for example, difficulty using your arms or using a wheelchair or crutches)

Mental health difficulty (for example, depression, schizophrenia or anxiety disorder)

Long-term illness, disease or health condition (for example, cancer, HIV, diabetes, chronic heart disease, or epilepsy)

Other impairment or condition not listed above (please specify)

FREE TEXT BOX

Prefer not to say

The phrasing of the question has been changed from that used in the census to be more in line with the social model of disability. It also brings it more in line with the definition of disability in the Equality Act. Similarly, fields and phrasing have been changed from terms based on medical terms such as ‘disability’ and ‘disorder’, to ‘impairment’ and ‘condition’. The FREE TEXT BOX allows for individuals to self-define if they feel there is no other appropriate option, however, some data collection systems cannot collate free text information in this way. In addition, the option of ‘prefer not to say’ has been included.

The question still allows for benchmarking with Scottish Census Data 2011.

It is recommended for monitoring to allow for multiple options to be ticked, providing specific information of impairment patterns to facilitate support, rather than the general information provided by the use of ‘multiple impairments, or conditions’.

Examples of types of impairments are included in brackets to aid understanding.

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The use of D/deaf incorporates those who identify as audiologically deaf and those who are deaf and identify as part of a social and cultural community of deaf people.

The Scottish Government has developed a national British Sign Language (BSL) Action Plan, a national plan to develop public services to provide better services to BSL users. Colleges have responsibilities under the plan and as such may want to consider an additional question within this section asking about BSL use. For example:

D/deaf or hearing impairment

Colleges have a responsibility under the British Sign Language (Scotland) Act 2015 to improve services for BSL users.

Are you a BSL user?

Yes

No

Prefer not to say

EthnicityThe Scottish census breaks down its ethnicity category in detail. Many colleges also ask about nationality and an example of this is included in Appendix 1.

Which best describes your ethnic group?

White Scottish

Other British

Irish

Gypsy or Traveller

Polish

Other white ethnic background (please specify)

FREE TEXT BOX

Mixed or multiple ethnic groups Mixed or multiple ethnic group (please specify)

Asian, Asian Scottish or Asian British Bangladeshi, Bangladeshi Scottish or Bangladeshi British

Indian, Indian Scottish or Indian British

Pakistani, Pakistani Scottish or Pakistani British

Chinese, Chinese Scottish or Chinese British

Other Asian background (please specify)

FREE TEXT BOX

African

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African, African Scottish or African British

Other African background (please specify)

FREE TEXT BOX

Caribbean or Black Caribbean, Caribbean Scottish or Caribbean British

Black, Black Scottish or Black British

Other Caribbean or Black background (please specify)

FREE TEXT BOX

Other ethnic group Arab, Arab Scottish or Arab British

Other (please specify)

FREE TEXT BOX

All ethnic groups Prefer not to say

More information can be gathered by further breaking down the ‘White’ category as follows:

White Scottish

British

English

Northern Irish

Welsh

Irish

Gypsy or Traveller

Polish

Other white ethnic background (please specify)

FREE TEXT BOX

In addition to this, questions can be included that provide information on country of birth and length of residency that can be useful when considering work force planning. Examples of these are in Appendix 1

Gender reassignmentThe term ‘gender reassignment’ is used within the Equality Act. It sits uncomfortably with organisations of trans people and there is a move to have the Equality Act

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changed to incorporate a more suitable term that encompasses all gender identities rather than a process of gender change.

At the time of writing, there is also a move by the Scottish Government to amend the Gender Recognition Act 2004 to relax the need for medical intervention in order to obtain gender recognition. Both of these may have an impact on data collection in this field in the future. Until then it is important to capture information on gender reassignment separately from sex or gender. The question on sex or gender can be extended to include gender identity as a broader category.

Currently, there is no fully tested recommended question with which to collect information on gender identity in surveys or other data sources. As a result, guidance on this can vary and changes frequently.

Questions around gender identity and reassignment can often give unreliable returns as people frequently misunderstand what is being asked of them. What is suggested here represents current good practice guidance, but may still result in unreliable returns.

Does your gender match your sex as registered at birth?

Yes

No

Prefer not to say

A follow up question may be useful, as gender identity can be fluid and change over time and a ‘snapshot’ question might not give you adequate information. An additional question addressing this might be useful, for example:

Have you ever identified as a trans person?

‘Trans’ as an umbrella to cover the many diverse ways in which people can find their personal experience of their gender identity or gender expression differs from their assigned sex.

Yes

No

Prefer not to say

Marriage or civil partnership statusThe issue under the Equality Act is to determine marriage or civil partnership status, not whether someone is single, divorced, separated or widowed. This means that the following questions would be adequate for this purpose:

Married

In a same-sex civil partnership

Other

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Prefer not to say

The census asks much more nuanced questions which go beyond the requirements of the Equality Act but the above choices can be mapped onto it.

Pregnancy and maternityThe Equality Act only requires questions to be asked regarding maternity and pregnancy, not other types of leave or caring responsibilities. It is suggested that asking these questions in an application equality monitoring form could make women feel that their pregnancy could be held against them in the selection process. These questions are better suited to monitoring forms used post-application i.e. at selection or for existing staff. Also, the intention of this is to highlight the experiences of women in employment during pregnancy and maternity leave which means that, although colleges also provide paternity leave or adoption leave, the core questions necessary will be:

Are you currently pregnant or have you been pregnant in the past year?

Yes

No

Prefer not to say

Have you taken maternity leave within the past year?

Yes

No

Prefer not to say

Internal HR systems will collate information on existing staff who have taken maternity leave so it may only be necessary to ask these questions on new starter monitoring forms. However, by only asking the core questions the college will miss out on a wealth of information that could be used to inform leave policies and flexible working practice. The census only asks about maternity leave in the previous week. A broader range of questions that incorporates the experiences of all staff who take some form of parental or care leave would be:

Are you currently pregnant or have you been pregnant in the past year?

Yes

No

Prefer not to say

Have you taken any of the following leave within the past year?

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Maternity leave

Paternity leave

Adoption leave

Shared parental leave

None of the above

Prefer not to say

Religion or beliefWhich of the following best describes your religion or beliefs?

No religion (including agnostic and atheist)

Buddhist

Christian: Church of Scotland

Christian: Protestant

Christian: Roman Catholic

Other Christian

Hindu

Jewish

Muslim

Sikh

Other religion (please specify)

FREE TEXT BOX

Other belief (for example, veganism or environmentalism) (please specify)

FREE TEXT BOX

Prefer not to say

This question largely reflects the census question on religion or belief, with the addition of ‘Protestant’ alongside ‘Church of Scotland’ in order to be meaningful to people from outside Scotland.

As this question is also asking about beliefs, examples have been given in the ‘Other’ box to aid disclosure.

Sex or genderThis question is separate from the question on gender reassignment as the Equality Act requires monitoring for both separately.

What gender do you identify with?

Male (including Trans man)

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Female (including Trans woman)

Other (please specify)

FREE TEXT BOX

Prefer not to say

Sexual orientationWhich of the following best describes your sexual orientation?

Bi or bisexual

Gay man

Gay woman or lesbian

Heterosexual or straight

Other (please specify)

FREE TEXT BOX

Prefer not to say

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Appendix 1: Example Equality Monitoring Form

1. Age

What is your date of birth?

_ _/_ _/_ _ _ _

Example of age bands

19 or under

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65 or over

Prefer not to say

2. Caring responsibilities

Are you a parent or legal guardian of any children aged 16 or younger?

Yes

No

Prefer not to say

Do you have caring responsibilities for a disabled child 17 or younger?

Yes

No

Prefer not to say

Are you a carer or assistant for an adult requiring additional care?

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The Carers (Scotland) Act 2016 defines a carer as ‘an individual who provides or intends to provide care for another individual’, excluding caring under a contract or as a volunteer.

Yes

No

Prefer not to say

3. Disability

Do you have an impairment, health condition, or learning difficulty that has a substantial and long term impact on your day to day life? Long term is defined as longer than 12 months.

Yes

No

Prefer not to say

If ‘yes’, please tick all that apply.

D/deaf or hearing impairment

Colleges have a responsibility under the British Sign Language (Scotland) Act 2015 to improve services for BSL users.

Are you a BSL user?

Yes

No

Prefer not to say

Blind or visual impairment not corrected by glasses

Learning difficulty (for example, Down’s Syndrome)

Specific learning difficulty (for example, dyslexia)

Developmental condition or social or communication impairment (for example, speech or language impairment or Autistic Spectrum Disorder or Asperger’s Syndrome)

Physical impairment or mobility difficulty (for example, difficulty using your arms or using a wheelchair or crutches)

Mental health difficulty (for example, depression, schizophrenia or anxiety disorder)

Long-term illness, disease or health condition (for example, cancer, HIV, diabetes, chronic heart disease, or epilepsy)

Other impairment or condition not listed above (please specify)

FREE TEXT BOX

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Prefer not to say

4. Ethnicity

Which best describes your ethnic group?

White Scottish

British

English

Northern Irish

Welsh

Irish

Gypsy or Traveller

Polish

Other white ethnic background (please specify)

FREE TEXT BOX

Mixed or multiple ethnic groups Mixed or multiple ethnic group (please specify)

FREE TEXT BOX

Asian, Asian Scottish or Asian British Bangladeshi, Bangladeshi Scottish or Bangladeshi British

Indian, Indian Scottish or Indian British

Pakistani, Pakistani Scottish or Pakistani British

Chinese, Chinese Scottish or Chinese British

Other Asian background (please specify)

FREE TEXT BOX

African African, African Scottish or African British

Other African background (please specify)

FREE TEXT BOX

Caribbean or Black

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Caribbean, Caribbean Scottish or Caribbean British

Black, Black Scottish or Black British

Other Black or Caribbean background (please specify)

FREE TEXT BOX

Other ethnic group Arab, Arab Scottish or Arab British

Other (please specify)

FREE TEXT BOX

All ethnic groups Prefer not to say

Where were you born?

In the UK

Other (please specify)

FREE TEXT BOX or Drop down list

How long have you lived in the UK?

Less than 1 year

1 to 5 years

6 to 10 years

More than 10 years

Prefer not to say

5. Gender reassignment

Does your gender match your sex as registered at birth?

Yes

No

Prefer not to say

Have you ever identified as a trans person?

‘Trans’ as an umbrella to cover the many diverse ways in which people can find their personal experience of their gender identity or gender expression differs from their assigned sex.

Yes

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No

Prefer not to say

6. Marriage or civil partnership status

Which best describes your current marital or partnership status?

Married

In a same-sex civil partnership

Other

Prefer not to say

7. Pregnancy and maternity

Are you currently pregnant or have you been pregnant in the past year?

Yes

No

Prefer not to say

Have you taken any of the following leave within the past year?

Maternity leave

Paternity leave

Adoption leave

Shared parental leave

None of the above

Prefer not to say

8. Religion or belief

Which of the following best describes your religion or beliefs?

No religion (including agnostic and atheist)

Buddhist

Christian: Church of Scotland

Christian: Protestant

Christian: Roman Catholic

Other Christian

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Hindu

Jewish

Muslim

Sikh

Other religion (please specify)

FREE TEXT BOX

Other belief (for example, veganism or environmentalism) (please specify)

FREE TEXT BOX

Prefer not to say

9. Sex

What is your sex or gender?

Male (including Trans man)

Female (including Trans woman)

Other (please specify)

FREE TEXT BOX

Prefer not to say

10. Sexual orientation

Which of the following best describes your sexual orientation?

Bi or bisexual

Gay man

Gay woman or lesbian

Heterosexual or straight

Other (please specify)

FREE TEXT BOX

Prefer not to say

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Appendix 2: Scottish census 2011 and 2021Below is a table containing the relevant equality questions and the rationale for collecting or not collecting the information in the 2021 census.

The full report is available here.

Appendix 3: Data monitoring resources

Data and monitoring guidance= ECU, Benchmarking

= ECU (2013) Collecting data on non-academic atypical staff

= ECU (2011) Effective equality surveys. Exploring the staff and student experience in higher education institutions

= ECU (2012) Equality in Scotland’s colleges: collecting and analysing staff equality data

= ECU Monitoring questions

= ECU Working with data

= Equality Commission for Northern Ireland (2011) A step-by-step guide to monitoring

= Equality and Human Rights Commission (2014) Equality Information and the Equality Duty: A Guide for Public Authorities

= Equality and Human Rights Commission (2016) Evidence and the public sector equality duty: a guide for public authorities (Scotland)

= Higher Education Statistics Agency Fields

= Scottish census 2011

= Scottish census 2021 consultation

= Scottish Government (2012) Collecting equality information - guidance for asking questions

= Scottish Government (2017) Scotland’s Equality Evidence Strategy 2017-2021

Gender= Equality and Human Rights Commission (2016) Collecting information on gender

identity

= Scottish Transgender Alliance (2009) Transgender equality monitoring

Scottish Funding Council = Scottish Funding Council (2017) College Staffing Data 2015-16

= Scottish Funding Council (2017) Equality Outcomes 2017-21

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= Scottish Funding Council (2017) Guidance for the development of College Outcome Agreements: 2017-18 to 2019-20

Sexual orientation= Office for National Statistics Sexual identity guidance

= Stonewall (2012) Using Monitoring Data - Making the most of sexual orientation data collection

= Stonewall What’s it got to do with you?

= Stonewall Monitoring form

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