SEELB Youth Section Awareness Seminar Monday 3rd October 2011 Ardnabannon OEC.

SEELB Youth Section

Awareness Seminar

Monday 3rd October 2011

Ardnabannon OEC

Community Relation, Equality & Diversity In Education

Welcome & Introduction

Arlene KeeHead of Youth


Visitor:Peter Corr AAO CASS (CRED)


New Staff:Stewart Moles Ardcarnet Youth CentreMandy Jones Ballymagee Youth

CentreMonika Lubinska Lisburn BME Youth ProjectBarry Flynn Colin Youth Development

CentreVictoria Moore Colin Youth Development

Centre


Appointments:Siobain Byrne Deputy Head of Youth

Donna Weir Senior Youth Worker: IFI “Learning To Live Together”

David Logan Senior Youth Worker: School Based Youth Work


In Service 2011-127th November The New Youth Service19th December Youth Work in Schools: Policy &

Practice6th February CRED: Policy In Action5th March Safety in Numbers24th – 25th May Staff Residential

(PLANING GROUP: Alison Dunlop, Dessie McCreanor, Angie Quirk, Mary

McGrath, David Logan & Irene Bankhead)


Setting the Context

“ATTITUDES”

Matt MillikenAAO


“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


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.


Workshop One Group A – Practice Examples (New Common

Room) Group B – Uncovering Hidden Attitudes (ICT

Suite) Group C – Recognising Prejudice (Common

Room)


Workshop Two Group C – Practice Examples (New Common

Room) Group A – Uncovering Hidden Attitudes (ICT

Suite) Group B – Recognising Prejudice (Common

Room)


Workshop Three Group B – Practice Examples (New Common

Room) Group C – Uncovering Hidden Attitudes (ICT

Suite) Group A – Recognising Prejudice (Common

Room)


Workshops 1,2 &3

PLENARY


Lunch

12:30 -1:30

COMMUNITY RELATIONS,COMMUNITY RELATIONS,EQUALITY & DIVERSITYEQUALITY & DIVERSITYIN EDUCATION POLICYIN EDUCATION POLICY

Community Relation, Equality & Diversity In Education PolicyBackground

Review initiated by Minister June 2008Working Group Established (17 Reps)Working Group Report June 2009Education Committee Consulted Jan 2010Public Consultation commenced 6 September

2010

Community Relation, Equality & Diversity In Education PolicyPolicy 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 PolicyIntended Recipients

Primary SchoolsPost-Primary SchoolsYouth SettingsStatutory early years settings Other early years settings – “strongly

encouraged” to adopt CRED principles

Community Relation, Equality & Diversity In Education PolicyPolicy 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 PolicyPolicy 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 PolicyIntended 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 PolicyKey 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 PolicyKey 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 PolicyKey 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 PolicyResources

Training & Capacity Building of workforce

Dissemination of good practice & materials

As resources permit, targeted support for meaningful interaction

Community Relation, Equality & Diversity In Education PolicyPublic Consultation

Ran 6th September – 29 November8 public meetings across NISeparate consultation with children & young

people72 responses from range of organisations/

individuals


Workshop Four

Implications For Our Practice“Challenges and Opportunities”

(In Divisions)


Workshop Four

Feedback


Support Resources for

CRED Policy


CRED Website

www.credni.org


CRED Guidelines

Community Relation, Equality & Diversity In EducationWhy 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 EducationWho 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 EducationWhich specific settings?

Early years

SchoolsPrimaryPost Primary

Youth Work

Community Relation, Equality & Diversity In EducationEarly 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 EducationSchools

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 EducationPrimary 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 EducationPost 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 EducationYouth 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 EducationMeasuring 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)


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’


Who was consulted?

CCEA

QUB

UU

ETI

Board and YCNI representatives

CRC Evaluation panel


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 PolicyQuality Indicators will:Evaluate the success of the implementation

of the policyAssist with the work of those who receive

CRED fundingAssist ETI in their Quality Assurance Provide guidance to support funding

applications


Educational provisionParticipants’ learning experiencesQuality of external linksLeadership and managementEffective use of resourcesPastoral care and ethosChild protectionEquality of opportunity

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

Areas for development with actions to be taken

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.



Review

Identify strengths and

areas for improvement

Prioritise areas for

improvement

Plan and implement action for

improvement

Monitor and evaluate outcomes

Community Relation, Equality & Diversity In Education PolicyOpportunities for participation, from all Section 75 groups, in CRED intervention

Opportunities for the participants to meet and work with:

Pre-school

4-11

12-16

17-18

Over 18

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


As a result of their involvement in the CRED intervention the participants know more about and respect:

Yes: with

evidence

Maybe: with

evidence

Not Sure

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


POLICY & PRACTICE

Questions & Answers


Closing Remarks

And Evaluation…

SEELB Youth Section Awareness Seminar Monday 3rd October 2011 Ardnabannon OEC.

Documents

Transcript of SEELB Youth Section Awareness Seminar Monday 3rd October 2011 Ardnabannon OEC.