w o r k i n g f o r s c o t l a n d s c o l l e g e s quality = equality in learning & teaching

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Quality = Equality in Learning & Teaching

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Embedding Quality and Equality in Learning and Teaching

Learning intentions ;• explore the underpinning concepts of Equality

and Diversity• consider current college systems and

procedures as they relate to Equality and Diversity

• reflect on the use of the Guidelines and Audit Tool to enhance the learning process

• identify next steps.

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Equality, diversity & inclusiveness..…

• Equality – developing a culture in which all individuals have clear and fair opportunities to achieve parity of outcomes, where any existing or perceived barriers are identified and removed

• Diversity – recognising the full range of individual identities as valuable to the development of a fair and creative culture

• Inclusiveness - How does the learning and teaching process promote equality, recognise and value diversity and contribute to an inclusive culture ?  

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Legislation..…

– Disability– Race– Gender– Age– Religion & belief– Sexual orientation

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Challenge statements……?

• There are some course requirements that can not be adjusted

• You are allowed to be homophobic if your religion demands it

• There are some people who should not be at colleges• Asylum seekers come to the UK because its an easy

living and they can get benefits• 6% of Scotland’s population have identified themselves

as LGB• Making ‘reasonable adjustments’ gives some people an

unfair advantage      

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Challenge statements……?

• The college can provide separate services for single sex groups

• If you take a slice through a college, it should reflect the local community

• Atheists are protected by the Religion and Belief legislation

• People who come to Scotland should be prepared to integrate and respect the society they have joined

• A course entry requirement can state a minimum age• If I do its ‘tokenism’, if I don’t its Eurocentric – I can’t win• Political correctness has gone too far

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

The learning journey ….

• Curriculum design, content, learning outcomes

• Recruitment, course information, admissions, induction

• Learning, teaching & assessment• Student support, learning resources• Monitoring, evaluation, development• A whole college approach to equality

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Quality Assurance = Equality

‘Over prescriptive approaches to the use of quality frameworks constrains the capacity of college staff to contextualise self-evaluation reporting, or to generate holistic, innovative approaches to quality improvement.’ 

Self Evaluation Activities: – Professional Dialogue– Professional Reflection

(Effective Self-evaluation Reporting in Scotland’s Colleges HMIe 2007)

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guidelines

Intended to help lecturing staff produce teaching materials which recognise and address issues of discrimination and meet colleges’ obligations under equality legislation

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 7: Include photographs and images which reflect the diversity of people living in Scotland.

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 1 Develop teaching materials to reflect the diverse

and changing nature of modern Scotland

Guideline 2 Develop teaching materials which emphasise the

contribution of people from diverse backgrounds to the enrichment of civic life

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 3

Ensure teaching materials do not present the Euro-centric perspective as being superior

Guideline 4 Avoid stereotypical representations of people

from ethnic minorities and groups who may face discrimination

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 5 Explore the difficulties encountered by people who

may face discrimination without portraying them as being the problem

Guideline 6 Develop materials which actively promote equality

and explore opportunities to explore diverse lifestyles and abilities

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 7 Use visual material which shows the

appearance of people who may face discrimination in a realistic and positive way

Guideline 8 Use plain, clear language which maximises

accessibility and which avoids offensive or derogatory connotations

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 9 If teaching materials have a discriminatory

content (e.g.as part of an authentic text), ensure that the discrimination issues are explored and understood

Guideline 10 Ensure that learning and teaching materials

are accessible, readable and available in a variety of formats

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Guideline 11

Ensure that copyright law is observed in the production, copying and distribution of all materials

Guideline 12 Learning and teaching materials are produced

in quality formats and are updated where appropriate

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Action Plan

• Be aware of the possibility of discrimination in every aspects of the learning process

• Begin by using the Guidelines to review your own teaching materials – consider,

• your use of images and

• the accessibility of your materials

• Next steps:

• look for opportunities to embed ‘equality’ in all college Quality Processes

Q=E

W o r k i n g f o r S c o t l a n d ’ s C o l l e g e s

Geraldine Ratcliffe Tel: 01786 892033geraldine.ratcliffe@sfeu.ac.uk

Sandy MacLeanTel: 01786 892051sandy.maclean

Contact details