awareness raising for boards of governors. aims for the session to raise awareness of the context,...
TRANSCRIPT
Aims for the SessionTo raise awareness of the context, rationale , aims and objectives and outcomes of the CRED Policy
To consider implications for Boards of Governors for the implementation of CRED Policy
Outline of SessionIntroductionContextCRED PolicyCRED Guidance Quality Indicator FrameworkRole of Board of Governors
RationaleEvolution of Community Relations
Policy since 1980sSociety in NI has become more
diverse in last few decadesSectarianism, racism and bullying
are examples of social problems, which still need to be addressed in society
ContextProgramme for Government seeks to ‘build a
fair and prosperous society for all’NI Curricula (formal and informal) aims to
develop in young people, the knowledge and understanding of the challenges and opportunities they may encounter in an increasingly diverse society
Teachers are able to address issues of Diversity through Citizenship and PDMU (Personal Development & MutualUnderstanding)
CRED 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
CRED Policy AimsContribute to improving relations between communities by educating children & young people to develop self respect, respect for others, promote equality and work to eliminate discrimination
Provide formal and non-formal opportunities to build relationships with those of different backgrounds and traditions within resources available
CRED Policy ObjectivesDevelop understanding and respect for rights, equality and diversity of all without discrimination
Value and respect difference and engage positively with it
Equip children/young people with required skills attitudes and behaviours
CRED Policy Intended OutcomesUnderstand and respect rights, equality and diversity (including linguistic diversity) of all
Develop skills, attitudes and behaviours to value and respect difference and engage positively with it
n.b. Based on set of core principles
CRED Policy Core PrinciplesChild centredResponsive to the needs of childrenEncourages progressionParticipationExperiential learningMeaningful interaction between different groups
Core Principles continuedDifferentiationComplementaryCollaborationImprove outcomes for young people, society and the economy
Dissemination of good practice
CRED Policy Intended RecipientsPrimary SchoolsPost-Primary SchoolsYouth SettingsStatutory nursery settings Other pre-school settings – “strongly encouraged” to adopt CRED principles
CRED Policy ~ Key changes from CR Policy:
Wider definition of Community Relations - all Section 75 groups (not just two main communities)
Reflects changed environmentReflects changes to curricula
Move away from dependency on external organisations
Embed work within schools and youth settings
Provide strong skills base for educators
Within framework of existing policies
CRED Policy ~ Key changes from CR Policy:
Context for Schools
Key policy driver – ESaGS, 2009School Development Planning regulations, 2011 – highlighting importance of ethos
Collaboration between schoolsWhole school approach
CRED in EducationSchools can promote CRED through:
the ESaGS indicators: Child Centred Provision High Quality Learning and Teaching Effective Leadership A School Connected to its Local Community
the 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 Relations, Equality & Diversity in Education
Pre-School Curriculum
Sits naturally in Personal, Social and Emotional development
Can be addressed within all other Curricular Areas
Community Relations, Equality & Diversity In Education
Primary Curriculum
Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding”
Can be addressed within all other Curricular Areas
Post Primary Curriculum
• Sits naturally in the areas of Local and Global Citizenship and Learning for Life and Work• Can also be supported through all
other curricular areas
Community Relations, Equality & Diversity In Education
CRED: Why a Guidance Document?To line up the CRED policy with the curriculum and related policies, including the school improvement agenda
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
CRED: Who is the Guidance for?Formal and Non Formal Education
(Schools and Youth Work settings)Management Committees, Advisory Committees, Boards of Governors
Strategic Managers – in Education Authorities
Operational Managers – Schools and Youth
Delivery staff – teachers and youth workers
CRED Policy: Measuring Success
A robust evaluation process is a key aspect of the policy
Quality Assurance Indicators are included in Guidance
External monitoring of attitudes (e.g. NI Life and Times)
Community Relations, 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
Key priorities for implementationTraining and capacity building of workforce
Dissemination of good practice and materials
Targeted support for meaningful interaction
Reference to information for Boards of Governors
http://www.deni.gov.uk/index/schools-and-infrastructure-2/schools-management/79-school_governors_pg/schools_79_governor-roles-and-responsibilities_pg/schools_79_chapter-5-equality-good-relations_pg.htm