Equal Opportunities and Diversity Office. Race Equality Policy and Action Plan

Transcription

1 Equal Opportunities and Diversity Office Race Equality Policy and Action Plan

2 CONTENTS 1 Introduction 1.1) Race Relations (Amendment) Act (2000) 1.2) Aims of the Race Equality Policy 2 Policy Statement on the Promotion of Racial Equality (2010) 3 Accountability and responsibility 3.1) Role of the Council and the Vice-Chancellor 3.2) Role of the Pro-Vice-Chancellor (or other senior staff) 3.3) Role of Heads of School/ Heads of Directorate/equivalent line manger 3.4) Responsibilities of members of staff, students, suppliers, providers, contractors (including external examiners) and users of facilities 3.5) Role of the Equal Opportunities Advisory Group () 4 Communication strategy 4.1) Continuing policy consultation 4.2) Policy promotion 4.3) Arrangements for publication of the University s Race Equality Annual Report(s) 4.4) Student literature and guides 4.5) External communications 5 Preventing racial harassment 6 Race equality considerations within the Human Resources Strategy 6.1) Recruitment and selection of staff 6.2) Promotion and re-grading 6.3) Equal pay 6.4) Disciplinary, Capability and Grievance procedures 6.5) Staff turnover 6.6) Staff Development Review (SDR) 6.7) Job Chat - identifying development needs amongst manual grade staff 6.8) Staff Training and Development 6.9) Partnership with local BME Communities and reach-out activities 7 Tendering, contract and procurement arrangements 8 Widening Participation University of Reading 2010 Page 2

3 9 Teaching and Learning 10 Student accommodation and catering 11 The Careers Advisory Service (CAS) and student employment 12 duties 12.1) Student monitoring - admissions and progress 12.2) Staff monitoring - recruitment and career progression 12.3) Mechanisms for gathering data 13 Functions of the University and Impact Assessment 14 Implementation of the Race Equality Policy - raising concerns 15 Action Plan A. Race Equality Policy B. Structures to support race equality implementation C. Communications D. Preventing racial harassment E. Human Resources Strategy F. Tendering, contract and procurement arrangements G. Widening Participation H. Teaching and Learning I. Student accommodation and catering J. Careers Advisory Service (CAS) and student employment opportunities K. L. Impact Assessment (IA) University of Reading 2010 Page 3

4 1 Introduction 1.1) Race Relations (Amendment) Act (2000) (RRAA) This legislation came into force in direct response to the Stephen Lawrence Inquiry Report (1999). This report identified institutional racism as a common feature of most public institutions in the following terms: The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people. (Sir William Macpherson of Cluny) In response to this, the RRAA (2000) places general and specific duties on all public bodies including er Education Institutions to promote race equality (details of which can be found in Reading University s Race Equality Policy Statement see section 2). This legislation builds on, but does not replace the Race Relations Act 1976 which outlaws racial discrimination in employment, training, housing, public appointments and the provision of goods, facilities and services. 1.2) Aims of the Race Equality Policy Achieving the aims set out in the Race Equality Policy is integral to the University s Corporate Plan and Human Resources Strategy. Through this policy and in implementing the general and specific duties under the RRAA (2000) the University is able to: Create a positive environment which values diversity and promotes equality of opportunity; thus eliminating unlawful discrimination and harassment Increase confidence in the University (especially among BME 1 communities) as both an employer of choice and a high quality provider of education Improve the ability to deliver suitable and accessible services that meet varied student and employee needs enabling individuals to reach their full potential Attract and retain quality staff and students from all racial groups Improve staff and student morale and productivity across all racial groups. Through this policy the University of Reading commits to ensuring that all staff and students are treated with respect and are given equality of opportunity in all activities. With 1 BME (Black and minority ethnic) (terminology as recommended by the former Commission for Racial Equality). University of Reading 2010 Page 4

5 the support of senior management and the provision of training opportunities we aim to promote best practice through this policy and ensure that race equality considerations are mainstreamed into our institutional functioning. Through this commitment the University, as an international community in its own right, hopes to fulfil its statutory duties under the Race Relations (Amendment) Act (2000) by ensuring that race equality considerations form a central part of policy development, service delivery and employment practice. 2 Policy Statement on the Promotion of Racial Equality 1. General Statement The University is committed to providing equality of opportunity to all its staff and students, potential staff and students, suppliers, providers, contractors or user of facilities regardless of race, colour, nationality or ethnic or national origins. Evidence of discriminatory behaviour (including racial discrimination or harassment) will be treated as a potential disciplinary matter which may, in turn, result in sanctions up to and including staff dismissal or student expulsion in line with staff grievance and disciplinary procedures and student complaints and disciplinary procedures. 2. Legal background The Race Relations Act 1976 has been amended by the Race Relations (Amendment) Act 2000 (RRAA) which introduces a new positive duty on public sector organisations. This legislative change was in response to the Stephen Lawrence Inquiry Report (The Macpherson Report) and requires all public institutions (including FE and HE institutions) to take action to promote race equality. Therefore, the University aims to meet the general duties of the RRAA (2000) by having a due regard to the need to: a) Eliminate unlawful racial discrimination; b) Promote equality of opportunity and good relations between persons of different racial groups. The University aims to meet the specific duties of the Race Relations (Amendment) Act (2000) by complying with the following requirements: 3 (1) before 31 st May 2002: a) Prepare a written statement of its policy for promoting race equality; b) Have in place arrangements for fulfilling, as soon as is reasonably practicable, its duties under paragraph (4) 3 (2) The University shall: a) Maintain a copy of the statement; b) Fulfil those duties in accordance with such arrangements. (4) It shall be the duty of the University to: a) assess the impact of its policies, including its race equality policy, on students and staff of different racial groups; University of Reading 2010 Page 5

6 b) monitor, by reference to those racial groups, the admission and progress of students and the recruitment and career progress of staff; c) include in its written statement of its race equality policy and indication of its arrangements for publishing that statement and the results of its assessment and monitoring. (5) The University shall take such steps as are reasonably practicable to publish annually the results of its monitoring. The University will draw up a supporting Action Plan to help it to achieve these general and specific duties. 3. Policy review and consultation The content and effectiveness of the Race Equality Policy and Action Plan will be reviewed annually in consultation with the Equal Opportunities Advisory Group, Trade Unions, Students Union, local community and other stakeholders as appropriate. 4. Implementation of the Race Equality Policy-raising concerns 4.1 Procedures for staff Any member of staff who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School or Directorate (or equivalent line manager), a Human Resources Partner, the Equal Opportunities and Diversity or a trained Harassment Adviser. Should formal action be taken this would be in line with staff grievance and disciplinary procedures. 4.2 Procedures for students Any student who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School, a Director of Teaching and Learning, Personal Tutor, the Equal Opportunities and Diversity, Student Services staff, the Students Union or a trained Harassment Adviser. Should formal action be taken this would be in line with student complaints and disciplinary procedures. 5. Accessing the policy and action plan in full The full Race Equality Policy and Action Plan can be accessed online at or is available from the Equal Opportunities and Diversity Office. 6. Other relevant policies and procedures The full Race Equality Policy and Action Plan should be read as part of the wider set of policies and procedures within the University including, but not limited to: Policy on Equal Opportunities and Diversity Harassment Policy and Procedures Student Complaints Procedures Grievance Procedures for staff. (2010) University of Reading 2010 Page 6

7 3 Accountability and responsibility 3.1) Role of the Council and the Vice-Chancellor The Council has overall responsibility for ensuring that the University complies with its race equality statutory obligations under the RRAA (2000). The Vice-Chancellor is responsible for ensuring that the appropriate policies and procedures are effectively implemented and that all staff and students are aware of their responsibilities under those policies. 3.2) Role of the Pro-Vice-Chancellor (or other senior staff) The member of staff serving as of the University s Equal Opportunities Advisory Group () has responsibility for monitoring progress towards the strategic aims and objectives articulated via this Race Equality Policy and the Human Resources Strategy. In this role they work closely with the Director of Human Resources, the Equal Opportunities and Diversity and other key staff as appropriate. 3.3) Role of Heads of School/ Heads of Directorate/ equivalent line manager Heads of School/Heads of Directorate/equivalent line manger are responsible for the implementation of the Race Equality Policy and Action Plan and for ensuring that their School or Directorate meets legislative requirements in terms of race equality. 3.4) Responsibilities of members of staff of the University, students, suppliers, providers, contractors (including external examiners) and users of facilities All members of staff of the University, students, suppliers, providers, contractors (including external examiners) and users of facilities have a responsibility to adhere to this Race Equality Policy at all times. Individuals must have due regard to consider how they can promote race equality in their work and how the policy will effect the way they carry out their duties. 3.5) Role of the Equal opportunities Advisory Group () The University s Equal Opportunities Advisory Group, membership of which includes Trade Union and student representatives, provides a forum for monitoring progress against the University s activities in respect of Equal Opportunities and Diversity (including its general and specific duties arising from the Race Relations (Amendment) Act (2000)). The is committed to reviewing the progress made on the implementation of the Race Equality Policy and Action Plan (see Action Plan section B). University of Reading 2010 Page 7

8 4 Communication Strategy 4.1) Continuing policy consultation The Race Equality Policy and Action Plan will be revised (as outlined in section A of the Action Plan) using a process of systematic and inclusive consultation, both internally and externally. Staff from BME groups within the University will continue to contribute to the process of reviewing these documents as will other relevant stakeholders as appropriate. Consultation will be part of an on-going process co-ordinated and monitored through the Equal Opportunities Advisory Group. 4.2) Policy promotion Each annual review of the Race Equality Policy and Action Plan will be followed in each instance with a programme of communications. This would include use of , memos, Intranet updates, articles in the University Bulletin 2, etc and briefing sessions as is appropriate. Through these varied means the revised documents will be circulated to all Heads of Directorate, Heads of School, relevant committees, etc for dissemination and action within their area of responsibility and the wider University community. This promotional activity surrounding the policy will be complemented by awareness raising race equality training specifically and equal opportunities and diversity training generally (see Action Plan section A). 4.3) Arrangements for publication of the University s Race Equality Annual Report(s) The Annual Report on the progress of the implementation of the University of Reading s Race Equality Policy will be considered by the Equal Opportunities Advisory Group and other relevant committees before being made publicly available throughout the University and published on the web site. It will then be the responsibility of Heads of Schools/Directorate to consider the results and factor them into their race equality strategies. (For further details see Action Plan section C) 4.4) Student literature and guides The Student Services Directorate remains committed to including the Race Equality Policy in its provision of information to students as appropriate (see Action Plan section C). 2 The University Bulletin has been replaced by online communication to staff on the staff pages of the University website. University of Reading 2010 Page 8

9 Publications will continue to be checked on an annual basis by those responsible for producing them to ensure that the language does not discriminate and is in keeping with the University s Race Equality Policy. Both the Undergraduate and Postgraduate prospectuses will include a statement on the University s Race Equality Policy from 2005 (or later versions). All other centrally-produced student recruitment guides will include an agreed version of the policy statement as and when they are updated. Departments/Schools working on new materials for student recruitment purposes will be alerted to the need to include an appropriate race equality statement (where applicable). 4.5) External communications The University s Race Equality Policy and Action Plan will be reviewed as previously indicated and good practice promoted and shared both within and outside of the institution as appropriate (see Action Plan section C). 5 Preventing racial harassment The University offers support and advice for students and staff who believe that they are being harassed on racial grounds up to and including advice on how to make a formal complaint (see Action Plan section D). Support structures include: Students can seek advice from their Personal Tutor, the Head of School, a trained Harassment Adviser, Counselling and Psychological Services, the Equal Opportunities and Diversity and the Students Union Advice Centre, etc. Members of staff can seek advice from their Head of School or Directorate (or equivalent line manager), a trained Harassment Adviser, Trade Union representative, a Human Resources Partner and the Equal Opportunities and Diversity, etc. Incidents of harassment will be regarded extremely seriously and may be grounds for disciplinary action which may include dismissal or expulsion. Procedures for dealing with harassment are given in the University s Statement on Harassment and Guidelines on Harassment. These documents are contained in the University Calendar, Guide to Policy and Procedures and the University s web pages. University of Reading 2010 Page 9

10 The number of staff and students who have made complaints of harassment, or who have asked for support will be monitored annually by racial group. The findings will be published in the Race Equality Annual Report(s) (see Action Plan section K). 6 Race equality considerations within the Human Resources Strategy The University of Reading is committed to the equitable treatment of all its staff and acts to ensure fairness through its recruitment and selection policy and procedures, training and development programmes and promotion and re-grading arrangements (see Action Plan section E). Where unfair treatment is perceived dispute resolution procedures exist to address such concerns. Evidence of discriminatory behaviour (including racial discrimination or harassment) will be treated as a potentially disciplinary matter which may, in turn, result in sanctions up to and including dismissal. The Human Resources Strategy, a supporting strategy in the context of the University s Corporate Plan, sets out the University s broad aims in respect of encouraging diversity amongst its workforce and identifies specific actions to underpin this commitment. 6.1) Recruitment and selection of staff The University s policy and procedure in respect of the recruitment and selection of staff is well-defined and accessible in a number of formats, including via the Human Resources website. Through this policy and procedure the University is committed to ensuring that: All vacant posts are advertised, both internally and externally, in appropriate media to encourage applications from a diverse range of candidates Objective criteria, in the form of job descriptions and person specifications, are developed for all posts At least one member, normally the person, of any appointment panel has received appropriate training (since this document was first drafted, a decision was made for all members of recruitment panels to undertake equality training) The membership of appointment panels is appropriately balanced Equal Opportunities monitoring of the recruitment process is carried out The reasons for not appointing a particular candidate are recorded Unsuccessful applicants have reasons for rejection explained to them if requested Adherence to relevant employment legislation and codes of practice. It is the responsibility of all staff involved in the recruitment and selection process to demonstrate fairness and equity throughout the process, and in doing so to promote good University of Reading 2010 Page 10

11 race relations. It is the specific responsibility of the person of selection panels to ensure, inter alia, that racial discrimination or harassment does not occur. Annual monitoring by racial group will take place in respect of recruitment and selection (as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual Report(s). 6.2) Promotion and re-grading The University operates promotion and re-grading processes generally in the form of an annual review. The procedures are reviewed continually to ensure that they are transparent, fair and objective and do not discriminate on the grounds of race. The numbers of proposals for promotion or re-grading and the relative success rates will be monitored by racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual Report(s). 6.3) Equal pay The University developed a process for analytical job evaluation using the HERA system (see Action Plan section E). The project includes provision for ongoing equal pay auditing to identify and address any areas of pay inequality on equality grounds, including specifically on the basis of race, gender, age or disability status. 6.4) Disciplinary, Capability and Grievance procedures The University has established procedures for managing performance and resolving disputes relating to employment. Those responsible for the development, maintenance and operation of the raft of dispute resolution procedures must ensure that such procedures are fair, transparent and objective and do not discriminate on the grounds of race (or indeed any other factor covered by the University s Policy on Equal Opportunities and Diversity). Centre for Staff Training and Development (CSTD) training provided to those who may be required to initiate performance management procedures will include an understanding of how behaviours can have a cultural dimension and how stereotyping can influence and potentially bias decision making. Records of such casework will be monitored annually by racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual University of Reading 2010 Page 11

12 Report(s). Steps will be taken to identify and understand any apparently disproportionate actions or trends. 6.5) Staff Turnover Exit questionnaires are sent to all staff who leave the University s employment and individuals are given the opportunity, if they so wish, to have an exit interview with a member of Human Resources. Steps will be taken to identify potential trends amongst the reasons for leaving or highlight specific problem areas. 6.6) Staff Development Review (SDR) The University provides a Staff Development Review (SDR) scheme. Those members of staff acting as reviewers are required to ensure that the process is fair and objective and does not discriminate on the grounds of race. Training is provided via CSTD. The return rates for the SDR will be monitored annually by racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual Report(s). Steps will be taken to identify potential trends in this data with regards to race equality and uptake/access to the scheme. 6.7) Job Chat - identifying development needs amongst manual grade staff The University s Human Resources Strategy is driving many initiatives linked to equal opportunities and diversity and in the area of staff development, the Job Chat scheme is particularly relevant. This scheme has been developed for manual grade staffs that have previously not been included in the Staff Development Review scheme. The Job Chat scheme identifies training and development needs for manual staff, many of whom are from BME backgrounds. The scheme also allows staff to express views on their work and role within the University. The numbers of staff participating in the Job Chat scheme will be monitored annually by racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual Report(s). Steps will be taken to identify potential trends in this data with regards to race equality. 6.8) Staff Training and Development a) Policy University of Reading 2010 Page 12

13 The University Policy on Staff Development states that: The University seeks to establish the means by which all staff might identify and fulfil their training needs. It recognises that the efficient and effective functioning of the institution depends to a significant extent on its support and provision of staff development activities for all staff at all levels. (2001) b) Staff development programme The University has established an embedded approach to equal opportunities and diversity issues (including race equality) in the staff development programme. For example, the New Staff Induction day is open to, and attended by, all types of staff and includes an equal opportunities and diversity briefing with specific reference to race equality (see Action Plan section C). This briefing introduces new staff to the following policies: Code of Good Practice (Valuing Ourselves and Others) Policy on Equal Opportunities and Diversity Policy Statement on Race Equality (Section 2 of this document) Policies and procedures for the prevention of harassment. As of 2005 the briefing also promotes the Equality webpage which provides further information, including: Equal opportunities and diversity Vision Statement Details of Harassment Advisers Equal opportunities and diversity support structures Details of the Equal Opportunities Advisory Group Students Union information Internal and external sources of information and advice. The er Education Academy accredited Postgraduate Certificate in Academic Practice (which is compulsory for new academic staff on probationary contracts) includes Equal Opportunities and Diversity as a programme theme. This ensures that issues such as supporting international students and students with differing needs are considered at every stage of the programme. There is also a specific workshop on University policies and creating effective learning environments for all groups of students. The induction programme for new Heads of School has included a session on race equality from a management perspective since it began in The Recruitment and Selection and Employment Interviewing courses, University of Reading 2010 Page 13

14 established in 1999 and run several times each year, consider Equal Opportunities and Diversity at each stage of the process. The workshop on the University s Staff Development Review Scheme includes a discussion with Reviewers on Equal Opportunities and Diversity issues in general and race equality in particular. This mainstreamed approach described is the University of Reading s preferred way forward in terms of staff development. However, it is recognised that it will take a long time before all staff will have engaged with these programmes. Therefore the University also offers a number of specific staff development sessions including Intercultural Communication which has been run for mixed staff groups since Sessions such as Supporting International Students, Meeting the needs of Chinese Students and Personal Tutoring for International Students are offered on a rotating basis. Compulsory recruitment and selection training is in place for all chairs of selection panels. Institute of Leadership and Management accredited management development programme and team leaders programme including a module on Equal Opportunities and Managing Diversity are offered to all staff in a management or supervisory role. impact awareness raising sessions using drama have been offered on a variety of issues relating to equal opportunities and diversity including race equality. Sessions specific to race equality are now available in 2005 (see Action Plan section E) or embedded into courses where appropriate. A statement for Visiting Session Leaders on the policies and expectations of the University in terms of general equal opportunities and diversity and specifically addressing race equality and accessibility of staff development events is sent as part of the contract for the work. c) Access to training It is the specific responsibility of Heads of School (or equivalent line manager) to ensure that all staff have equal access to training and development opportunities and that decisions taken in respect of access, financing and time-off to attend training and development events do not discriminate on the grounds of race. d) of participation in training courses and feedback All staff development sessions are monitored and evaluated. Any feedback of concern (not only equalities and diversity related) is investigated and followed-up to ensure that all issues are University of Reading 2010 Page 14

15 resolved. Ultimately a contributor would be dropped from the programme if they are unwilling to modify their materials or style to meet the duties under the RRAA (2000). The results of this participation monitoring (as detailed in section 12 within this Policy and section K of the Action Plan) will be published on an annual basis in the Race Equality Annual Report(s). The data will be used by all training providers within the University to highlight areas of concern and to plan action for improvement. e) Future objectives for staff training and development Future objectives include: Externally facilitated expert led sessions on mainstreaming race equality issues relevant to the University ( )(Done and ongoing) Further use of drama based sessions, where feasible, to implement equality opportunity and diversity policies ( )(Done) CTSD development of on-line materials to support equality and diversity issues during the induction period for new staff ( )(Done and ongoing) Facilities Management Directorate to gather participation data with regards to Job Chats for publication in the Race Equality Annual Report(s) (Done and ongoing) CSTD to gather participation data with regards to Staff Development Reviews for publication in the Race Equality Annual Report(s) (Done and ongoing) Establishment of a new Human Resources management system to co-ordinate all staff training and development activities at the University to give better data on take up by ethnicity and other key performance indicators (2005-6)(Done) All University training bodies (CSTD, Facilities Management, IT Services and Health and Safety) to provide participation data to ensure equal access to training for publication in the Race Equality Annual Report(s) (Done and ongoing) All University training bodies to respond to monitoring data produced to improve equality of opportunity in general and race equality specifically within staff development (Ongoing). 6.9 Partnership with local BME communities and reach-out activities The University s Human Resources Strategy recognises the need to develop network arrangements with groups concerned with the interests of BME groups in the broader local community (see action Plan section E). It is anticipated that these networks will: University of Reading 2010 Page 15

16 Improve the awareness of the University as a significant local employer -and employer of choice- amongst BME communities Provide valuable feedback in respect of the University s recruitment activities (for example, the choice of recruitment media) Encourage a greater volume of employment applications from members of BME communities that have been previously under-represented amongst the University workforce Inform the University about issues of concern within the local BME communities Play a consultative role in monitoring the relevance and acceptability of programme content and methods Provide support for both the local community groups themselves and for BME individuals within the University, whether students or staff Provide direct opportunities for involvement of local BME communities in teaching and research. 7 Tendering, contract and procurement arrangements The University will ensure that its tendering, contract and procurement arrangements with external organisations are fair, not racially discriminatory and within the requirements of the University s Race Equality Policy and RRAA (2000) (see Action Plan section F). The University deals with thousands of suppliers and has procedures in place to ensure it does not discriminate against any of them on any aspect, including race. In addition, as of 2004 it has been made explicit in the Race Equality Policy that suppliers, providers, contractors or user of facilities are protected by and expected to comply with the Policy. All tenders carried out are assessed against pre-determined criteria, notified to suppliers in the tender documents. The criteria are based on the suppliers experience in the relevant field, the experience (and qualifications where appropriate) of the team of staff proposed to service the contract, customer references, price and financial stability. A report is filed with each tender detailing the reasons for selection and non-selection. A selection questionnaire is included with each tender and includes questions on the tenderer s equal opportunities policies and practices. Each response is checked but a supplier giving a negative response to any of those questions would only be eliminated from further consideration if they did not demonstrate that they were actively working towards a solution. University of Reading 2010 Page 16

17 8 Widening Participation The University s Widening Participation Office ensures that activities to widen participation target under-represented groups, including under-represented BME groups. The University s Widening Participation Strategy commits it to refining low participation profiling of admissions and local participation data (including analysis by racial group) in order to target widening participation activity and student support. All participants in widening participation schemes are monitored with regard to family experience of higher education, socio-economic background, racial group and gender. The University is the Lead Institution for the Berkshire sub region of the South East in the Government s Partnerships for Progression/Aimhigher initiative and has undertaken a survey of participation rates in the sub-region (including analysis by racial group). The information gathered will be used to ensure future initiatives are appropriately targeted and designed to promote inclusion of groups identified as under-represented. Information provided by the University s Geodemographic Survey of applications, attainment and retention will be used to inform action planning by University Schools with a view to addressing under-representation within the University at programme level. Activities and interventions to support potential applicants from under-represented groups (including BME groups) are supported through the Widening Participation Office and the Teaching and Learning Strategy. Activities offered by the Widening Participation Office in support of wider access include, masterclasses, university orientation days, mentoring schemes, information events in schools and colleges and residential summer and Easter Schools. Many of these activities are organised for Local Education Authority (LEA) areas with a high proportion of BME pupils/students. The University s compact scheme gives priority consideration to individuals needing to study locally for family or cultural reasons as well as to those who come from nontraditional backgrounds (i.e. young people with no tradition of er Education participation in their family). University of Reading 2010 Page 17

18 To support its schemes, the Widening Participation Office has taken particular care to recruit Reading undergraduates from BME to act as mentors and team leaders, and provides mandatory training in equal opportunities to all students who work on widening participation projects. Consideration is given to the diverse backgrounds of young people from non-traditional backgrounds in the design of widening participation schemes. It is not assumed for example, that parents of participants will be familiar with the UK education system and further information is provided -where needed- in order to help parents support their children. Welfare arrangements for participants during residential activities take account of participants stated cultural needs. Where for example, parents have not consented to their daughters living away from home for cultural reasons; arrangements have been made for them to take part on a day basis. (For further details see Action Plan section G) 9 Teaching and Learning It is the responsibility of all teaching staff and Heads of School to ensure that the content and delivery of programmes promotes race equality and does not discriminate on racial grounds. Faculty staff should ensure that every appropriate opportunity is taken to ensure that relevant programme materials and modes of delivery have the effect of: Promoting race equality Celebrating cultural diversity Presenting positive role models Challenging stereotypes. Teaching styles, methods and tutorial support arrangements should also reflect the University s Race Equality Policy. (For further details see Action Plan section H) 10 Student accommodation and catering The allocation of student residential accommodation is sensitive to cultural preferences. For example, provision is made for Muslim women who may prefer to share female only accommodation, while students with particular dietary requirements who prefer to selfcater are given preference for this style of accommodation. University of Reading 2010 Page 18

19 Catered Halls of Residence, and all campus food outlets provide a wide range of food options to suit many dietary needs will see further investigations led by the Equal Opportunities Advisory Group in partnership with relevant committees into the need for halal/kosher food provisions to be made available to staff and students. (For further details see Action Plan section I) 11 The Careers Advisory Service (CAS) and student employment The Careers Advisory Service (CAS) annually carries out the graduate First Destinations Survey. This includes monitoring on employment by racial group - the results of which are published through the University s Race Equality Annual Report(s). The results show that graduates from BME groups (within the HEFCE institutional performance indicator group) are not significantly more likely to be unemployed than white graduates. There are several ways in which the CAS works to assist BME students. The CAS works in partnership with academic Schools to deliver a Career Management Skills (CMS) component in all undergraduate programmes. By this means, all students are supported in career planning and job-hunting regardless of race and ethnicity. CMS is mainly web based and has a resource section that signposts Internet sites relating to BME employment issues (for example, the Career Service Unit site). In addition, the CAS actively promotes organisations that aim to assist BME students such as The Windsor Fellowship and Capital Chances through the attendance of these organisations at Reading University s annual work experience fair and advertising opportunities in bulletins and on notice boards. The CAS is planning to further increase awareness by including a section for BME students on the main CAS web site and by publishing tip-sheets for students. CAS staffs receive relevant training on cross-cultural and communication issues and one of the Careers Advisers has particular responsibility for coordinating equal opportunity and diversity matters. In addition to University s Policy on Equal Opportunities and Diversity, the CAS works to the Association of Graduate Careers Advisory Services Equal Opportunity Policy and Code of Practice for Member Services. For example, producing a service standard for students that includes an equal opportunities statement. (For further details see Action Plan section J) University of Reading 2010 Page 19

20 12 Duties The University is committed to continually developing our monitoring capabilities with a view to effectively monitoring the following on an annual basis: 12.1) STUDENTS - monitoring admissions and progress by ethnicity Admissions data Annual student profile Relative successes of selection methods Choice of subject Home or international status of students. Progress data Student numbers, transfers and drop-outs Different methods of assessing students Work placement participation and satisfaction levels Results of programmes targeted at students from specific racial groups Employment rates on graduation Complaints raised formally under the Student Complaints Procedure and levels of disciplinary action Complaints of bullying and harassment raised informally through the Harassment Advisers. 12.2) STAFF - monitoring recruitment and career progression by ethnicity Recruitment data Selecting and training recruitment panel s/members Applications and appointments rates for the different selection methods Permanent, temporary or fixed-term appointments Home or international status of applicant Grades of appointments made. Career progression data Staff profile by grade and type of post Staff profile by length of service University of Reading 2010 Page 20

21 Staff participation in training courses organised by CSTD, Facilities Management, Health and Safety and IT Services Results of training and career-development programmes or strategies that target staff from particular racial groups Participation levels in staff Staff Development Review and Job Chat schemes Staff promotion and re-grades Staff Lump Sum Discretionary Pay Award allocation Use and outcome of Disciplinary, Capability and Grievance procedures Ceasing employment reasons for leaving Complaints of bullying and harassment raised informally via Harassment Advisers. All staff and student data listed above (12.1/12.2) will be analysed for potential or actual differential impact in terms of race equality and published in the Race Equality Annual Report(s). (For further details see Action Plan section K) 12.3) Mechanisms for gathering data All named persons will forward their data to the Equal Opportunities and Diversity in the appropriate format as soon as is practicable following the end of each academic year. The Equal Opportunities and Diversity will then assimilate the data into the Race Equality Annual Report(s). This report will be shared in draft form with the Equal Opportunities Advisory Group and relevant stakeholders for review. Upon approval, the report will be commended to the relevant committees for final approval prior to publication. (For further details see Action Plan section K) 13 Functions of the University and Impact Assessment The University is committed to mainstreaming race equality throughout all of its functions 3. As a result, the University has considered an initial overview of its functions in order to assess relative priority in terms of race equality: University Function Student admissions and access Student achievement and assessment Student guidance and support Assessed Priority 3 functions - the full range of a public authorities duties and powers University of Reading 2010 Page 21

22 Teaching and learning Curriculum development and review Staff recruitment, professional development & support Research Quality assurance Estates management Campus security Procurement Contracting out of services Finance Records management Low Low Accordingly, University policies, practices, procedures and services will be impact assessed by the relevant members of staff, boards or committees. The purpose of the assessment is to see whether the University s policies help to achieve race equality for staff and students from different racial groups or whether they have, or could have, and adverse impact on them. Where possible, this assessment will be built in to the arrangements the University already has for reviewing policies. To facilitate this assessment the University will consider the following: Collecting and analysing relevant monitoring information Talking to staff and students from all racial groups to assess their needs and gauge their opinions Carrying out surveys and research studies where appropriate. The results of these assessments will be used by the University to rethink our race equality objectives (where necessary) and influence and guide our planning and decision making for the future. A schedule for Impact Assessment will be determined in 2005 (and revised in accordance with our ongoing programme for impact assessment activity at the University) and thereafter, policies, practices, procedures and services will be reviewed as applicable. (For further details see Action Plan section L) University of Reading 2010 Page 22

23 14 Implementation of the Race Equality Policy-raising concerns 4 Any member of staff who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School or Directorate (or equivalent line manager), a Human Resources Partner, the Equal Opportunities and Diversity or a trained Harassment Adviser. Should formal action be taken this would be in line with staff grievance and disciplinary procedures. Any student who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School, a Director of Teaching and Learning, Personal Tutor, the Equal Opportunities and Diversity, Student Services staff, the Students Union or a trained Harassment Adviser. Should formal action be taken this would be in line with student complaints and disciplinary procedures. NOTE: Policy revised in 2004/2005, updated in 2008/2009 and The University is monitoring the Equality Act 2010 and will ensure this (and/or future documents/policies/schemes) satisfy our legislative requirements and support our commitment to the promotion of equality, including race equality. 4 See also Section 2, Part 4.1 and 4.2, of this document - the Policy Statement on the Promotion of Race Equality. University of Reading 2010 Page 23

24 15 Action Plan (revised as at Summer 2010) *More detail about status of Action Plan activity is included in the Annual Race Equality Report(s). Policy Reference Action Priority criteria (and A) Race Equality Policy Continuing policy consultation (4.1) Annual review of Race Equality Policy and Action Plan Equal Opportunities and Diversity and all relevant stakeholders Spring Term 04/05 Done and ongoing Policy revised as appropriate and approved by relevant University committees *Updates provided in Race Equality Annual Reports Policy promotion (4.2) Communicate any updated Race Equality Policy and Action Plan to members of the University Equal Opportunities and Diversity, Heads of School, Heads of Directorate Spring Term 04/05 Done and ongoing Individuals understand their personal race equality responsibilities University of Reading 2010 Page 24

25 Policy Reference Action B) Structures to support race equality implementation Priority criteria (and Role of the Equal Opportunities Advisory Group (3.5) to review at each meeting (4 meetings per annum) progress made on implementation of Race Equality Policy and Action Plan C) Communications Secretary to the Ongoing Minuted item for each meeting of * meets 3x/year and discusses the Race Equality Policy and Action Plan status/updates during its annual December meeting when approving the Race Equality Annual Report University of Reading 2010 Page 25

26 Policy Reference Action Priority criteria (and Staff training and development (6.8b) Promotion of Race Equality Policy at all New Staff Inductions Equal Opportunities and Diversity Ongoing Race Equality to be included in the equal opportunities and diversity section of New Staff Induction Policy promotion (4.2) Ongoing promulgation of Race Equality Policy and Action Plan Heads of School/ Directorate Equal Opportunities and Diversity Ongoing a) Ongoing mainstreaming of race equality considerations b) Annual communication of amended Policy and Action Plan Arrangements for publication of Reading University s Race Equality Annual Report (4.3) Promulgation of 03/04 (and subsequent) Annual Report on progress made in race equality (e.g. memos, Intranet etc) Equal Opportunities and Diversity, Communications Office, Students Union, Heads of School, Heads of Directorate Spring Term 04/05 Done and ongoing 05/06 06/07 07/08 08/09 a)report to be promoted amongst all staff and students b)results to be factored in to strategic plans University of Reading 2010 Page 26

27 Policy Reference Action Priority criteria (and Student literature and guides (4.4) Ongoing commitment to ensure that the Race Equality Policy Statement is included in all student literature and guides and that language and content does not discriminate against students on account of race Director of Student Services/Web Support Heads of School Student Recruitment and Schools Liaison Director Ongoing a)race Equality statement is included in all student literature and guides b)student publications do not contain discriminatory language External communications (4.5) Promotion of good practice as appropriate with external groups Equal Opportunities and Diversity Communications Office Ongoing The University s profile raised as appropriate * Equal Opportunities and Diversity shares information within the sector (e.g., at conferences, via equality list serves) University of Reading 2010 Page 27

28 Policy Reference Action D) Preventing racial harassment Priority criteria (and Complaints of racial harassment (5) Ongoing recruitment and training of voluntary Harassment Advisers Equal Opportunities and Diversity Ongoing A diverse range of Harassment Advisers available to deal with staff and student complaints E) Human Resources Strategy *This network has undertaken efforts from to raise awareness about the group (e.g., communications to staff, postcard handout distribution) University of Reading 2010 Page 28

29 Policy Reference Recruitment and selection of staff (6.1) Action Effective recruitment advertising Director of Human Resources Priority criteria (and Ongoing All vacant posts are advertised internally and externally in appropriate media to encourage diverse applications Recruitment and selection of staff (6.1) Staff training and development (6.8b) Recruitment training for panel members/s Promotion of Race Equality Policy at all New Staff Inductions Director of Human Resources Director of Centre for Staff Training and Development (CSTD) Equal Opportunities and Diversity Ongoing At least one appointment panel member to have received training Ongoing Race equality to be included in every New Staff Induction Staff training and development (6.8b) Continued commitment to mainstreamed approach to equal opportunities/race equality in all courses Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Ongoing Participants are clear on their race equality responsibilities *CSTD, FMD, ITS and H&S provide annual data to monitor course uptake by ethnicity. University of Reading 2010 Page 29