University of South Wales Strategic Equality Action Plan Summary of Progress 1 st April 2014 to 31 st March 2015

Transcription

1 Appendix 1 - USW SEP Action Plan Progress University of South Wales Strategic Action Plan Summary of Progress 1 st April

2 The following report provides a summary of progress made against the actions in the University of South Wales Strategic Action Plan 2013 to It covers the period of 1 st April. Further information about the progress towards achieving the University s strategic equality objectives and each equality action is available within the Strategic Plan Annual Report 2014 to. The following abbreviations are used within this document: DDESG Disability and Dyslexia Sub Group DSA Disability Support Allowance EA Act 2010 EDSG and Steering Group EHRC and Human Rights Commission EIA Impact Assessment GESG Gender Sub Group HEI Higher Education Institution HESA Higher Education Statistics Agency HR Human Resources RRESG Race and Religion or Belief Sub Group SEP Strategic Plan 1

3 1. General Principles Governance and Management relevant to all protected characteristics To integrate & into the everyday operations of the University Action Reason for Action Timescales Success measures Responsible 1.1 To ensure that diversity and equality is explicitly linked to the University strategy 1.2 To review membership of the existing and Steering Group to ensure To meet legislative duty, HEFCW requirements, and the University s mission statement is built into new strategies To ensure that and issues are embedded at operational level, in addition to strategic plans. As and when strategy is reviewed On a yearly basis each Sept and equality aims clearly recognised as being linked to the University Strategic plans and reported on an annual basis. All policies and procedures being considered by the Executive to include an EIA EDSG well attended and reflects the operational needs of the University with clear outcomes and achievement of equality objectives which are linked to other strategic 2014 to 31 st March Executive All Strategic Plan directly links to the University s Academic Plan and People Plan University Secretary EDSG members All All policies and decisions being considered by the Board and University Committees have an accompanying EIA. From Sept, all policies and decisions being considered by the Vice Chancellors Executive Board and its sub groups had an accompanying EIA. EDSG membership reviewed regularly. Most recent review conducted during November. 2

4 Action Reason for Action Timescales Success measures Responsible achievement of and operational aims. equality objectives 2014 to 31 st March Monitoring and reporting 1.3 Faculties and corporate to report on equality measures and actions taken via each EDSG. The University has a legislative duty to report on actions taken each year with regard to and. By April each year Annual report produced each year with contributions from all faculties and. All Faculties and Departments, and Advisor. All Each faculty / departmental representative reports on equality activities and progress at each EDSG and Sub Group. Annual Report for 2014/15 produced with contributions from representatives provided during EDSG. 1.4 To monitor and report on the diversity profile of staff and students each year. Legislative requirement under the Act In line with reporting requirement of Act 2010 and University reporting cycle. Annual report on diversity of staff and students produced each year and any issues identified investigated. HR and Student Administratio n 3 info gathering / General Duty Appendix 3 of the Annual Report contains student equalities data. Appendix 4 contains staff employment information. These reports are produced annually and reported to HR Committee, EDSG and the Board of Governors. 3

5 Action Reason for Action Timescales Success measures Responsible 1.5 To introduce the monitoring of protected characteristics for which we do not currently hold data for both staff and students: Religion or belief; Sexual orientation; Gender reassignment; Pregnancy and Maternity No data currently available ( see gap analysis) and is now required by Act To comply with requirements of the Act 2010 and to enable the University to assess whether there are trends or patterns that need to be investigated. Staff using HESA data collection timescales new categories for staff for 2014 return. For students Monitoring introduced and reported on. HR Academic Registry 3 Info gathering. (Gender reassignm ent, Pregnanc y and maternity, Religion and Belief, Sexual Orientatio n) 2014 to 31 st March For staff, all PCs are monitored except gender reassignment / pregnancy & maternity. This will be introduced in 2016 with the new HR system. For students, all PCs are monitored except pregnancy/ maternity. Pregnant students / students adopting a child are able to access advice through the Student Guidance on Pregnancy/Maternity/ Paternity and Adoption and the Student Advice Service. 1.6 To review use of the Dignity at Work and Study policies. This activity supports the first general duty of the Act. Commence Dignity Advisers recruited, training provided and policies updated. and Advisor 1 Inclusion/ General Duties New Dignity at Work Policy launched in December. Briefings held for Dignity Advisers and Trade Union reps. Publicity campaign commenced 4

6 Action Reason for Action Timescales Success measures Responsible 2014 to 31 st March January Review of the Dignity at Study Policy will follow. Impact Assessment (EIAs) 1.7 To maintain a process for EIAs to provide a clear and transparent system to evidence that policies, procedures, and decisions have been checked for impact and ensuring that this is embedded into the University policy development process. The University is bound by legislation which requires a public body to consider the impact of its actions on the needs of people from diverse backgrounds. Commence 2012 impact assessments used as an operational tool as part of decision making or policy development process. The Executive supported by all Departments and Faculties All During 2014/15, EIAs became a mandatory requirement for all University Board / Committee papers requiring a decision or policy approval. From September, all papers requiring a decision / policy approval going to the Vice Chancellors Executive Board and its sub groups also required an EIA. 5

7 Action Reason for Action Timescales Success measures Responsible 2014 to 31 st March 1.8 All relevant staff with policymaking responsibility to be trained in the Impact Assessment process. See above. On-going Training delivered. HROs, Staff Development and Equalities Advisor. All EIA briefing papers have been distributed and presentations have been delivered during 2014/15, including to the Board of Governors, the Executive and the Learning Enhancement & Teaching Committee. EIA training will be rolled out during 2016 onwards. 6

8 2. Student Experience Action Reason for Action Timescales Success measures 2.1 Establish a comprehensive reporting strategy on the progression and achievement of students across faculties, modes & levels of study. To meet Public Sector Duties By end of academic year Reports on the progression and attainment of students by protected characteristic. Responsible Student Administratio n 3 Information gathering The first annual report on the progression and attainment of students by each PC was presented to EDSG in October. Further work is being undertaken to mainstream this data into student reporting. 2.2 Provide training for Student Sabbatical Officers and Student Voice Representatives on equality and diversity issues. Training need highlighted in the HEA Engagement with Disabled Students project. On yearly basis when new representati ves are appointed. Training provided The Executive, Student Union and and Advisor 5 Training and Awareness Two training sessions for SVRs and Course Reps were held during 2014/15. Two sessions in November were also held. Training for all Student Union staff delivered during September. 2.3 Deliver inclusive curriculum Learning and Teaching action Plan For each academic Inclusive curriculum CELT, Faculties 5 Training and CELT delivered Inclusive Curriculum 7

9 Action Reason for Action Timescales Success measures seminars, including international students learning and teaching. and Outcome of the internal Inclusive Curriculum Project. year. seminars delivered and attendance of staff monitored. Responsible Awareness seminars to academics in three faculties; a total of 42 staff attended the sessions. CELT has embedded Inclusive Curriculum into the Academic Induction for new academic staff at the University. Two sessions on the Postgraduate Certificate in Developing Professional Practice in HE focus on Inclusive Curriculum and Reasonable Adjustment 47 staff have undertaken this course in CELT offered a session for partner colleges which has included Inclusive Curriculum 8

10 Action Reason for Action Timescales Success measures Responsible this was a session for six South Wales colleges held at Bridgend attended by 90 staff of the colleges. Guidance 2.4 To provide advice and guidance to staff and students on actions to be considered when a student undergoes gender reassignment. ECU report on Trans staff and students in HE suggests that people are not aware of the steps that may need to be taken to support a person undergoing transition. By 2014 Guidance produced and publicised. Equalities Adviser, The Executive, Student Services. 1 Inclusion / 5 Training and Awareness (Gender reassignment.) This will be completed following publication of the Challenge Unit s guidance for universities on gender reassignment. 2.5 To produce guidance on actions that need to be considered for those students who are either pregnant or give birth during the time that they are enrolled at the Act regulations and as a response to the ECU guidelines. By July 2012 Guidance produced and publicised. Faculty Advice shop, Student Services, and Adviser. 1 Inclusion and 5 Training and Awareness (Pregnancy and Maternity) Completed. Guidance developed and published. 9

11 Action Reason for Action Timescales Success measures University. Responsible 2.6 Encouraging the involvement of International students in the student volunteering scheme. To encourage good relations between people from different groups (part of the general duty). Also responds to the information gathered in the Third Sector Engagement event on encouraging volunteering. On a yearly basis Numbers of students involved and feedback on the success of the scheme. International Office, Student Services. 1 Inclusion General duties (Race) Completed. Project has now ceased. 2.7 To consider the way in which the University Widening Access strategy promotes equality of opportunity for those with protected characteristics. Much of the feedback from the Third Sector engagement event is addressed by the widening access action plans and this needs to inform the SEP in the future. Mar 2014 The impact of activities carried out under the widening access agenda to be considered in the SEP reports. CELT 1 inclusion 2 Voice and Engagement and all PCs. On-going programme of work through the University s Strategic Planning Engagement Document, UHOVI, First Campus & CELT. 10

12 Action Reason for Action Timescales Success measures 2.8 To find ways of consulting with staff and students with different characteristics such as different ethnicities, religion or beliefs, or sexual orientations. 2.9 Ensure student representation on the institutional Disability & Dyslexia Sub Group (DDSG) and Race Religion & Belief Sub Group Ensuring voices of different people are heard is a key theme to come out of consultation and reports. Consultation and engagement with each protected group is stated in legislation as key to understanding and addressing specific needs. Involve disabled students and students with other protected characteristics in the evaluation of current provision for student engagement and support working groups (L&T Targets 2011). On-going Annually Engagement with staff and students set up and information received and acted upon. Student representation on DDSG and RRBESG. Responsible and Adviser. Student Services, HR, CELT. 2 Voice and Engagement General duties 2 Voice and Engagement (Disability) (Race) On-going. Engagement continues through The Meeting House, student representation on sub groups, Centre for Gender Studies in Wales, Women in Academia Network and Race Charter project. Series of engagement activities undertaken during /16 for development of the new SEP. On-going. Student representation on the Disability and Race Charter Mark groups. Further work will be undertaken during /16 to gain student representation across all groups. 11

13 3. Staff Experience Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.1 To review policies to accommodate transition to retirement or more flexible working. 3.2 On-going data verification exercise to ensure that staff are given the opportunity to update their records with regards to all protected characteristics. To highlight the alternatives to full time working at this stage in employment prior to staff leaving the organisation. Public sector duties require all authorities to gather such data, to analyse and to report on the information Review completed. HR 1 Inclusion (Age) By June 2013 Staff given the opportunity to update records and data collated, analysed and responded to as needed. HR 3 Information gathering General duties To coincide with the annual issuing of Individual Pension Benefit Statements (based on LGPS) attention of staff was drawn to the principles and benefits of flexible retirement. The Flexible Working Policy is available on the Staff Portal. Completed in August

14 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.3 To provide advice and guidance to staff on actions to be considered when a member of staff undergoes gender reassignment. ECU report on Trans staff and students in HE suggests that people are not always aware of the steps that may need to be taken to support a person undergoing transition and how to support colleagues. By end of 2013 Guidance produced and publicised HR / Student Services 5 Training and awareness (Gender reassignment) This will be completed following publication of the Challenge Unit s guidance for universities on gender reassignment. 3.4 Embed the gender element of the Women in Universities Mentoring Scheme into the internal mentoring scheme. To support the pan Wales WUMS. Recent reports on the low numbers of women in senior positions. (EHRC Sex and Power 2011). On-going More women represented at senior level. HR 1 Inclusion (Sex) Completed. Staff and student mentoring schemes in place. USW hosted a WUMS training day during May for those interested in becoming a mentee or a mentor from universities across South Wales. In total, 46 mentoring 13

15 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / pairs were matched across Welsh universities during Spring. Further mentoring pairs were matched for USW staff in January To meet the actions in the Athena Swan action plan. 3.6 To review the Stonewall Workplace Index report undertaken in There is still an imbalance in the proportion of men and women working in the science, engineering and technology sector. To ensure that the employment environment is appropriate for Lesbian Gay and Bisexual issues and as a response to Mar 2016 By June 2014 Achievement of Athena Swan award and progression of action plan. All policies consistent with good practice Gaps identified and dealt with. The Executive / Research Office / and Adviser / Gender Sub Group and Adviser. 1 Inclusion ( Sex) 1 inclusion 3 information gathering (Sexual Athena Swan Bronze Award achieved in April On-going work taking place to meet the actions in the Athena Swan action plan. Discussions about the University joining the Stonewall Workplace Index programme are on-going. This will be reviewed 14

16 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.7 To further examine the issues for gender and part time working opportunities. 3.8 Extend the next Equal Pay report to cover an analysis of academic and support staff pay equality separately. reports such as the ECU Advancing LGB. National reports suggest this is a barrier for women and progression. Based on the information contained in the Equal Pay Review January 2016 June 2014 Issues around part time working at higher grades analysed. Equal Pay Review conducted. Orientation) HR 1 inclusion HR 4 pay and Gender Pay Gap again during /16 and will be considered as an action for the SEP 2016/2020. New Flexible Working Policy published in June Shared Parental Leave Policy launched in April. Further work to be undertaken as part of the Athena Swan Action Plan. Equal Pay Review being undertaken during /

17 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.9 and considerations explicitly addressed within all relevant Staff Development courses. The Act states that each public authority must publish arrangements to promote understanding and knowledge of general duties among employees and training needs in relation to the specific duties. Dec 2013 and considerations explicitly addressed within all relevant Staff Development courses. Inclusive curriculum seminars delivered and attendance of staff monitored. HR Staff Development CELT and Faculties 5 Training and Awareness Completed. Ongoing review will take place of where further development of equality and diversity considerations in courses is needed. CELT update see 2.3 & Facilities and Services Action Reason for Action Timescales Success measures 4.1 To review, and amend as appropriate, our procurement regulations and processes to ensure HEIs have a legal obligation in relation to procurement. When an institution enters into an agreement it must Mar Procurement undertaken with due regard to meeting legislative requirements. Responsible faculti es/ Procurement, Payment & Payroll Unit. Objective 1 Inclusion Consideration of equality within the procurement guidance and the standard conditions of contract will be undertaken 16

18 Action Reason for Action Timescales Success measures that they pay due regard to equality and diversity. have due regard to whether the award criteria should include considerations relevant to its performance of the general duty of the Act. Responsible faculti es/ Objective during /16 and will be included as an action within the new SEP for 2016/ Marketing and admissions Action Reason for Action Timescales Success measures 5.1 Ensure Website accessibility based on student / staff feedback and best practice. Public sector duties specifically mention the requirement to ensure that all information is easily accessible and this is part of the process. Dec 2013 Students and staff consulted, best practice adopted. Responsible faculti es/ DISAG / Assistant Head of Library Services. Objective 1 Inclusion Disability An accessibility product was purchased during 2014/15 and a comprehensive web accessibility audit has now been undertaken. A detailed list of accessibility warnings, 17

19 and issues for the website, has now been developed. This will be collated into a list of actionable tasks which will be prioritised in order to address the most significant issues during /16. 18