University of South Wales Strategic Equality Action Plan Summary of Progress 1 st April 2015 to 31 st March 2016

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 and is the final progress summary from the 2013 to Strategic Plan. 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 2015 to. The following abbreviations are used within this document: DDESG Disability and Dyslexia Sub Group DSA Disability Support Allowance EA Act 2010 EDSG and Diversity 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 & Diversity 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 Diversity Steering Group to ensure achievement of equality To meet legislative duty, HEFCW requirements, and the University s mission statement is built into new strategies To ensure that and Diversity issues are embedded at operational level, in addition to strategic plans. As and when strategy is reviewed On a yearly basis each Sept Diversity 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 and operational aims 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 considered by the Board and University Committees have an accompanying EIA. There are actions to further link equality to university strategy within the new SEP for to EDSG membership reviewed regularly. Most recent review conducted during November. 2

4 Action Reason for Action Timescales Success measures Responsible objectives 2015 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 Diversity. By April each year Annual report produced each year with contributions from all faculties and. All Faculties and Departments, and Diversity Advisor. All Each faculty / departmental representative reports on equality activities and progress at each EDSG and Sub Group. Annual Report for 2015/16 produced with contributions from EDSG representatives. 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. This data informed development of the new SEP for to

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) 2015 to 31 st March For staff, a new HR system was introduced in April that includes all protected characteristics, except pregnancy/maternity. This is monitored separately for purposes of maternity leave. 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 Diversity Advisor 1 Inclusion/ General New Dignity at Work Policy launched in December Briefings held for Dignity 4

6 Action Reason for Action Timescales Success measures Responsible Duties 2015 to 31 st March Advisers and Trade Union reps. Publicity campaign commenced January. Dignity at Work training sessions are being rolled out for mangers and for staff during Review of the Dignity at Study Policy will be undertaken during 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 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. List of all EIAs undertaken is published within the main Annual Report. The new SEP places continued importance upon EIAs and contains 5

7 Action Reason for Action Timescales Success measures Responsible this is embedded into the University policy development process to 31 st March actions to review the forms, develop an online EIA resource for staff and develop EIA training. 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 were distributed and presentations delivered during 2014/15, including to the Board of Governors, the Executive and the Learning Enhancement & Teaching Committee. New EIA guidance published in December. EIA training features as an action within the new SEP. 2. Student Experience 6

8 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 populations, continuation and attainment of students by each PC was presented to EDSG in October This data was used to inform the priorities in the new SEP. Following this, a pilot to include this data in the Annual Monitoring began, with the data being sent to all faculties in November and equality auditors being assigned to assist faculties in identifying the most pertinent equalities issues. This pilot will be reviewed during the summer of 2017 with a view to mainstreaming 7

9 Action Reason for Action Timescales Success measures Responsible equalities data into Annual Monitoring on a permanent basis. 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 Diversity Advisor 5 Training and Awareness Two equality training sessions for SVRs and Course Reps were held during 2015/ Deliver inclusive curriculum seminars, including international students learning and teaching. Learning and Teaching action Plan and Outcome of the internal Inclusive Curriculum Project. For each academic year. Inclusive curriculum seminars delivered and attendance of staff monitored. CELT, Faculties 5 Training and Awareness During 2015/16, the University s Centre for Excellence in Learning & Teaching (CELT) delivered Inclusive Curriculum seminars to academics across the institution; 27 staff attended the sessions. CELT has embedded Inclusive Curriculum into the Academic Induction for new academic staff at the University and into two sessions on the 8

10 Action Reason for Action Timescales Success measures Guidance Responsible Postgraduate Certificate in Developing Professional Practice in HE focus on Inclusive Curriculum and Reasonable Adjustment 33 staff have undertaken this course in 2015/16. CELT also covers Inclusivity through our CPD route to Higher Education Academy Fellowship. 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.) The Challenge Unit s guidance for universities on Trans staff and students in HE and colleges: improving experiences was published in November. Following this, USW will be working to develop staff and student guidance. This 9

11 Action Reason for Action Timescales Success measures 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 University. 2.6 Encouraging the involvement of International students in the student volunteering scheme. 2.7 To consider the way in which the Act regulations and as a response to the ECU guidelines. 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. Much of the feedback from the Third Sector By July 2012 On a yearly basis Mar 2014 Guidance produced and publicised. Numbers of students involved and feedback on the success of the scheme. The impact of activities carried Responsible Faculty Advice shop, Student Services, and Diversity Adviser. International Office, Student Services. 1 Inclusion and 5 Training and Awareness (Pregnancy and Maternity) 1 Inclusion General duties (Race) CELT 1 is an action within the new SEP. Completed. Guidance developed and published. Completed. Project has now ceased. Considerable work undertaken through the 10

12 Action Reason for Action Timescales Success measures University Widening Access strategy promotes equality of opportunity for those with protected characteristics. engagement event is addressed by the widening access action plans and this needs to inform the SEP in the future. out under the widening access agenda to be considered in the SEP reports. Responsible inclusion 2 Voice and Engagement and all PCs. University s Strategic Planning Engagement Document, UHOVI, First Campus & CELT (further info detailed within the main Annual Report). 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 & 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 On-going Annually Engagement with staff and students set up and information received and acted upon. Student representation on DDSG and RRBESG. and Diversity Adviser. Student Services, HR, CELT. 2 Voice and Engagement General duties 2 Voice and Engagement (Disability) Engagement with staff and students undertaken as a core part of the development of the new SEP. Engagement detailed in the SEP consultation and Engagement Report. Student representation secured on EDSG, the Disability & Dyslexia Sub Group 11

13 Action Reason for Action Timescales Success measures Dyslexia Sub Group (DDSG) and Race Religion & Belief Sub Group characteristics in the evaluation of current provision for student engagement and support working groups (L&T Targets 2011). Responsible (Race) and the Race, Religion & Belief Sub Group. Further work to be undertaken through the new SEP to increase student engagement with the equality committees. 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. To highlight the alternatives to full time working at this stage in employment prior to staff leaving the organisation Review completed. HR 1 Inclusion (Age) 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 12

14 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 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. 3.3 To provide advice and guidance to staff on actions to be considered when a member of staff undergoes gender reassignment. Public sector duties require all authorities to gather such data, to analyse and to report on the information. 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 June 2013 By end of 2013 Staff given the opportunity to update records and data collated, analysed and responded to as needed. Guidance produced and publicised HR 3 Information gathering General duties HR / Student Services 5 Training and awareness (Gender reassignme nt) Portal. Completed in August Further work will be undertaken during 2017 to increase staff disclosures of equalities information through the new selfservice HR system. The Challenge Unit s guidance for universities on Trans staff and students in HE and colleges: improving experiences was published in November. Following this, USW will be working to develop staff and student guidance. This is an action within the new SEP. 13

15 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.4 Embed the gender element of the Women in Universities Mentoring Scheme into the internal mentoring scheme. To support the pan Wales WUMS. 3.5 To meet the actions in the Athena Swan action plan. Recent reports on the low numbers of women in senior positions. (EHRC Sex and Power 2011). There is still an imbalance in the proportion of men and women working in the science, engineering and technology sector. On-going Mar More women represented at senior level. Achievement of Athena Swan award and progression of action plan. HR 1 Inclusion (Sex) The Executive / Research Office / and Diversity Adviser / 1 Inclusion ( Sex) Completed. Staff and student mentoring schemes in place. USW continues to be involved in WUMS, with USW staff engaging in the scheme as both mentees and mentors. The final cohort were recruited in December. Following this, a detailed evaluation of the scheme will be undertaken and used to determine the next steps for WUMS. Athena Swan Bronze Award achieved in April Application for Athena Swan Bronze Renewal was submitted in November. Progress report 14

16 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.6 To review the Stonewall Workplace Index report undertaken in To further examine the issues for gender and part time working opportunities. To ensure that the employment environment is appropriate for Lesbian Gay and Bisexual issues and as a response to reports such as the ECU Advancing LGB. National reports suggest this is a barrier for women and progression. By June 2014 January All policies consistent with good practice Gaps identified and dealt with. Issues around part time working at higher grades analysed. Gender Sub Group and Diversity Adviser. 1 inclusion 3 information gathering (Sexual Orientation) HR 1 inclusion on Athena Swan Action Plan detailed within this. Work taking place to develop applications for Bronze Awards in the school of engineering and the school of computing and mathematics. The USW Group joined the Stonewall Diversity Champions Scheme in June and completed its first submission for the Workplace Index in September. Flexible Working Policy was updated in August. Shared Parental Leave Policy launched in April Maternity, adoption, 15

17 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / 3.8 Extend the next Equal Pay report to cover an analysis of academic and support staff pay equality separately. 3.9 and Diversity considerations explicitly addressed within Based on the information contained in the Equal Pay Review The Act states that each public authority must publish arrangements to promote June 2014 Dec 2013 Equal Pay Review conducted. and Diversity considerations explicitly addressed within all relevant HR 4 pay and Gender Pay Gap HR Staff Development 5 Training and Awareness shared parental policies were updated in August. New HR webpages with work life balance information published in December. Equal Pay Review completed in November, including analysis of academic and support staff separately. Work ongoing to implement recommendations from the Equal Pay Review. Equal Pay is included within the new SEP as a strategic equality objective. Completed. On-going review will take place of where further development of equality and diversity 16

18 Action Reason for Action Timescales Success measures Responsible facul ties/ Objective / all relevant Staff Development courses. understanding and knowledge of general duties among employees and training needs in relation to the specific duties. Staff Development courses. Inclusive curriculum seminars delivered and attendance of staff monitored. CELT and Faculties considerations in courses is needed. New Dignity at Work course developed and being rolled out in to be further embedded into leadership development courses. Specific actions on further developing equality training feature within the new SEP for to Facilities and Services Action Reason for Action Timescales Success measures 4.1 To review, and amend as appropriate, our procurement regulations and HEIs have a legal obligation in relation to procurement. When an institution enters into an Mar 2015 Procurement undertaken with due regard to meeting legislative requirements. Responsible faculti es/ Procurement, Payment & Payroll Unit. Objective 1 Inclusion has been embedded into procurement for several contracts. Specific actions on 17

19 Action Reason for Action Timescales Success measures processes to ensure that they pay due regard to equality and diversity. agreement it must 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 further inclusion of equality within the procurement process have been included within the new SEP Action Plan. 5. 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, 18

20 and issues for the website, has now been developed. This will be collated into a list of actionable tasks that will be prioritised in order to address the most significant issues. This action has been taken forwards as a priority within the new SEP. 19