13/08/18 Gilvenbank Hotel Workshop
What is Equality?
The Equality Act 2010 joins up nine main pieces of legislation into one legal framework and a single Act of (UK) parliament to simplify legislation and advance discrimination law. It comprises several concepts of equality including:
- Equality of Autonomy – giving everyone the capacity to make decisions affecting their lives
- Equality of Process – giving everyone the rights to be treated with dignity and respect
- Equality of Opportunity – giving everyone equal chances to compete
- Equality of Outcome – giving everyone approximately the same life outcomes.
The Equality Pathfinders Silver Award Workshop is aimed at identifying current systemic barriers and selecting one that can be either completly remove or minimized within one year in order to increase all types of equality and make the service more inclusive.
Usual Suspects, Unusual Suspects
How to find local profiles and data?
There a lot of data, information or targets etc is available and it often can be overwhelming. A simple way to check how inclusive is a provision is to compare the current participant list against the local profile. There are tools that do this specifically for Fife and also help to map out target areas:
1. KnowFife PartnershipHub: – https://know.fife.scot/
This site is continually update by the Fife Partnership and includes a range of reports, guides and also data.
2. KnowFife Data Set – https://knowfife.fife.gov.uk/
To find data profiles specifically for the areas you are working in, use the ‘Area Profiles’ functions in the KnowFife data set, a quick example for Glenrothes High School is shown below:
3. Datashine: Scotland – scotland.datashine.org.uk/
Target specific local areas for promotion posters, engagement by use geographic tools, for instance scotland.datashine.org.uk. Enter the postcode at the bottom of the page, and choose the required data on the top right, for instance “Health > Disability” or “Origins and Belief > Language”. You can export the map as a PDF (by the postcode entry box).
Group Discussions: Case Studies
We used the examples of discussed a range of case studies to think about how to address and try to remove or minimize specific barriers:
|Alex is a minority ethnic girl helping parents with their small business, they are not wealthy and it is too expensive to pay for school trips or activities outside school. Alex also receives no encouragement from friends, family or relatives to engage in sports.
|Drew is a trans pupil who needs gender neutral facilities in order to take part in sports activities. Activity leaders are unsure how to address Drew, and have even more difficulties communicating about any needs. Also, activity leaders hesitate to approach other pupils to encourage them to be sensitive about Drew being trans.
|Kim has Asperger’s Syndrome and is known in school and at various clubs to be challenging and get upset easily. Kim spends a lot of time playing computer games at home as it feels safer and rarely goes outdoors or does any exercise.
|Sam cares for a parent and does not have enough money to pay for regular club sessions, so Sam attends occasionally. This leads to Sam becoming unfit and other young people don’t want to include Sam in their teams. Sam is losing motivation to stay active and is becoming increasingly depressed.
|Rory has experienced vision loss from birth and this has affected Rory’s development and mobility. Although always wanting to participate in activities, Rory often gets hurt or hurts others and is finding it difficult to make friends. Rory’s parents are worried as the lack of exercise is also leading to weight gain.
We discussed a range of challenges that local teams in Active Schools Fife face at this time. This included:
- tackling the issues of transport for rural areas
- increasing participation of S3+ across all provisions
- increasing mental health awareness and related skills (e.g. mental health first aid or others)
- diversifying the young leaders programme
- increasing recruitment by 700 over the next year, targeting inactive young people
- balancing play activities between competitive and participative
For the Silver Award, the Equality Challenge of diversifying the young leaders programme was chosen after identifying and discussing a range of barriers to equality that were within the teams’ capacity to address. The (provisional) equality outcome was to achieve a more diverse group with a gender balance closer to 50:50, and by using steps such as revising the application and recruitment process.
Workshop Outline Feedback
How will participants plan to use learning in their roles
- Consider alternative solutions, challenge the norm.
- Will make a point when planning programmes or projects that they are equitable and open to all parties involved.
- Consider current practice and specifically relate learning to key priorities; young people, training, hard to reach groups participation.
- To question my practice and change it if needed.
- To think further about recruitment of young leaders and how to target more applicants from males.
- To discuss equality with young people/coaches/volunteers
- It will influence the training and deliver to my young leaders and also the discussions with them and PE staff around equality issues.
- Making better informed decisions
- I will apply this to my training that I deliver to volunteers.
- More careful consideration to process and decision making across all areas.
- Pass information and relay to young people.
- Take a more considerate approach when working with hard to reach groups.
- Consider more inclusive methods towards recruiting young leaders.
- Think about how inclusive my current and future programmes actually are.
Equal Opportunity Monitoring (for workshop participants)
Fife Centre for Equalities is committed to promoting equality and diversity in everything we do. We know that sometimes people may have difficulty accessing and using services because they have not been designed to take account of the different needs of people because of their age, disability, gender reassignment, marital status, race, religion and belief, sex, sexual orientation, responsibility for dependents or occupation status.
We want to know how to improve policies and services to better meet your needs. To help us to do this, we are asking you to tell us more about yourself.
We do not ask for any personal information, and information provided will remain completely confidential.
Please complete all sections of the questionnaire below by placing a tick (☑) or by providing information where appropriate in the classification box applying to you in each section.
Please fill the form below (or click this link for an full page version)
Further Resources & Case Studies (ASCs)
We did not have the time in the day to go through several examples of good practice but we have provided several below. Some of the leading practice guides in youth work and inclusion in play comes from Australia due to having to tackle high levels racism linked to migration and also homophobia in traditional sports settings.
The ‘Game Plan Resource Kit’ (last edition 2015) contains several practical solutions applicable to the barriers than activity and play leaders might face. There is a good range of short videos that link to those projects:
- Midnight basketball
- Basketball gives African girls more independence
- Sudanese athlete runs for Australia
- Soccer player defies gender and cultural stereotypes
- Lawn bowls participants learn English
- Australian Football League Multicultural Camp
- Brunswick Zebras – suburban soccer team includes refugees
- Touch Football
- Sunshine Heights Cricket Club – a case study of multicultural inclusion
- Southern Tasmanian Badminton Association – sport bridging cultural divides
Case studies of programmes geared towards young people with disability or long-term health conditions include:
- Sports Ability – an inclusive games program
- Southern Cross Deaf Rugby Union
- Football for All
- Rugby League – a game for everyone
Improving Equal Opportunity Monitoring
Using the most up-to-date Equal Opportunities form is crucial to demonstrate good practice in inclusion and diversity. Basic data collection of participants usually focusses on age, gender, free school meals/SIMD and a form of physical/overall health and wellbeing.
Good practice in Equal Opportunities monitoring should focus on all characteristics of the Equality Act 2010, and as good practice, apply to young people aged 16 onwards. As the data collected is sensitive, it is a good idea to collect this data anonymously (e.g. in a yearly or end of term survey). If the information can be linked to individuals, then consent for using the information should be obtained (e.g. by agreement with the school and participant).
The form below is based on the current plans for the Scotland’s Census 2021. Please note this is likely to be updated over the next 2 years: