Last Updated: Tuesday, October 05, 2021

1.2 Improvements in equality, diversity and inclusion

What is this?

This indicator explores how our approaches to access and inclusion improves life chances. It considers the steps we are taking to define and reduce persistent and systemic inequalities and barriers to participation and progression. It looks at how well we promote fairness, equity, equality and diversity, and challenge discrimination.

Who is this for?

Anyone who volunteers or works in the CLD sector or who uses CLD methodologies in their work.

Performance and Outcomes tile highlightThemes:

  • Access and inclusion
  • Reducing barriers and inequalities
  • Fairness, equality and diversity

Level 5 illustration:

Access and inclusion

A strong ethos of access and inclusion is embedded in our organisational culture at all levels and this is reflected in our practice. Participants are respected, treated fairly, know their rights and are valued. Our approaches to inclusion and to reducing inequalities are robust, clear and effective. Community organisations we support can also demonstrate how well they are responding to and reducing inequalities. As a result, we are increasing the life chances of almost all our participants, in particular those who are most disadvantaged. We have effective systems in place to monitor and evaluate our approaches to access and inclusion. They demonstrate our practices are fair and inclusive. We regularly seek out and act on feedback from stakeholders, including marginalised groups. We learn from the lived experiences of participants to improve our approaches and impact.

Reducing barriers and inequalities

We are pro-active in identifying and taking action to overcome structural and individual barriers to participation, learning, achievement and progression for learners and communities. We can demonstrate how well we contribute to reducing persistent and systemic inequalities, including the negative effects of poverty. Barriers to participation have been reduced significantly with regard to social, cultural and economic differences and for those with protected characteristics. We can demonstrate we have increasing numbers of participants from under-represented communities or groups. We work well with partners to identify barriers, including using Equality Impact Assessments, and take a collaborative approach to inclusion. We provide additional well-targeted support to meet specific and individual needs, using our shared resources well to reduce barriers and tackle inequalities.

Fairness, equality and diversity

We consistently promote a culture of fairness and comply with relevant equalities legislation. We understand, value and celebrate social and cultural diversity. We actively seek to challenge and reduce prejudice and discriminatory practices and advance equality of opportunity. Our curriculum helps support equality and fosters good relations. All staff and volunteers are clear about their responsibilities in regard to fairness, equality, diversity and inclusion and this is evident in their practice. We are pro-active in ensuring decision making groups and structures include representatives from all sections of the communities they serve. We value and learn from their lived experience and use this to ensure our work addresses barriers and unfairness. As a result, we can demonstrate that our provision meets the changing needs of the learners and communities we support.

Challenge questions:

  1. How well do we ensure a strong ethos of access and inclusion is embedded in our organisational culture at all levels?
  2. How well do we ensure all our participants are respected, treated fairly, know their rights and are valued by us?
  3. How successfully do we remove barriers to access and participation and monitor our approaches to ensure they are effective in reducing barriers to participation?
  4. How well do we listen, learn from and act on the lived experiences of, and impact of identity, on learners, communities and other stakeholders to inform our approaches?
  5. How effective are we in taking positive steps to overcome structural and systemic barriers to learning, achievement and progression for all learners and communities?
  6. To what extent can we evidence increased life chances for learners?
  7. How successfully do we use Equality Impact Assessments, and where relevant Island Communities Impact Assessments, with key partners to support work to reduce persistent inequalities?
  8. How well do we plan, work, evaluate and share our resources and intelligence with partners to reach those most affected by persistent inequalities?
  9. How do we know and then ensure that we systematically promote and value fairness, equality and diversity and challenge prejudice and discrimination?
  10. How well do our strategic, business and operational plans embed fairness, equality and diversity in all aspects of our work?
  11. How well do we ensure that decision making groups and structures are fully representative of people who are affected by persistent and systemic inequalities including those with protected characteristics?
  12. How well do we meet our requirements to be proactive in working towards the elimination of discrimination and prejudice, to ensure participants are clear about their rights and entitlements, and to advance equality of opportunity?