Brigid Murray Adviser Environment & Society

Programme outline1. Introduction- context; rationale; aims;

objectives; intended outcomes2. The guidance notes and their implications3. Quality indicator framework4. Examples of practice/ current projects in

schools 5. Support to schools

Our future‘We make our future….it is not made’

Pablo Neruda, Chilean poet

What is our vision for the future?

What kind of society do we want in Northern Ireland in 2025?

How can we contribute to bringing about the changes we wish to see?

What is the role of formal educational settings in bringing about change in our society?

Rationale for CRED policy

Evolution of community relations policy since the 1980s

Society in Northern Ireland is much more diverse than 20 years ago

Sectarianism, racism and bullying are examples of social problems which need to be addressed in our society

St Andrew’s Agreement

Context Overarching aim of the current programme

for Government is to build ‘a fair and prosperous society for all’

NI curricula (formal & informal) aim to develop in young people knowledge and understanding of the challenges and opportunities that they may encounter in an increasingly diverse society

Teachers are able to address issues of diversity in citizenship and PDMU

JEDI initiative in youth

Department of Education documentationPolicy document entitled ‘Community Relations,

Equality and Diversity in Education’ (March 2011)Community Relations, Equality and Diversity Policy

Guidance notes ( January 2012)Community Relations, Equality and Diversity in

Education Policy Quality Indicator Framework (January 2012)

DE Circular 2012/02 Guidance to Schools and Youth Service on the Community Relations, Equality and Diversity in Education Policy (January 2012)

www.deni.gov.uk

CREDAims of the policy

Contribute to improving relations between communities by educating children and young people to develop self respect, respect for others, promote equality and work to eliminate discrimination.

Provide formal and non-formal opportunities to build relationships with those of different backgrounds and traditions within resources available.

CRED

Objectives of the policy: Develop understanding and respect for rights,

equality and diversity of all without discrimination

Value and respect differences and engage positively with them

Equip children/young people with required skills attitudes and behaviours

Intended Outcomes

Understand and respect the rights, equality and diversity (including linguistic diversity) of all

Develop skills, attitudes and behaviours to value and respect difference and engage positively with it

Community Relations, Equality and Diversity in Education Policy

Scope of the policyWhat is your understanding of the following terms:DiversityEqualityCommunity relations?

Are these themes currently addressed in school life and if so, in what ways?

DefinitionsDiversity is about recognising individual as well as

group differences, treating people as individuals and placing value on diversity in the community.

Equality is about creating an equal society where everyone can participate and has the opportunity to fulfil their potential.

Community Relations is to encourage greater cross-community contact and co-operation; to support, encourage and develop mutual understanding and to promote recognition of and respect for cultural diversity.

Source: page 42 Guidance notes

Core principles of the policyChild-centredResponsive to the needs of childrenProgressionParticipationExperiential learningMeaningful interaction between different

groups

Core principles of the policyDifferentiationComplementaryCollaborationImprove the outcomes for young people,

society and economyDissemination of good practice

Wider definition of Community Relations – all section 75 groups:Religious belief Political opinionRaceAgeMarital statusSexual orientationGender DisabilityBetween persons with dependants and persons without

Key changes from Community Relations Policy

Current context in schoolsKey policy driver – Every School A Good

School A Policy for School Improvement

New school development planning regulations (2011) Importance of ethos is highlighted.

Collaboration between schools

Whole school approach

CRED Policy

Follows the characteristics from Every School a Good School

Child centred provision

High quality teaching and learning

Effective leadership

A school connected to its local community

Community Relations, Equality and Diversity in Education PolicyPost-Primary Schools

Sits naturally in LLW within Citizenship

Can be addressed through all other curriculum areas

Embed the work within the school context, it is no longer an ‘optional add-on’

Potential areas of workBest practice within CRED may include (but not be limited to):Single identity work within a cultural contextContact between young people from diverse cultures/backgroundsReaching out to specific Section 75 groupsExploring similarities and differenceChallenging prejudice

CRED Enhancement SchemeTotal BELB budget approximately £110k split

equally across schools/youth

Applications will open in the summer term for 2012/13

Schools complete project report by 1st June 2013

Forms available at www.credni.org in term 3

CRED Policy – Guidance notes

Purpose of the Guidance Document

To support the delivery of CRED policy and the challenges that may arise

To align the work of CRED with the school improvement agenda and related policiesTo align the work of CRED with priorities for

youthTo support the change of focus away from ‘old’

concept of community relations to include equality and diversity

Quality Indicator FrameworkTo support the implementation of the CRED

policy, the Department has developed a set of quality indicators to monitor and evaluate the impact of the policy on children and young people and their communities.

Department has developed the self evaluation framework to assist educators in evaluating CRED related issues within their own context and help in action planning.

The 8 Areas1. Educational provision: outcomes for participants2. Participants’ learning experiences: achievements

and standards3. Quality of external links 4. Leadership and management5. Quality of effective use of resources (value for

money)6. Quality of pastoral care and ethos 7. Quality of child protection and the protection of

vulnerable adults 8. Equality of opportunity

Community Relations, Equality and Diversity in Education Policy

Resources

Training and capacity building of workforce

Dissemination of good practice and materials

Targeted support for meaningful interaction

Examples of support organisationsAfrican and Caribbean Community Support

Organisation www.acsoni.org

Schools Library Service based in Ulidia

Artsekta www.artsekta.org.uk 02890 310125This organisation uses arts-based programmes

to explore cultural diversity and develop cultural understanding and healthy inter-community relationships.