Spotlight on training – Unconscious Bias, Culture and Respect

Do tutors understand the impact of unconscious bias on teaching and learning? Do all staff realise that promoting British values must involve tackling unconscious bias if they are to help prepare learners thoroughly for life in Britain’s complex, multicultural society? Do leaders appreciate the ‘bystander effect’ which can prevent the effective tackling of discriminatory attitudes and behaviours? What training have you proved?

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Facts, figures and frustrations: the challenges of a national conversation of race disparity

Many providers analyse student race data, for example recruitment, success and progression, to determine race equality gaps to tackle. But if you have a major campaign to raise awareness of an attainment gap for Black students at your institution, how does this affect recruitment of Black students? Does it further entrench deficit assumptions and approaches by teachers and assessors? Does it increase stereotype threat within the students themselves? The Equality Challenge Unit has recently examined reactions to the Cabinet Office’s ‘Ethnicity facts and figures’ site and asks: what lessons for HE?

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Mind the gap

Do staff know that someone with a mental health difficulty may well be covered under the definition of a disabled person, and therefore entitled to reasonable adjustments under the Equality Act 2010? Are they aware of the common adjustments that can be made for staff experiencing mental health difficulties? Would new Acas guidance help?

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Outstanding practice in Equality, Diversity and British Values in WorkPlace Learning - Dates for your diaries

What's the event about? For many providers, apprenticeships is a growth area, yet they often ‘behind’ in integrating and promoting E&D and British values when comparing workplace to classroom-based learning. This workshop focuses specifically on workplace learning. It explores all areas of the learner journey, for example IAG, sign up (enrolment), induction, performance analysis, assessment visits and progress reviews. It explains how assessors and other staff involved in workplace learning can genuinely raise awareness and promote E&D and British values, rather than take a tokenistic or ‘tick-box’ approach.

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Tackling Hate Crime

Do you agree that the defining characteristic of hate crime is not actually hate, but prejudice? Did you know that last year, 70,000 incidents of hate crime were reported to police, the highest ever recorded, and this is only a fraction of the number of incidents that actually took place? Are your staff aware of the scale of this problem and the likely impact in your organisation? How are you using opportunities for students to explore hate crime?

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