Equality Impact Assessment - Race Equality Scheme, Kingston Adult Education

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• Equality Impact Assessment - Race Equality Scheme, Kingston Adult Education

Function being assessed:

Equality Scheme 2006-2009 - Race

Is this a new function or a review of an existing function?

A review of an existing function taking in accordance with the Equality Act 2006, taking into account race specific issues

What are the aims/purpose of the function?

• To ensure that nobody is disadvantaged by reason of race.
• Staff
• To ensure that the recruitment, retention and progression of staff is monitored to demonstrate that the procedures are fair and equitable.
• Service Delivery
• To ensure that opportunity exists and the programme is appropriate for the whole community.

Is the function designed to meet specific needs such as the needs of minority ethnic groups, older people, disabled people etc?

The Equality Scheme generally has been designed to meet the needs of minority groups. The Equality Scheme (race) evaluates data that analyses the race of males and females taking into account age and disability status.  

What information has been gathered on this function? (Indicate the type of information gathered e.g. statistics, consultation, other monitoring information)? Attach a summary or refer to where the evidence can be found.

KAE data provided the statistics for participation of BME learners and staff with gender, age, and disability retention and achievement breakdown (by department). RBK and national government data provided comparative information.

Does your analysis of the information show different outcomes for different groups (higher or lower uptake/failure to access/receive a poorer or inferior service)? If yes, indicate which groups and which aspects of the policy or function contribute to inequality?

Analysis shows participation levels above that of the Borough as a whole. Removal of the ESOL department form this data still resulted in higher levels of participation shown for BME groups. Retention and achievement did not highlight any areas of particular concern. Analysis of BME by disability demonstrated figures slightly higher than those for non BME groups but this is consistent with national trends. There was some departmental variation in these figures which needs addressing.

Participation of BME groups was very low for established staff.

Are these differences justified (e.g. are there legislative or other constraints)? If they are, explain in what way.

No

What action needs to be taken as a result of this Equality Impact Assessment to address any detrimental impacts or meet previously unidentified need? Include here any reasonable adjustments for access by disabled people. Include dates by which action will be taken. Attach an action plan if necessary.

Refer to actions identified in the Action Plans of the ES. Specifically, we intend to target departments with less that 15% participation of BME groups and encourage BME staff application (particularly male). We will also develop and implement a system for recording and monitoring staff development request and attendance.

We will monitor the progress and success of this during our regular C&Q group meeting.

When will you evaluate the impact of action taken? Give review dates.

July 08

Assessment completed by:

Julie Bennett

Kingston Adult Education

25 May 2007