E.O. Area Action Date Responsible Head Short term output Measures of success Longer term impact 3.2 COMM Expand Project Search initiative for people with autism to include a second employer (NHS) Aug 16 COMM Students’ employability enhanced through work experience No. of students provided with work placement experience Nos. of students who gain employment More disabled people are in work, benefitting themselves and society. 3.2 COMM Develop systems to track work placements and destinations for students with learning disabilities, to allow progress to be measured robustly. Aug 15 COMM Improved evaluation of relative success of placement policy. Students directed to employers who offer best opportunities. No. of students provided with work placement experience. No. of students who gain employment. More disabled people are in work, benefitting themselves and society. 1.3, 3.1 COMM (SCP Team) Deliver College taster sessions to school pupils across 10 curriculum areas. Guarantee 15 places per each school to ensure fairer distribution of opportunities across all schools. Jun 15 COMM Increased awareness amongst school pupils and staff of range of opportunities available More pupils from under represented areas and groups apply to college No. of pupils from deprived areas going on to study in college No. of female pupils going on to study in Construction and Engineering in college More people from under represented areas and groups study successfully in college and take their place in the workforce. 3.1 Develop a Peer support group for female students in Construction and Engineering Jun16 CON, ENG, working with ECSA Supportive structures in place for women students. Women students benefit from networking opportunities. Improved feedback mechanism in place to evaluate women’s experiences of college life and of seeking work. Peer support group established. Feedback from participants is positive. Student satisfaction, retention and positive destination rates. More women graduate from College with Construction and Engineering qualifications and take their place in the workforce
3.1 Develop and establish Engineering clubs for school pupils in Midlothian, to attract wider participation and gender mix. Dec 15 ENG Increased awareness amongst school pupils and staff of opportunities available in Engineering. No. of Clubs established. No. of females participating. Feedback from participants. Long term, increase in % of females studying Engineering courses More female school pupils go on to study Engineering at Edinburgh College. 3.1 Improve Marketing materials by developing testimonials from successful female students Aug 16 CON, ENG Increase in number of female applicants. Women benefit from successful role models Materials developed to include testimonials. No. of female applicants More women study Construction and Engineering courses at Edinburgh College 3.1 Positive action - Deliver at least one Employer Engagement event for women in Engineering and Construction Aug 16 CON, ENG. Increase in employer awareness of talent pool at Edinburgh College. Increase in retention and satisfaction rates for women students. College reputation enhanced. No. of employers at event. No. of females attending. No. of females gaining employment in the sector. More women graduate from College with Construction and Engineering qualifications and take their place in the workforce 3.1 In subject areas where female staff mentors are not available, develop relationships with female mentors in industry and establish programme of visits to and from industry for female students. Aug 16 CON, ENG Supportive structures in place for women students. Women students benefit from networking with industry. Increase in retention and satisfaction rates for women students. College reputation enhanced. No. of mentors established. No. of visits. No. of females gaining employment in the sector. More women graduate from College with Construction and Engineering qualifications and take their place in the workforce
3.1 Work with Scottish Association for Engineering Education (SAFEE) to encourage Primary Engineer organisation to develop a project in Scotland. Dec 15 ENG More children inspired to consider careers in STEM related professions. Project established in Scotland. More young people enter STEM related professions 1.1, 3.1 Develop College systems to allow accurate monitoring of work placement opportunities provided in gender segregated areas by gender, Black & Minority Ethnic groups, young people with disabilities and care leavers. Aug 16 CON, ENG Improved evaluation of relative success of placements for different groups. Areas of under representation identified. Students directed to employers who offer best opportunities Systems in place and baselines established for session 2016-17 More people from under represented and disadvantaged groups take their place in the workforce. 1.1, 1.2, 1.3 EQ Continue to develop analyses of student and staff survey data broken down by protected characteristic to identify any differences in satisfaction levels, and investigate further to determine root causes. Mar 17 EQ, working with QE and HR. Improved understanding of issues affecting different groups in college. Evidence used to improve services for staff and students Analyses completed. Actions taken to respond to issues. Increase in satisfaction levels for students and staff People with all protected characteristics feel welcome and included in Edinburgh College.
1.1 EQ In collaboration with HR, EIS and Unison, develop staff briefings to encourage staff to self-declare across all protected characteristics Jun 15 EQ, working with HR, EIS and Unison Improved evidence base for EIA and outcome setting Evidence used to identify underrepresented groups and review staff recruitment strategy and practices Numbers of staff updating sensitive data. %age of staff declaring across all protected characteristics Improved staff demographic All staff feel welcome and included in Edinburgh College. All staff are confident that they will be treated fairly and equally at work 1.2 EQ Achieve LGBT Youth Foundation charter mark Feb 16 Equalities team and LGBT Charter mark working group LGBT champions trained. LGBT Youth Foundation Charter Mark in place. Increased awareness amongst staff and students of College equality values Increase in satisfaction rates of LGBT students as measured through surveys and focus groups. Increase in of sexual orientation status by staff and students LGBT students and staff feel welcome and supported in Edinburgh College. 1.2 EQ Develop and deliver suite of staff workshops on acceptable language and challenging behaviours delivery June 15 Equalities Staff report greater confidence about discussing equality issues and challenging inappropriate behaviour. No. of staff trained. Staff feedback. Increase in student and staff satisfaction rates. People with all protected characteristics feel welcomed and supported in Edinburgh College. 1.2 EQ Populate Equality Moodle site with information, guidance and resources for staff and students Aug 15 Equalities team Staff report greater confidence in exercising rights and responsibilities in relation to equality. Decline in no. of complaints. Moodle site populated and launched. Staff feedback on resources. No. of hits on site. Staff and students are confident in exercising their rights and responsibilities in relation to equality.
1.1, 1.2 EQ As part of Moodle launch, survey lecturers to establish confidence in delivering equality induction, and what range of additional support or resources would be most helpful. Aug 15 EQ, working with Comms and ICT. Lecturers more aware of support available. Survey results inform planning to improve induction for PT students. Survey launched. No. of responses to survey. Staff confidence levels baseline established. Plans developed to improve induction for PT students. Induction for PT students effective in ensuring PT students are aware of their equality rights and responsibilities. 1.2 EQ Deliver training on unconscious bias to recruiting staff. First delivery Aug 15 EQ Student Admissions and staff recruitment processes are applied fairly and equitably. Numbers of staff trained. Staff report improved understanding of how unconscious bias can affect decision making and the systems required to eliminate it. Staff and student recruitment data Staff and student profiles reflect the diversity of the community. 1.2 EQ Consult on and develop guidance on support for staff and students who are transitioning, or identify as transgender. Mar 16 EQ, working with HR and ECSA Staff and students are aware of their rights and responsibilities in relation to transgender issues. Guidance developed. Awareness raising activities held. Reported confidence levels of staff. Complaints. People who are transitioning or identify as trans feel welcome and supported in Edinburgh College. 1.2, 2.2, 2.3, 2.4 EQ Work with Quality Enhancement team to develop staff confidence and capacity to use statistical data to inform self-evaluation and planning. Jun 16 EQ, QE Staff awareness of and confidence in analysing relevant data improves. Gaps in achievement for key groups identified and actions taken to address root causes. Self-evaluation and operational plans show effective analysis of statistical data to improve the student experience. Retention and success rates of key groups. Gaps in achievement rates for key groups are reduced.
1.3 EQ Develop and implement strategy to improve destinations for deaf students, including researching and engaging with best practice employers engaging with Donaldson’s school to help improve students’ preparedness for college identifying sources of funding to provide additional literacy support for deaf students in college. Mar 17 EQ, working with SS, Core Skills team, curriculum colleagues and external partners Deaf students better prepared for college and employment. Increase in employer confidence in employing deaf people. No. of deaf students gaining employment after graduating from College. More deaf students achieve their awards and take their place in the workforce. 1.3 EQ Review recent ECU and LEAD recommendations for improving progression for students with disabilities, and develop recommendations for implementation by Edinburgh College. Aug 15 EQ Measures adopted are based on robust research. Increase in staff awareness of barriers affecting disabled students Plans to improve progression developed and implemented. Destinations of disabled students. More disabled people are in work, benefitting themselves and society.
1.2 , 1.3 EQ Work with Student Support team to develop web content which makes more visible the college’s commitment to equality and the support which is offered to those with different protected characteristics. Dec 15 EQ,SS Increase in awareness among prospective and current students and staff of College commitment to equality. More students from minority groups access support from student services. Improved ranking in Stonewall WEI; Achievement of LGBT charter; Nos. of people with disabilities who apply to College. Satisfaction levels of different groups. Retention and achievement rates. Increased uptake of student support. People with all protected characteristics feel welcome and supported in College. 1.3 EQ Consult on and develop a breastfeeding policy for the College. Aug 17 EQ, working with SS and HS Staff and students have increased awareness of support and facilities available for breastfeeding women. Policy in place. Awareness raising activities held. Student satisfaction and retention rates. Breastfeeding women feel welcome, respected and supported in college.
Establish User group to meet 2 x annually to monitor and review prayer room use and inform further developments Establish online user group space with chat room Publicise prayer rooms once refurbished via Student Portal , Quality Staff Bulletins Establish Programme of Faith events and speakers to help foster good relations amongst different faith groups in college. 1.2, 1.3 EQ Re develop EIA procedure and template based on staff feedback including additional prompts and examples. Provide refresher training to Middle and Senior managers. delivery Oct 15 Equalities Staff confidence and capacity in considering potential impact increased. Impact on different groups increasingly considered in College policy and decision making. Unintended negative impact reduced. No. of staff trained. Reports of staff confidence levels. No. of EIAs completed. Quality of EIAs. Staff and student satisfaction rates. The College in its policy, planning and decision making helps to remove barriers and advance equality for groups who experience disadvantage in our society.
1.2, 1.3 EQ Develop analyses of student achievement rates by religion and belief and sexual orientation, and investigate causes of any gaps in achievement. Dec 15 EQ Evidence used to improve services for staff and students. Analyses complete. Gaps identified. Actions taken to respond to issues. Retention and achievement trends. Gaps in achievement reduced. 4.3 EQ Consult on developing a staff equality and diversity network with representation of staff with different protected characteristics to act as a forum for identifying and promoting best practice. Oct 15 EQ, HR, OD Increased staff awareness of EIA. Staff feel more involved in decision making. Feedback received on consultation. Network established. Quality of EIAs Staff satisfaction. The College in its policy, planning and decision making helps to remove barriers and advance equality for groups who experience disadvantage in our society. 1.3 FAC In partnership with ECSA, complete audit of all campus buildings to identify any remaining barriers, and act on findings. Commence Forthside Sep 15. Sighthill June 16 Granton Oct 16 Milton Road Jan 17 Sep-15 Jun-16 Oct-16 Jan-17 EQ, FAC, ECSA, SS Audits identify barriers Staff awareness of barriers raised Students report greater satisfaction with facilities Barriers identified are removed or mitigated Student satisfaction rates with resources and facilities More people with disabilities enrol and complete their studies successfully 1.3 FAC Identify and create a suitable space for a quiet room at Midlothian campus. Mar 17 FAC, working with EQ Staff and students have increased awareness of purpose of Quiet rooms. Quiet room facilities improved. Quiet room space established. Student and staff feedback on use of room. Student and staff satisfaction levels. Staff and students of all faiths and none feel welcomed and supported in College
1.1 HR Develop improved systems to gather, record and report on staff recruitment and promotion by protected characteristic, including number of applicants, number of shortlisted applicants, number of applicants invited to interview, number of successful applicants. Report and act on outcomes. Jun 15 Oct 15 Mar 16 HR Evidence used to review staff recruitment strategy and practices. Improved talent pool for college. Improved Collection mechanisms in place by June 15. Recording and reporting Systems in place by Oct 15. Reports produced and analysed from Mar 16. Actions taken to address issues identified. Staff and student profiles reflect the diversity of the community 1.1, 4.3 HR Develop improved systems to record and report on staff disciplinary processes and grievances by protected characteristic. Report and act on outcomes. Systems in place by October 2015. Reports commence Mar 2016 Oct-15 Mar-16 HR Evidence available to monitor impact on and use of disciplinary and grievance processes, for different groups. Robust data established. Reports issued and analysed. Staff satisfaction levels. EIAs of processes. Staff with all protected characteristics feel they are fairly treated in relevant processes. 1.2, 4.3 HR Achieve year on year improvement scores in Stonewall Workplace Equality Index Mar 17 HR, EQ Increased awareness amongst all staff of College equality values Increase in of sexual orientation status by staff Increase in satisfaction rates of LGBT staff. LGBT students and staff feel welcome and supported in Edinburgh College
4.1 HR Use positive action for external recruitment to attract staff applicants from under-represented groups, for example targeting of job adverts within specific media and the use of our social media to advertise vacancies. Aug 15 HR College is recognised as inclusive employer. People from groups are encouraged to apply. Profile of applicants for staff vacancies Staffing profile College workforce represents the diversity of Scottish society and local communities. 4.3 HR Implement the Notice and resignation policy by offering an exit interview to all staff who resign or take voluntary severance. Analyse for any equality implications. Exit interviews commence June 15. Reports commence Dec 15 Jun 15 Dec 15 HR Staff feel respected and valued. Confidence in fair treatment is reinforced. Any underlying patterns are revealed and issues addressed. Analysis of exit interviews Staff satisfaction College recognised by staff and community as inclusive employer. 4.3 HR Develop and publish Equal Pay statements and information for disabled and minority ethnic staff April 17 HR Pay gaps identified. Reports published demonstrate compliance with Equality Act requirements. Pay gaps identified. Employee information analysed. Pay gaps are eliminated. Staff with all protected characteristics feel they enjoy a fair and equitable pay structure. 4.3 HR Take appropriate steps to raise awareness amongst staff about their rights to reasonable adjustments, and the procedures involved in requesting them Dec 15 HR Increase in staff awareness of equality rights and responsibilities. Staff feel valued and respected. Reasonable adjustments in place. No. and nature of requests. Staff and wider community recognise college as inclusive employer.
1.3 ICT Use google analytics to extract and analyse geographical information about who is accessing website from where, and their comparative ease of use Mar 17 ICT, MARK Areas with low participation, identified. Barriers to ease of use identified. Increase in staff awareness of barriers which may face some groups. Reports developed and analysed for equality issues. Plans developed to address issues arising. People from all areas, and all protected characteristics, can find the information they need on the website easily. 1.2, 2.4 INT Develop and expand briefing information for prospective accommodation hosts on cultural differences and expectations, to reflect the changing student profile of International students. Aug 15 INT Increased understanding and appreciation amongst hosts of cultural differences. Good relations between the College and the community fostered. International students feel welcome in the wider community. Briefings in place and delivered. Satisfaction rates of International students, and hosts. Retention and achievement rates of international students. International students feel welcome and supported in the wider community, and fulfil their aspirations in coming to College. 1.3 INT Work with curriculum colleagues to ensure that practical skills tests, where required for entry, can be conducted abroad for all overseas students. Aug 16 INT, working with curriculum Overseas students have better understanding of the demands of their chosen course. College recruits those students with best chance of achieving their chosen award. Methodology in place for skill tests. Tests trialled. Satisfaction rates of International students. Retention and achievement rates of international students International student recruitment is fair, transparent and equitable. 1.3 INT Working with partners, lobby to develop better financial support for students from outside the EU who face barriers in coming to College. Aug 16 EQ, INT, SS Barriers for students from outside the EU are minimised. Effective partnerships developed. Good relations with community fostered. No. of school students from outside the EU who are supported to come to College. People from disadvantaged groups can attend College and achieve their chosen award.
1.1, 1.3 LDT Develop system of recording student disciplinary incidents which allow effective monitoring by protected characteristic. Aug 16 SS, LDT manager, EQ Staff and student awareness of issues affecting different groups enhanced. Impact of disciplinary processes on protected groups understood. System in place. Reports analysed to assess impact of disciplinary processes on protected groups. Student satisfaction rates. Student complaints. Staff feedback. Students and staff with all protected characteristics have confidence that disciplinary processes are fair and equitable. 1.3 LR Redevelop QELTM training materials to support teaching staff; Raise awareness of launch of a better supported model of QELTM Dec 15 EQ, QE, LR Learning technologists, and teaching staff, have increased awareness of how learning and teaching materials can help advance equality, and promote understanding of different groups. Materials developed. No. of staff trained. Staff feedback. No. of packs scrutinised. Student satisfaction. Complaints. Students with all protected characteristics feel welcome and supported in college, and achieve their chosen award. 1.3 MARK Develop website search criteria to include terms which are relevant for different equality groups Dec 15 EQ, MARK Increase in awareness among prospective and current students and staff of College commitment to equality. More students from minority groups apply to College. Improved ranking in Stonewall WEI; Achievement of LGBT charter; Nos. of people with disabilities who apply to College. Satisfaction levels of different groups. Retention and achievement rates. Increased uptake of student support. People with all protected characteristics feel welcome and supported in College.
1.3 MARK Extend and develop curriculum and qualification maps to include older qualifications for the benefit of adult returners to education. Dec 15 MARK, working with QE, Student recruitment team and curriculum staff Application and recruitment decisions are based on robust evidence. Maps developed and published to staff and prospective students via website Staff feedback. No. of hits on relevant web pages. Student complaints. Student satisfaction. Students enrol on the courses most suited to their needs. 1.3 MARK Develop business case to secure funding to implement community outreach project, to increase awareness of Edinburgh College, its services and provisions and to highlight the opportunities for our communities. Jun 16 MARK Business case developed and funding secured. No. of students from key groups enrolled. More people from disadvantaged and underrepresented communities apply to college and achieve their chosen awards. 1.3 MARK Working with Communities team, develop customised layout, symbols, visuals and text for marketing Access courses. Dec 15 MARK, working with COMM Students informed and empowered to make application decisions. Staff awareness of accessibility issues faced by some groups increased. Marketing approach developed and implemented. Satisfaction levels of key student groups. Staff and stakeholder feedback. Student retention and achievement rates. Students with learning disabilities have an improved experience in college and more achieve their chosen award.
2.1 MH Working with partners, develop and implement a sustainable model of delivery of Train the Trainer workshops for Mental Health First Aid to maximise opportunities for delivery to staff and students Dec 15 MHWG Increased confidence of staff and students about supporting people with mental health issues. No. of workshops delivered. No. of staff trained. Staff feedback. Student retention and achievement rates. Staff and students benefit from an environment which recognises and supports people with mental health issues. 2.1 MH Commence delivery of Mental Health First Aid for Young People workshops From Aug 15 SS Increased confidence of staff and students about supporting people with mental health issues. No. of workshops delivered. No. of staff trained. Staff feedback. Student retention and achievement rates. Staff and students benefit from an environment which recognises and supports people with mental health issues. 2.1 MH Hold Stories of Discovery event at Milton Road Campus in May 2015; deliver 3 similar events across other campuses during 2015-16. Milton Road May 15; 3 further events by Jun 16 May 15 Jun 16 MHWG Staff and students have improved understanding and increased confidence about discussing impact of mental health issues. Good relations fostered with community members. No. of Events held; Feedback from participant. Increase in disclosure rates of support needs Staff and students benefit from an environment which recognises and supports people with mental health issues. 4.2 OD Develop robust systems to support collection and analysis of staff CPD opportunities by protected characteristic. Report annually March. Mar 16 and Mar 17 OD Evidence available to monitor impact of CPD application process on different groups. Staff have improved understanding of barriers faced by some groups. System developed. Data captured. Reports published and any issues identified. Staff satisfaction. Staff with all protected characteristics feel they are fairly treated in CPD application process, and have equal opportunities to develop and fulfil their potential.
1.2 SS Secure corporate parenting training for key staff from Who cares Scotland during 2015-16. June 16 SS Staff are confident in exercising their responsibilities in relation to corporate parenting Trained staff are confident to share key messages across College. Training delivered to key staff. Trained Staff feedback on confidence levels. Key Messages identified and shared across all staff. Student satisfaction, retention and achievement rates. College meets the needs of looked after young people, or those who have left care, in the services it provides. 1.3 SS Develop a service delivery charter for Young Carers working with the Student Support Team, College Development Network and Edinburgh Young Carers Project. Jun 16 SS, working with partners Staff have increased understanding of the needs of young carers in college College meets the needs of young carers, in the services it provides Charter developed. Staff reported confidence in implementing charter. Student recruitment, satisfaction, retention and achievement rates. More young carers are supported to access College services without barriers. 1.3 SS Develop flow chart and guidelines for completing Special Exam arrangement and assessment procedures Jun 16 SS Staff have greater awareness of barriers affecting some groups. Processes operate more smoothly to ensure those who need them are offered special arrangements. Flow chart and guidelines in place and communicated to learning and teaching staff. No. of alternative assessment arrangements made. Feedback from staff. Student retention and achievement rates. Student complaints. Barriers to achievement minimised for key groups.
1.2, 1.3 SS Develop and implement range of ‘feedback’ opportunities for students and staff who use Student Support Services, including students with mental health problems Jun 16 SS Staff have improved understanding of the impact of their services on different groups. Students have more opportunities to influence how services are delivered. No. of students delivering high quality feedback. Improvements to services based on feedback. Improved student satisfaction rates College student support services are tailored to meet the needs of individuals of all protected characteristics 1.1, 2.1 SS Develop analysis tools(s) in order to gather information from PLSP’s and ELS forms. Jun 16 SS Staff have improved understanding of the impact of their services on different groups. Analyses developed. Improvements to services based on feedback. Improved student satisfaction rates College student support services are tailored to meet the needs of individuals of all protected characteristics