These laws impose positive duties on all public bodies to eliminate discrimination and to promote race, disability and gender equality in everything that they do. In developing widening participation strategic assessments, institutions will need to have due regard to the positive duties contained in the statutory legislation concerning race, disability and gender and the discrimination legislation referring to sexual orientation, religion or belief and age”. (HEFCE 2009, paragraphs Furthermore, the new Equality Act (2010) requires public bodies to ensure that those groups with protected characteristics are treated equally and are not discriminated against. There are eight protected characteristics of people who use services: Disability Sex (gender) Gender reassignment Pregnancy and maternity Race Religion or belief Sexual orientation Age (over 18s only). Some of groups are already included in HEFCE targeting guidance, but not all. For example, disabled students are an established target group for widening participation. HEFCE’s Equality Scheme 2011-14 notes a provisional desire for socio-economic status (SES) to be considered as part of its Equality Scheme, (although this is not evident in the draft presented for consultation). The preparation of an institutional WPSA provides the opportunity for an institution to reflect on how they enable disabled students in particular, and others from Equality groups and with protected characteristics, to access and succeed in higher education and to ensure that they are complying with equality legislation and recruiting a high quality and diverse student body which is able to maximise its success in HE. This topic briefing: Describes the ways in which institutions are aligning equality with widening participation and discusses ways in which there could be greater alignment between these related but separate agendas Offers some reflective questions to assist HEIs to align widening participation and equality. 2. Overview of how Institutions are Aligning Widening Participation and Equality This section of the Briefing reviews how institutions are aligning and integrating widening participation and equality at the strategic and operational levels. It draws
Are you confident that all potential learners from WP target groups and in all the groups with protected characteristics have access to appropriate information, advice and guidance to prepare them for success in HE? Does your admissions policy and practice ensure that students from Equality groups and with protected characteristics are not disadvantaged by the selection process itself? the admissions process recognise the different circumstances in which students gain their pre-entry qualifications? the institution have appropriate partnerships with specialists to provide relevant and engaging programmes of study in a sufficiently flexible way to enable Equality groups to access and succeed in HE? the institution have a retention and achievement strategy which is informed by a commitment to student-centred and inclusive learning which benefits all students, while supporting the additional entitlements of Equality groups such as disabled students? you track and review the success of WP and Equality groups and take action to overcome poorer outcomes? the core curriculum include personal and professional development to enhance the progression of all students into the graduate labour market and/or further learning, including those from WP target groups and Equality groups? postgraduate study accessed by WP and Equality groups to the same extent as by the rest of the student population? your WPSA explicit about the expected outcomes of policies and interventions for specific Equality groups, the level of change anticipated over a specific time period and the methods of data collection or existing data that will be used to measure change? you undertake further research to be sure that observed changes are the result of your policies or interventions? do all parts of the institution make use of institutional data and research about progress towards equality, again with regard in particular to specific groups such as disabled learners and BME students? you undertaken equality impact assessments of your widening participation work to more fully understand institutional strengths and to set future priorities?