Regional Training Unit

Accredited Course Programmes

Induction

Regional Training UnitRegional Training Unit

Course Induction MaterialsCourse Induction Materials

1. Staff College Customer Standards Page 3

2. Health and Safety Policy Page 9

3. Equal Opportunities Policy Page 13

4. The Equality Scheme Page 21

5. Data Protection Act 1998 Page 41

6. Quality Assurance Policy Statement Page 45

7. Policy and Appeals Procedure for RTU Accredited Courses

Page 48

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1. Staff College Service Standards – (Customer Charter 2008)

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1. Staff College Service Standards – (Customer Charter 2008)

‘Making Excellence our Standard’

The Staff College of the Regional Training Unit in partnership with its education sector partners, seeks to provide a range of tailored solutions, including a range of nationally accredited courses that will enable those partner organisations to achieve their key objectives.

The Staff College teams of Professional Development Officers work on a facilitative and consulting basis to help the staff within the education community achieve their wider business objectives. In addition, a wide range of strategic partnerships with public and private sector organisations have been developed to further enhance the services we provide.

Service Standards

We are taking up the challenge of developing new customer service standards that will shape the way we deliver our services to our partners, now and in the future.

This document sets out the standards that we aim to follow in order to provide you with the highest possible standard of learning and development and excellent customer service.

The Staff College of the Regional Training Unit is committed to providing an efficient, effective and value added services for all our customers. We will endeavour to meet or exceed these standards at all times and we will measure our performance on an annual basis, so that we can take action to continuously improve the service we provide.

We seek to ensure that:

1. The standards of the Regional Training Unit Staff College accredited courses are appropriate to their related awards.

2. The standards of awards are kept under review to ensure the continued validity of the award and that candidate achievement is commensurate with these.

3. Standards are externally validated through the input of external assessors and by the relevant professional bodies i.e. the Institute of Leadership and Management and the Chartered Management Institute.

4. The learning resources provided are sufficient to support candidates in achieving the qualification for which they are registered.

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You can expect that RTU Staff and Associates will:

Behave professionally and politely;

Wear name badges and tell you who they are;

Treat you with courtesy, fairness, honesty and respect;

Make sure that our services are accessible to everyone;

Listen to you carefully and use plain English when we write or speak to you;

Explain our decisions and the reasons for them;

Respect confidentiality;

Ensure that data held about you, both manual and computerised, is accurate, up-to-date, secure and confidential;

Be punctual;

Carry out a course induction at the beginning of each course as appropriate to the level and duration of the programme:

Provide you with information about the relevant dates of courses and tutorials and proposed venues, at least 4 weeks in advance of the commencement of the course and that you will be provided with reasonable notice of changes, wherever possible;

Be accountable for our actions;

Ensure that our customers help shape the service we deliver; through participation in course evaluation, focus groups and surveys;

Ensure that regular feedback on your progress is provided through tutorial sessions as appropriate;

Seek to enhance the quality of our provision following evaluation and review by professional bodies and feedback from candidates;

Work in partnership with you to assist your learning, recognising that this is an ongoing process;

Make available access to library and resource services, including on-line services and expert guidance and support;

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Provide training content and materials which are current and up-to-date and which demonstrate current thinking and different perspectives on the subject matter;

Ensure that all information available on the RTU web-site at www.rtuni.org relating to the Staff College is relevant and up to date;

Seek to create and maintain an atmosphere and environment which is conducive to learning and free from harassment and discrimination;

Inform you of the programme requirements in relation to work required in the form of assignments etc., and of the potential consequences for late submission of or non-submission of coursework and failure to attend pre-arranged courses and tutorials;

What we expect from you

That you will be courteous, prompt, efficient and behave in a professional manner in your dealings with staff;

That you will contribute towards creating and maintaining an atmosphere and environment which is conducive to learning;

That you will advise the Regional Training Unit of any changes in your contact details;

That you will advise the Regional Training Unit at least 2 weeks in advance of your inability to attend a planned course or other event;

That you will attend all courses, tutorials and other events and actively participate in all such events;

That you will submit all written assignments, and/or other course work as appropriate within the specified time limits;

That you will arrive prepared for the course in respect of pre-course reading required, and for having appropriate materials for note taking and storing materials;

That you take advantage of, as required for research purposes, the resources available through the Management Resource Centre of the Regional Training Unit;

That you will ensure that mobile telephones and other portable devices are switched off or are on silent mode during courses and tutorials;

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What you can expect when you contact us

We will endeavour to answer at least 85 % of all phone calls within 5 rings;

The member of staff who answered your call:o will tell you their name when they answer;o try to help you;o try to connect you to someone who can deal with your call, if they are unable to

help;o take a message and arrange for someone to call you back if they are unable to

connect you.

We will reply to phone messages within 2 working days of receipt of the message.

If the person you wish to speak to by telephone is not available, we will use voice mail and check these regularly so that we can respond with 2 working days.

We will take any messages with care and hand them on without delay.

If we have to pass on your call, we will try to make sure it goes to the right person and we will explain your enquiry or request to them before we pass it on.

When we telephone you, we will give you our name, tell you we are calling from the Regional Training Unit Staff College and explain clearly why we are phoning.

We will endeavour to reply to at least 80% of correspondence including e-mails, within 5 days. If this is not possible you will receive an acknowledgment and be informed of when you could expect a full response.

We will acknowledge written enquiries and e-mails within 3 working days of receipt. We will respond to all enquiries and requests for information within 5 days.

If it is going to take longer than 5 days to give a full response, then we will let you know why and keep you informed of progress.

We will use e-mail auto response when out of the office stating alternative contact details for urgent enquiries.

If you visit the RTU, we aim to see you at your appointment time.

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Customer feedback

We seek to use customer compliments, comments and complaints to drive improvements to the services we provide. We will aim at all times to provide a service of the highest quality.

It is recognised however, that there may be times when things go wrong and that we disappoint our customers. If you experience such a situation, we would welcome the opportunity to put things right and ensure that the situation does not happen again. We welcome feedback in a variety of methods including:

in person by phone or fax; in writing by e-mail via the website or through course evaluation forms

We will also provide as appropriate, details at the beginning of your course, of our appeals procedure in relation to assessment decisions we make in relation to your work.

Most problems can be resolved straightaway simply by talking to a member of the Staff College Team, about the issue that concerns you. If you wish to make a complaint about any aspect of our service provision, we aim to respond to your complaint within 5 working days of receipt.

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2. Health and Safety Policy2. Health and Safety Policy

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2. Health and Safety Policy2. Health and Safety Policy

General statement of health and safety policy

Objectives

The objective of this policy is to ensure, so far as is reasonably practicable, that no person is placed in a position where injury or ill health is caused as a result of the board’s undertaking.

1. The Belfast Education and Library Board recognises and accepts responsibility for safety and health as an employer and in particular duties laid down in Article 4 (Employers Duties) of the Health and Safety at Work (Northern Ireland) Order 1978. It also accepts the duties laid down in Articles 5 and 6 of that Order to persons other than their employees.

2. The board will take all reasonably practicable steps to meet this responsibility for those employed by it at Catholic Maintained Schools under the terms of Article 88 of the Education and Libraries (Northern Ireland) Order 1986.

3. Where reasonably practicable it will pay particular attention to the provision and maintenance of:

A safe place of work, safe access to it and safe egress from it; Plant, equipment and systems of work that are safe; Safe arrangements for the use, handling, storage and transport of articles and

substances; Sufficient information, instruction, training and supervision to enable all

employees to avoid hazards and contribute positively to their safety and health at work;

A healthy working environment; and Adequate welfare facilities.

4. The board will so far as is reasonably practicable, provide and maintain up-to-date information for all staff on the potential hazards of substances used at work.

5. Without detracting from the primary responsibility of Board of Governors, principals and supervisors for ensuring safe conditions at work, the board, where reasonably practicable, will provide competent technical advice on safety and health matters where necessary to assist management in this task.

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6. The board will co-operate fully in the appointment of safety representatives for teaching and non-teaching staff by recognised trade unions and will provide them, where appropriate, with sufficient facilities to carry out this task.The board will co-operate fully where requested in the setting up of a safety committee.

7. The arrangements outlined in this statement and the various safety provisions made by the board, cannot in themselves prevent accidents or ensure safe and healthy working conditions. Only good working practice will ensure safety. Every reasonable step will be taken to reduce hazards to a minimum but all staff must appreciate that their own safety and that of others, depends also on their individual conduct and vigilance.

8. The board will establish monitoring procedures to increase the effectiveness of the board’s safety and health policy.

9. The Belfast board commits to establishing a positive and proactive “safety culture” throughout the organisation, a culture commensurate with best business practice.

10. A copy of this statement will be issued to all employees. It will be reviewed, added to or modified as required and may be supplemented in appropriate cases by further statements relating to the place of work of particular groups of workers.

Effective from: December 2005 To be reviewed: November 2008

Signed: Chief executive Chairperson

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All employees

All employees have a responsibility to exercise personal care and attention for the safety of themselves and others, and to co-operate with their employer in the execution of this policy.

In the discharge of this responsibility employees shall:

Perform their duties in a safe manner and pay particular attention to the Sectional Safety procedures;

Report all accidents and injuries to their Supervisor/Safety Coordinator/Appointed person as soon as possible;

Obtain adequate treatment for injuries as soon as practicable;

Report all defects in equipment and protective clothing and any hazards to their supervisor as soon as possible.

Assist in the investigation of injuries and accidents;

Observe all the safety rules of the board.

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3. EQUAL OPPORTUNITIES POLICY

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3. EQUAL OPPORTUNITIES POLICY

1. GENERAL1.1 The aim of this policy is to communicate the commitment of the Belfast Education and

Library Board to the promotion of equality of opportunity. It is the policy of the Belfast Education and Library Board to provide employment equality to all irrespective of:

gender, marital or family status;

sexual orientation;

transexuality;

gender re-assignment;

religious belief or political opinion;

racial group1;

age;

disability;

trade union membership or non-membership;

criminal record.2

Selection for employment and advancement will be on the basis of suitability, qualifications and aptitude to carry out the duties of the post. This Policy applies to recruitment and selection, training and other benefits and facilities. The board will positively promote and rigorously observe the objectives and principles set out in this statement and is committed to implementing policies to promote equality of opportunity, fair participation and good relations in the board.

We recognise that the provision of equal opportunities in the workplace is not only good management practice, it also makes sound business sense.

2. LEGAL FRAMEWORK2.1 This policy has been developed within the framework of current employment legislation. The

board is committed to the promotion of equality of opportunity, fair participation and good relations and the prevention of unlawful discrimination. The board is opposed to all forms of unlawful discrimination, direct or indirect, against any person in the recruitment and selection process, in training or in any other way.

1 Throughout this document the word ‘racial group’ is to be understood, in line with the Race Relations (NI) Order 1997, to include colour, race, nationality or ethnic or national origin. Irish Travellers are recognised by the Order as being members of a racial group.

2 A person’s criminal record will be seen in the context of the post, ability to do the job and the responsibility of employers for child protection, for the care of funds, resources, the public and other employees. Only offences relevant to the post in question will be considered.

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However, the existence of law cannot itself ensure that any policy of non-discrimination will work effectively. This will be achieved only if management and staff at all levels examine critically their attitudes to people and ensure that no trace of discrimination is allowed to affect their judgement. All staff should be aware of the forms which unfair discrimination can take, guard against them and avoid any action, which might influence others to discriminate against them and avoid any action which might influence others to discriminate unfairly.

The board recognises its obligations under the:

Equal Pay Act (NI) 1970 (as amended);

Sex Discrimination (NI) Order 1976 (as amended);

Fair Employment & Treatment (NI) Order 1998 (as amended);

Race Relations (NI) Order 1997 (as amended);

Disability Discrimination Act 1995 (as amended);

Employment Equality (Sexual Orientation) Regulations(NI) 2003:

Employment Equality (Age) Regulations (NI) 2006.

In addition, specific obligations are imposed on “public authorities”, including the board, in respect of the need to promote equality of opportunity and the desirability of promoting good relations under Section 75 of the Northern Ireland Act 1998. This Policy is underpinned by a recognition of the importance for the board of equality of opportunity and good relations in the workplace. It is the board’s intention to comply with the spirit as well as the letter of the legislation.

2.2 The board is committed to preventing any form of direct or indirect discrimination or victimisation against any applicant, potential applicant, employee, trainees and students on work placements on grounds of his or her sex, marital status, sexual orientation, transsexuality, religious belief, political opinion, race, disability or age.

Direct discrimination means treating an individual less favourably on any of the above grounds. In the case of disability discrimination it also occurs where there has been a failure to comply with the duty to make reasonable adjustments for a person with a disability. In a small number of circumstances age discrimination may be permitted where an employer can demonstrate that such treatment is objectively justified.

Disability-related discrimination occurs when, for a reason that is related to a disabled person’s disability, an employer, without justification, treats the disabled person less favourably than others to whom that reason does not apply.

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Indirect discrimination3 can generally be defined as applying a provision, criterion or practice which although applied equally to all, places a person or a group at a particular disadvantage which the board cannot show to be a proportionate means of achieving a legitimate aim.

Victimisation means treating a person less favourably than another because that person has asserted their rights under the anti-discrimination legislation or has helped another person to do so or has given information to the Equality Commission for Northern Ireland, or because it is suspected that the person might do any of these things.

2.3 Care must be taken to guard against more subtle and unconscious forms of discrimination which may not be immediately obvious. This may result from generalisations about the capabilities, characteristics, or interests of particular groups, which influence the treatment of individuals or groups. For example, preconceptions about their suitability for a particular post, level of management, location, training course or other development opportunities etc.

2.4 The board is committed to preventing discrimination in the form of harassment of any individual or group. Harassment may constitute unlawful discrimination under current anti-discrimination legislation.

Harassment means any behaviour, deliberate or otherwise, which is unwanted and offensive to an individual or group and which may violate an employee’s dignity or create an intimidating, hostile, degrading, humiliating or offensive working environment.

2.5 The board will promote a supportive, good and harmonious work environment, free from material or behaviour likely to be offensive, provocative, or intimidating or in any way likely to cause apprehension to any employee. In accordance with this principle, the Policy and Code of Practice on Measures to Combat Harassment in the Workplace has been drawn up and agreed with the recognised trade unions and has been issued to staff. The board will promote and provide the necessary training relating to this policy.

2.6 Managers and supervisors must be seen to be impartial in their dealings with staff and ensure their conduct at all times accords with the Equal Opportunities Policy. They must take appropriate action to deal with any difficulties arising from a lack of impartiality by any member of their staff within their area of responsibility.

2.7 All employees are bound by this Policy to ensure that their behaviour at all times accords with the principles set out in the Equal Opportunities Policy. Breaches may be dealt with under the appropriate procedures.

3 The ‘equality group’ can be defined as being a group composed of persons of the same sex, marital status, religious belief, political opinion, race, sexual orientation.

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3. IMPLEMENTATION3.1 Management Arrangement

The chief administrative officer4 with the assistance of the equality manager5 is responsible for monitoring, co-ordinating and developing the policy under the direction of the chief executive. Heads of departments, branch heads and line managers will ensure that staff for which they are responsible are aware of, and abide by this Policy. The Policy will be adopted at all levels of management. All staff employed by the board have a responsibility to accept their personal involvement in the application of the Policy.

3.2 Communicating the Equal Opportunities PolicyThis Policy will be publicised throughout the board, distributed to existing staff and issued to new recruits. It will be reflected as appropriate in training courses and included as guidance to recruitment and selection panels. A summary of the EqualOpportunities Policy will be included in careers literature and will be issued to job applicants.

3.3 Monitoring and Affirmative ActionThe composition of employees, applicants for employment and appointments will be monitored annually on the basis of sex, community background, marital status, race, disability and age. The purpose of regular monitoring is to provide the information required to measure the effectiveness of this Policy and provide an objective view on the existence and progress of equality of opportunity. To this end, an information system has been established to provide accurate and up-to-date information.

3.4 Policies and procedures in respect of employment and advancement will be periodically reviewed to maintain a system where individuals are treated solely on the basis of merit.

3.5 The board will take such affirmative action as is deemed lawful, appropriate and necessary to ensure equality of opportunity. Goals and timetables, where appropriate, will be set to measure progress which can reasonably be expected as a result of affirmative action.

3.6 The board will regard breaches of this policy as misconduct which may result in disciplinary action under the Disciplinary Procedure.

4. RECRUITMENT AND SELECTION4.1 The board will ensure that advertisements do not indicate, or appear to indicate, an intention

to discriminate in recruitment, selection or transfer. Advertisements must not be confined unjustifiably to areas or publications which would exclude or disproportionately reduce the numbers of applicants of a particular group as per paragraph 1.1 of this Policy. Advertisements will include an equal opportunities statement.

4.2 Opportunities to obtain information on careers in the Boards/Staff Commission will be readily available to all existing and potential employees and all other interested parties.

4 For each Board to determine5 For each Board to determine

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4.3 Eligibility criteria for recruitment and selection must be related to ability to do the job and will be non-discriminatory. Eligibility criteria will be made known to prospective applicants.

4.4 Applications must be submitted on official application forms and appointments will be made following a selection process, which provides for short listing and interview panels.

4.5 Tests used in the selection process will be regularly reviewed to ensure they are job-related and do not unlawfully discriminate.

4.6 Staff involved in the selection process must follow the Staff Commission’s Code of Procedures on Recruitment and Selection. All staff involved in the recruitment and selection process will receive training in the board’s recruitment and selection policies and procedures including equal opportunity awareness training. Decisions relating to the selection process and the reasons for such decisions will be recorded at each stage of the selection process. All documentation in relation to selection panels will be retained for a period of at least three years.

5. TRAINING5.1 Staff will be provided with equality awareness training to ensure they are aware of current

legislation and provided with guidance on the avoidance of discrimination. This will be included as appropriate in management and supervisory development programmes so that those staff with managerial and supervisory responsibility perform their duties with a full knowledge of the implications of the equal opportunities legislation.

5.2 All staff will be encouraged to take advantage of the training and career development opportunities available to enable them to develop the necessary skills and provide the opportunity for them to achieve their full potential.

6. STAFF APPRAISALPerformance review within the board will be based solely on an objective assessment of the individual’s capabilities, performance and potential. In accordance with the board’s Policy and Code of Practice on the Employment of People with Disabilities, it is important to consider whether it is necessary or desirable to assure disabled employees that reasonable adjustments will be made to any aspect of the premises or work arrangements so as to prevent the disabilities reducing the employees’ performances at work.

7. FINDING THE BALANCE – WORK-LIFE POLICIES IN PRACTICEIt is in the interests of the board that it retains trained staff. Management in consultation with staff representatives, should consider what steps can be taken, consistent with the justifiable needs of the service, to enable staff to reconcile their work with their domestic responsibilities. Staff should be made aware of existing provisions such as maternity leave, paternity leave, parental leave, adoption leave, job sharing, part-time working, flexible working hours, career breaks and leave for domestic, personal and family reasons.

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Furthermore, under the ‘family-friendly’ policies of the Employment Act 2002 (the 2002 Act), working parents who are employees have new and additional rights, intended to allow them to be able to spend more time with their young children. The 2002 Act extends rights under the maternity regime and introduces new statutory rights to paternity and adoptive leave and pay. Also, from 6 April 2003, employees with children aged under six or disabled children under 18, who have at least six months continuous service with the employer, have the right to request flexible working. The board is under a statutory obligation to treat such applications seriously.

8. COMPLAINTS8.1 The board is committed to this issue and will take prompt action to investigate any

grievance concerning discrimination, harassment (which includes sexual, sectarian or racial harassment and harassment on grounds of disability) and sexual orientation, or maladministration. The procedures relating to complaints of harassment are laid down in the board’s Policy Statement and Code of Practice on Measures to Combat Harassment in the Workplace.

8.2 These internal procedures do not replace or detract from the right of the employee to pursue complaints under the current anti-discrimination legislation. Help and advice in regard to such complaints is available from the Equality Commission for Northern Ireland, your trade union, the Labour Relations Agency, a solicitor or citizen’s advice bureau. External discrimination complaints are pursued in the Industrial Tribunal or Fair Employment Tribunal. Individuals who feel they have been subjected to maladministration also have access to the Commissioner for Complaints. Individuals should check the time limits under which such complaints should be brought.

8.3 Every effort will be made to ensure that employees making complaints will not be victimised. Any complaint of victimisation will be dealt with seriously, promptly and confidentially. Victimisation will result in disciplinary action and may warrant dismissal.

9. AGREEMENTThis Policy has been agreed by the board with the recognised trade unions within the Education and Library Service. It has also been agreed with the Staff Commission for Education and Library Boards and will be incorporated by the Staff Commission in their Code of Procedures for Recruitment and Selection.

The board acknowledges the support of the recognised trade unions and staff associations for the principle of equality of opportunity and their commitment to the content and implementation of this Policy statement.

10. REGULAR REVIEWThe board is committed to a process of consultation with recognised trade unions and staff representatives on the policy and practices outlined in this statement. These will be regularly reviewed to ensure that the board’s objectives on equality of opportunity are

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assessed and such affirmative action as is deemed lawful, appropriate and necessary will be taken.

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4. EQUALITY SCHEME

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4. EQUALITY SCHEME

Foreword

As Chairperson and Chief Executive of the Belfast Education and Library Board we are pleased to present the Board’s Equality Scheme (“the Scheme”). The Scheme has been drawn up in line with the requirements of Section 75 and Schedule 9 of the Northern Ireland Act 1998 which places new duties on public authorities to promote equality of opportunity and good relations.

This Scheme is important because as well as being a statement of compliance, it outlines a plan for the more effective mainstreaming of equality issues, thus ensuring that they are central to the whole range of policy decision-making within the Board.

The Board is committed to:-(i) allocating necessary resources in terms of people, time and money to ensure the

implementation of the Scheme;(ii) putting in place internal arrangements to ensure that the duties are effectively complied

with and for monitoring and reviewing progress;(iii) introducing a planned programme of communication and training on the Scheme.

We will consult widely with all interested parties including parents, youth, staff and all of those who are involved with the services that the Board provides.

We hope that you will find this Scheme presented in such a way that it affords you the maximum opportunity to have a constructive input into its context. Alternative formats are available if you require and we look forward to hearing your views.

_______________________ __________________________Chairperson Chief Executive

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1.0 INTRODUCTION

1.1.1 The Belfast Education and Library Board (“the Board”) was established in 1973, following the reorganisation of Local Government in Northern Ireland. It is a corporate body, established under statute as the local authority for education. Its functions and responsibilities are derived from statute. Currently its central core activities are the provision of: pre-school, primary and secondary education; special education; youth services; and library servicesthroughout the geographical area encompassed by the Board.

Ancillary, supplementary and often complementary to these activities, the Board is responsible for a wide variety of functions such as, by way of example only, school meals, home to school transport and the curriculum support service to schools.

1.1.2 The Board consists of thirty five members appointed for a four year period by the Minister responsible for Education to represent: Belfast City Council the interests of transferors of schools the interests of trustees of maintained schools the services for which the Board is responsibleThe members meet on a monthly basis (except in the summer months) and on a regular basis as committees and sub-committees.

1.1.3 Organisational Structure of the Board. (see Appendix B)

1.1.4 The Chief Executive is responsible for ensuring that the decisions of the Board are implemented, the day to day management of the organisation, and for ensuring the organisation works effectively in accordance with Government policy and public service values. The Chief Executive is also the Board’s Accounting Officer and in that capacity is responsible for the effective and efficient use of resources and the maintenance of appropriate standards of financial accountability.

The Duties1.2 Section 75 of the Northern Ireland Act 1998 (“the Act”) imposes two sets of duties

upon the Board:1. A set of equality of opportunity promotional duties.2. A set of good relations promotional duties.

1.3 The equality of opportunity promotional duties requires that the Board shall, in carrying out all its functions, powers and duties have due regard to the need to promote equality of opportunity:1. between persons of different religious belief2. between persons of different political opinion

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3. between person of different racial groups4. between persons of different age5. between persons of different marital status6. between persons of different sexual orientation7. between men and women generally8. between persons with a disability and persons without9. between persons with dependants and persons without.

1.4 The good relations promotional duties require that the Board shall without prejudice to its obligation at 1.3 above have regard to the desirability of promoting good relations:-1. between persons of different religious belief2. between persons of different political opinions3. between persons of different racial groups.

The Extent of the Duties1.5.1 None of the equality of opportunity promotional duties, and none of the good

relations promotional duties are free-standing. Instead, each duty arises only in relation to the discharge of the Board’s other functions. In this context, “functions” includes:1. The Board’s legal duties2. The Board’s legal powers and discretions.

1.5.2 The functions of the Board are wide ranging and relate to the following main areas:1. Pre-school education;2. Primary education;3. Secondary education;4. Special Education;5. Psychology services;6. Education Welfare services;7. Maintenance of maintained schools;8. Youth services;9. School attendance;10. Suspension and expulsion of pupils;11. Student support;12. School transport;13. School meals and related facilities;14. Employment of teachers in controlled schools and peripatetic teachers;15. Library services;

16 Employment of non-teaching staff in controlled and maintained schools;

17. Curriculum support;18. Open enrolment and transfer;19. Financing of controlled and maintained schools;20. Governor training;

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21. Behavioural support;22. Exceptional provision.

1.5.3 To give effect to its functions the Board engages in a range of corporate activities which include the recruitment of staff, the maintenance of the Board’s estate, the delivery and development of services and the procurement of services, goods and equipment. In keeping with the Equality Commission’s Guidance, these activities are included in the concept of “functions” for the purposes of this Scheme.

The Equality Scheme1.6 The Act requires the Board to set out in an Equality Scheme how it proposes to fulfil

the duties imposed by Section 75. This document is intended to fulfil that statutory requirement and is the Board’s Equality Scheme.

1.7 The Act requires that the Scheme must show how the Board intends to implement both the equality of opportunity promotional duties and the good relations promotional duties. The Act, in particular, requires that the Scheme must include the Board’s arrangements for:1. Consulting on the draft Scheme (see Chapter 2 below).2. Assessing the Board’s compliance with the two sets of promotional duties (see

Chapter 3 below).

3. Consulting on matters to which an equality of opportunity promotional duty or a good relations promotional duty is likely to be relevant (see Chapter 4 below).

4. Ensuring public access to (a) Board information and (b) Board services (see Chapter 5 below)

5. Assessing public access to (a) Board information and (b) Board services (see Chapter 6 below).

6. Monitoring any adverse impact (on the equality of opportunity promotional duties) of Board policies (see Chapter 6 below).

7. Assessing (and consulting on) the equality of opportunity impact of Board policies (see Chapter 7 below).

8. Training of Officers (see Chapter 8 below).

9. The publication of:-(a) This Scheme (see Chapter 3 below).

(b) Results of monitoring (see Chapter 6 below).

(c) Results of equality impact assessment (see Chapter 7 below).

10. Establishing a complaints procedure (See Chapter 9).

1.8 The Board is committed to the fulfilment of its Section 75 obligations.

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2.0 CONSULTATION ON THE DRAFT SCHEME

2.1 Paragraph 5 of Schedule 9 of the Act provides that, before submitting a draft Equality Scheme to the Commission, the Board shall consult, in accordance with any directions given by the Commission:

1. representatives of persons likely to be affected by the Board scheme; and2. such other persons as may be specified in the directions.

2.2 The Board has widely publicised its willingness to consult on the draft scheme with a broad range of interested bodies.1. Public advertisement;2. Direct mail shot to the bodies listed at Appendix A;3. Directly by telephone contact the bodies lists at Appendix A;4. Holding a “drop in session” for bodies listed in Appendix A.

2.3 As a result of this consultation process the Board received comments from a considerable number of consultees. A summary of the submissions and the Board’s responses are included in Appendix C.

3.0 COMPLIANCE ISSUES

3.1 This Chapter explains the Board’s arrangements for assessing its compliance with each of the equality of opportunity promotional duties and each of the good relations promotional duties.

3.2 The Chief Executive, Mr David Cargo has a responsibility to the Board Members to ensure that the Board fully complies with this Scheme. Operational responsibility rests with the Board’s Chief Administrative Officer who is a member of the Board’s Senior Management Team.

3.3 Each member of the Senior Management Team is responsible to the Chief Executive for ensuring that his/her Business Units fully comply with this Scheme.

3.4 An Equal Opportunities Promotional Unit, reporting to the Chief Executive will be established within the Board. (Discussion is currently ongoing to determine whether an Equal Opportunities Promotional Unit is to be established on a five Board basis).

3.5 In particular, in the context of the equality of opportunity promotional duties, the Unit will have:1. an advisory role ensuring priorities are identified;2. a priority setting role; and3. a duty to keep the Chief Executive regularly informed of progress and problems

in the implementing of the equality of opportunity promotional duties in the Board; that duty will be discharged by providing regular written reports.

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3.6 The Board will screen all proposed policies in accordance with Chapter 7 Paragraph 7.4.

3.7 No policy proposal will be presented to the Board unless it has been screened and if appropriate impact assessed. This rule will be subject only to very limited exceptions; for example an exception would be justified in circumstances of considerable urgency. However in these cases a subsequent screening and (if necessary) impact assessment will be carried out.

3.8 The Board will carry out a systematic review of all its existing policies to determine whether the equality of opportunity dimension and good relations are central to any of them. The process and timetable set out in Chapter 7 will be followed.

3.9 Objectives and targets relating to the statutory obligations will be integrated into the Board’s corporate and business plans. Progress on business plan objectives will be monitored every six months. A review of past performance is an integral part of the annual business planning process.

3.10 The Board will conduct an annual review of progress made in implementing the Scheme and in complying with the Statutory duty. This report will be sent to the Equality Commission to assist it in compiling its own Annual Report as required by sub paragraph 5(1)(b) of Schedule 8 to the Act. The Board will liaise with the Equality Commission with a view to ensuring progress is maintained.

3.11 The Board will communicate to and train its staff on the requirements of the statutory obligations and how they can be implemented. The Board will set and monitor individual objectives for staff with responsibility for policy development and training.

3.12 Details of progress each year will be contained in the Board’s annual report.

4.0 CONSULTATION

4.1 Paragraph 4(2)(a) and (b) of Schedule 9 to the Act requires the Board to state, in its Scheme, the Board’s arrangements for consulting on matters to which an equality of opportunity promotional duty, or a good relations promotional duty, is likely to be relevant (including details of the persons to be consulted). That statement is set out in this Chapter.

4.2 The Board will consult with the Equality Commission and the Community Relations Council, as appropriate, on any issue which it believes to be relevant to the fulfilment of its statutory obligations and it will take account of any proposals from those bodies arising from such consultation.

4.3 As an integral part of the detailed equality impact assessment the Board will consult with relevant public sector organisations and representative groups of the Section 75

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categories. For each consultation, the public sector bodies and representative groups will be identified from the list included at Appendix A of this Scheme. This list is not exhaustive and may be amended in the light of experience. The Board will work with representative groups and individuals of the Section 75 categories in order to identify how best to obtain their views.

4.4 In addition to consultation on equality impact assessments, the Board may also from time to time have a need to consult on matters to which an equality of opportunity promotional duty or a good relations promotional duty is likely to be relevant. For such consultation the public sector bodies and representative groups will be identified from the list included at Appendix A.

4.5 Consultation will commence as soon as possible to allow adequate time for groups to consult among themselves. The Board will aim to provide a period of response of at least two months. However, there may be circumstances when this time scale is not feasible for example in circumstances of considerable urgency. Such circumstances will be monitored, kept under review, justified very clearly and detailed in the Board’s annual report to the Equality Commission. The Board will also be sensitive to the different needs and customs of consultees.

4.6 Normally, consultations will be initiated through the publication of written proposals. In consulting on any matter to which this scheme relates, the Board may also use any of the following methods: Letter Attitude surveys of service users and potential service users Press releases and advertisements Internet Public Meetings Standing or ad hoc consultative fora Consultative panels Direct invitation to groups Questionnaires.

4.7 The Board acknowledges the importance of full participation in any meetings that are held as part of the consultation process. In organising such meetings the Board will give specific consideration to the following:(a) time of day when meeting is held(b) the appropriateness of the venue and in particular whether it can be accessed by

those with disabilities(c) accessibility of the language, the format of information and the necessity of a

signer(d) the provision of childcare(e) how the meeting is to be run.

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4.8 The board will provide relevant quantitative and qualitative data, where available, in order to facilitate meaningful consultation. Any specially commissioned research for impact assessments will be made available.

4.9 The Board will adopt specific approaches in its consultation with young people and those with learning disabilities directing such consultation through schools, the youth service and projects engaging young people being educated otherwise than at school throughout its area. The Board will take account of the Youth Council for Northern Ireland’s guidance on consulting with young people. The Board will give due consideration on how best to consult with people with learning disabilities. An Inter-Board Working Group comprised of senior officers has been established to prepare guidance on this issue.

4.10 The Board will ensure that there are no barriers to the consultation process. Information will be available on request in accessible formats such as Braille, disc and audio cassette and in minority languages to meet the needs of those who are not fluent in English. The Board will ensure that systems are put in place to make such information available in accessible formats and in a timely fashion. Previously, requests for information in an alternative format were dealt with on an individual basis. An Inter-Board Working Group is being established to address the provision of a system for providing information in alternative formats. The Working Group will review arrangements for providing information in alternative formats.

5.0 Ensuring public access to information and services provided by the board

5.1 Paragraph 4(2)(f) of Schedule 9 of the Act requires the Board to state, in it Scheme, its arrangements for ensuring public access to information and to services provided by the Board. That statement is contained in this Chapter.

5.2 The Board is committed to effective communication with the public. It recognises, however, that there is a risk that some sections of the public will not enjoy equality of opportunity in accessing information provided by the Board. There are four particular risk areas:- people with sensory and learning members of ethnic minority groups who are not fluent in English people who read newspapers predominantly associated with one section of the

community children and young people.

5.3 The Board will, within the first year following commencement of this scheme undertake an assessment of its arrangements for providing information in Braille, large print, audio cassette, text phones and minority ethnic language formats for those who are not fluent in English. The assessment will take account of the likely demand for information in such formats across its direct services and key policies together with resource implications and make recommendations on how public access to

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information might be improved. Consideration will also be given to how best to communicate information to young people and those with learning difficulties.

5.4 With a view to ensuring public access to the Board’s accommodation which is open to the public, the Board will maintain a welcoming and harmonious environment. Due regard will be given to the relevant provisions of the Disability Discrimination Act 1995.

5.5 In disseminating information through the local press, the Board will ensure that press statements and public advertisements are accessible to both main communities.

5.6 Following approval of the Scheme by the Equality Commission this Scheme will be published in a manner which will ensure equality of access to the information which it contains. The Board will publish its Scheme in hard copy, on a floppy disk, on audio tape in Braille and on the Board’s website www.belb.org.uk/equality/equality.htm (where applicable). Copies of the Scheme will be forwarded to the bodies listed in Appendix A and a prominent press advertisement will be issued at the time of the Scheme’s official publication. Specific consideration will be given on how best to communicate the Scheme to young people and those with learning difficulties.

5.7 If the Board becomes aware that individuals or groups have difficulty in accessing the Scheme, the Board will, in consultation with those affected, endeavour to address such difficulties.

6.0 MONITORING

6.1 Paragraph 4(2)(c) of Schedule 9 of the Act provides that the Board’s Scheme must state the Board’s arrangements for monitoring any adverse impact, in relation to the promotion of equality of opportunity, of policies adopted by the Board. That statement is set out in this Chapter.

6.2 Paragraph 4(2)(f) of Schedule 9 of the Act provides that the Board’s Scheme must state the Board’s arrangements for assessing public access to information and to services provided by the Board. That statement is also set out in this Chapter.

6.3 Knowledge of the uptake of services provided by the Board and the impact of its policies on the different groups within the section 75 categories will be of assistance in assessing progress towards equality of opportunity. Within one year of approval of this Scheme, the Board will assess the extent of existing monitoring and the scope for extending it to meet the new obligations imposed by the Act. In addition to the value of any further information required for assessing progress towards equality of opportunity and public access to Board information and services, this review will also take into account the following factors:- Resource implications Readiness of the public to supply information

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Availability of proxy measures e.g. postcode analysis.

6.4 In some cases an equality impact assessment may identify an anticipated adverse impact on particular groups within the categories listed in Section 75 category. Assuming that no alternative policy is feasible, steps will be taken, wherever possible, to mitigate such anticipated adverse impact. The Board may, in these circumstances, commission special monitoring to confirm the extent of the differential adverse impact and/or the success of any mitigating measures. Information collected in this special monitoring will be taken into account in any future review of the policy.

6.5 In conducting monitoring the Board may use the following data sources:- Information from the Department of Education, Department of Culture Arts and

Leisure, Department of Further and Higher Education Training and Employment Comparable information from Great Britain or Europe Census Labour Force Survey Continuous Household Survey Internet group data Statutory Agencies Deprivation studies and other appropriate indices Published research reports Community views.

6.6 The Board will make publicly available the outcome of any monitoring undertaken in relation to paragraphs 6.3 and 6.4 above. This material will be accessible on the Board’s Internet Website (where available). It will also be available in printed form and in alternative formats from the Board’s Headquarters through a request in writing to the Board’s Chief Executive. The availability of such reports will be publicised through press releases and in the Board’s libraries.

7.0 EQUALITY IMPACT ASSESSMENTS

7.1 For the purposes of this Scheme, the Board has defined a “policy” as being any “decision” taken as to how the Board should fulfil its functions both statutory and non-statutory (other than individualised decision taking) and includes unwritten as well as written policies. In conducting its business, the Board has a statutory duty to implement policies from external sources, namely the Department of Education, The Department of Further and Higher Education Training and Employment and The Department of Culture, Arts and Leisure as well as formulating its own. It is the Board’s view that where it is required to implement a policy by another public authority that the implications of that policy on equality of opportunity and good relations should be addressed by the source through a process of partnership with the Board.

7.2 The Equality Impact Assessment Duty31

The policy impact assessment duty is contained in paragraph 4(2)(c) of Schedule 9 of the Act. This requires the Board to state, in this Scheme, its arrangements for assessing and consulting on the likely impact, (on the promotion of equality of opportunity), of existing or proposed Board policies. That statement is set out in this Chapter.

7.3 ScreeningThe Board is committed to carrying out a systematic review of all its existing and proposed policies.

7.3.1 In fulfilling its statutory obligations the Board intends to adopt a four stage approach:-

Stage 1 - Screening of Policies

Stage 2 - Timetable for setting prioritiesStage 3 - Consultation

Stage 4 - Detailed report in the Annual report to the Equality Commission.

7.4 Stage 1 Screening of PoliciesThe purpose of screening, in relation to a particular policy, is to consider whether or not the policy, in practice, has the potential to significantly affect the prospects for success or failure in relation to one or more of the equality of opportunity promotional duties. That issue should be separately considered in the context of each of the equality of opportunity promotional duties. In considering the issue, in relation to any such duty, due regard should be paid to the following questions:1. Is there any evidence of higher or lower participation or uptake by different

groups?2. Is there any evidence that different groups have different needs, experiences,

issues and priorities in relation to the particular policy issue?3. Is there an opportunity to promote equality of opportunity between the relevant

different groups, either by altering the policy, or by working with others, in Government, or in the larger community, in the context of the policy?

4. Have consultations with relevant groups, organisations or individuals indicated that policies of that type create problems specific to any relevant group?

If the answer to any of the criteria set out above is positive, the Board will consider whether to subject the policy to an equality impact assessment. The Board considers that not all its policies require a detailed Equality Impact Assessment to be undertaken and believes that only those policies which may present a significant risk to the statutory duty in section 75 (1) of the Act to “have due regard to the need to promote equality of opportunity” should be subject to such detailed assessment.

7.5 Stage 2 Timetable for Setting Priorities

Having screened its policies as outlined in Stage 1 and identified which policies it believes should be subjected to full impact assessment (taking into consideration the

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comments contained in paragraph 7.1 above), the Board proposes to prioritise these impact assessments.In determining priority the Board will consider the following factors:- social need effect on people’s daily lives effect on economic, social and human rights its own best value programme the timetable established by other relevant statutory agencies in relation to common functions e.g. Youth services scale of expenditure incurred by the policy.

7.6 Stage 3 ConsultationThe Board will carry out stages 1 and 2 within 6 months of submitting its Scheme to the Equality Commission. It will then consult with the organisations listed at Appendix A on the results of the screening and its time tabling prioritisation exercise.

7.7 Stage 4 Report of the Screening ExerciseThe Board will prepare a detailed Report of the screening and consultation exercise in its annual report to the Equality Commission. The Report will detail the policies proposed by those consulted as appropriate for impact assessment and also those which have not been so included and why. The timetable arrived at for Equality Impact Assessment following consultation will be included in the Report of the screening exercise.

7.8 Proposed Policies7.8.1 During the period of 12 months following the commencement of this Scheme the

Board currently anticipates that the following proposed policy will require equality impact assessment:-Electronic Libraries

7.8.2 Other proposed policies may be developed during the five year period which cannot yet be specified. Any proposed policies will be screened for impact assessment using the criteria identified at paragraph 7.4 above. The methodology which will be used for an equality impact assessment is set out below.

7.9 Overview of the Impact Assessment Process7.9.1 The impact assessment process will normally include each of the following stages:

1. Consideration of available data and research2. Consultation in the context of the assessment3. Consideration of methods to mitigate any adverse impacts of the policy

proposals

4. Consideration of alternatives to the relevant policy (proposed policy).

7.10 Considering Available Data and Research

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At this stage of the impact assessment process, due account will be taken of each of the following:1. The outcome of any relevant monitoring 2. Any available data and/or research which is likely to be helpful in assessing any

impact of the proposed policy in the context of any of the equality of opportunity promotional duties.

7.11 In some circumstances, it may be thought appropriate to commission new data and/or new research, for the purpose of facilitating impact assessment.

7.12 Consultation - Impact Assessments

7.12.1 Impact assessment consultation will be carried out in accordance with good practice, any relevant legal requirements and the general principles set out in Chapter 4, paragraphs 4.7 and 4.8.

7.12.2 The Board will use such methods of consultation as it considers to be best suited to facilitating effective consultation, in all the circumstances of the particular policy. In some circumstances, it may be thought appropriate to facilitate consultation through: Represented press releases Prominent advertisements in the press Direct invitation to groups which are likely to be interested in and able to

represent interests and views which would otherwise be inadequately represented and/or

Standing or ad hoc consultative fora.

7.12.3 For each policy the public sector and representative groups to be consulted will be drawn from Appendix A. In addition any other bodies, groups or individuals who in the opinion of the Board are directly interested in the policy will be consulted.

7.12.4 The outcome of any impact assessment consultation will be brought to the attention, in writing, of the relevant decision maker(s).

7.13 Assessment of Impacts7.13.1 The Board acknowledges that relevant, reliable and up-to-date information is

essential but that this alone does not provide reasons or explanations for differences. Consequently, the Board will use the data from its information gathering process outlined above, to determine whether there is or is likely to be an adverse differential impact, whether direct or indirect, upon the relevant group(s).

7.13.2 If an adverse effect on the relevant categories can be identified, the Board will take legal advice on whether the policy is unlawfully discriminatory, taking into account

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that some policies are intended to increase equality of opportunity by requiring or permitting affirmative or positive action, or action to redress disadvantage.

7.13.3 Acting on legal advice, the Board will decide how it can ensure that it is acting within the law.

7.13.4 In keeping with the Equality Commission’s guidance, where a policy is found not to be unlawful, the Board will consider how to respond in light of the adverse impact identified. The guidance suggests that if the policy is intended specifically to address the needs of a particular group, it may well be justifiable, indeed necessary, in order to promote the equality of opportunity of that group. If this is not the case, the Board will consider whether there are any alternative measures which would achieve the desired aim without the differential impact identified.

7.14 Mitigation7.14.1 If the policy (or proposed policy) seems likely to have the effect of creating or

broadening any relevant inequality of opportunity, the Board is under a duty, as part of the impact assessment process, to consider measures to mitigate any such adverse impacts.

7.14.2 In considering mitigation, the following two questions will be addressed: 1. Is it possible to lessen the severity of the relevant adverse impact within the

policy (or proposed policy) as originally formulated? 2. If it is not possible to do so, or if it is decided not to do so, consideration will be

given to whether there is any other remedy which can be provided to the relevant group.

7.14.3 The consideration of mitigation, and the conclusions arrived at in the course of that consideration, will be documented.

7.15 Alternatives7.15.1 As part of the process of assessing the impact of any particular policy (or proposed

policy), consideration will be given to any alternative policies which might be a better means of carrying out any of the relevant equality of opportunity promotional duties.

7.15.2 Such alternative policy options will be considered separately in relation to each of the equality of opportunity promotional duties and only if either of the conditions below exist: There is currently a significant inequality of opportunity between people within

the relevant groups or There is reason to believe that the policy (or proposed policy), if left unaltered,

may lead to significant inequalities of opportunity.

7.15.3 The consideration of alternative options, and the conclusions arrived at in the course of that consideration will be documented.

7.16 Consideration

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In making any decision on an existing or proposed policy, the Board will take into account any relevant impact assessment and the outcome of the associated consultation. This is a statutory requirement under paragraph 9(2) of Schedule 9.

7.17 Publicity7.17.1 The results of every Impact Assessment will be published and the availability of such

reports will be publicised in local print media and the Board’s website (where available). Each such report will contain the following information:

1. The aims of the relevant policy (or proposed policy). 2. Details of any consideration given by the Board to mitigation. 3. Details of any consideration given by the Board to alternative policies.

7.17.2 The information detailed above will also be available by request in alternative formats.

7.18 Monitoring

The Board is committed to monitoring the impact of all proposed and existing policies in order to find out the effects on the relevant group(s). The availability of this monitoring information will be publicised. If the monitoring and evaluation shows that the policy results in greater adverse impact than predicted, or if opportunities arise which would allow for greater equality of opportunity to be promoted, the Board will ensure that the policy is subsequently revised.

8.0 TRAINING

8.1 Paragraph 4(2)(e) of Schedule 9 of the Act requires the Board to state in its Scheme its arrangements for training. That statement is contained in this Chapter.

8.2 Training will play a major part in the implementation of this Scheme. In particular:1. Such training will emphasise the Board’s commitment to the effective

implementation of the Scheme.

2. Such training will contribute to an understanding by Officers of their personal responsibility (in the context of the carrying out of the duties of their particular post) to assist in the effective implementation of this Scheme.

3. Training for those engaged in the consultation process will be developed in consultation with the affected groups.

8.3 Training will be provided both for Board Members and for Officers.

8.4 Training on this Scheme will be integrated within the general training programme of the Board.

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8.5 Although the contents and methods of each course will obviously vary in the light of the particular roles and functions of each set of course participants, the over-riding objective will be the same. That objective is to ensure that the Board fully and effectively implements this Scheme and that Board Officers are fully aware of their responsibilities in that context.

8.6 Following the receipt of further guidance on training, the Board will be drawing up a planned programme of its delivery as per the Equality Commission’s published Guidelines and advice.

The key objectives of this training plan will be:

(i) To prepare a detailed training plan for all of the Board’s staff over the five year period to which the Equality Scheme refers to achieve the objectives outlined below.

(ii) To raise awareness of current anti-discrimination legislation in Northern Ireland, including the provisions of Section 75, Schedule 9 and Section 76 of the Northern Ireland Act 1998. This should include an explanation of the duties and their implications for all employees.

(iii) To provide those employees involved in the screening of policies with the necessary skills and knowledge to do this work effectively.

(iv) To provide those employees involved in the equality impact assessment of policies with the necessary skills and knowledge to do this work effectively.

(v) To provide those employees who deal with complaints in relation to the implementation of the Board’s Scheme, with the necessary skills and knowledge to investigate and monitor complaints effectively.

(vi) To provide those employees involved in the consultation processes with the necessary skills and knowledge to do this work effectively.

(vii) To provide those employees involved in the implementation and monitoring of the effective implementation of the Board’s Equality Scheme to do this work effectively.

(viii) To provide more focused training for staff in management roles and other specialist staff such as trainers, lawyers and staff involved in research and data collection, policy development, service design, monitoring and evaluation.

(ix) To evaluate the extent to which all participants in this training programme have acquired the necessary skills and knowledge to achieve each of the above objectives.

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8.7 A copy of this Scheme will be provided to all staff.

9.0 COMPLAINTS

9.1 Paragraph 10 of Schedule 9 of the Act provides that the Board’s Scheme must state the Board’s arrangements for dealing with complaints arising from a failure to comply with the scheme. That statement is contained in this chapter.

9.2 When a person believes that he/she has been directly affected by a failure of the Board to comply with this Scheme, he/she should in the first instance bring his/her complaint to the attention of the Board’s Chief Executive,Mr David CargoBelfast Education and Library Board40 Academy StreetBELFAST BT1 2NQTelephone: 02890 564000Fax: 02890 564015E-mail: equality@belb.co.uk

9.3 The Board will investigate the complaint or give the complainant reasons for not investigating it. Where the Board investigates the complaint it will seek to provide a substantive response to a complaint normally within one month from the date of receipt of the complaint.

9.4 Where a complainant claims to have been directly affected by the failure of the Board to comply with this Scheme, the complainant will be informed of his right to refer the matter to the Equality Commission.

9.5 The Board will monitor complaints that it has not complied with this Scheme.

10.0 SUMMARY ACTION PLAN AND TIMETABLE

Paragraph 4(3)(b) of Schedule 9 of the Act provides that the Board’s Scheme must state the Board’s timetable for measures proposed in the Scheme. That timetable is set out in this Chapter.

The following timetable summarises the measures which the Board proposes to take during the five years following the commencement of the Equality Scheme

Year 1 Dec - Dec Awareness Seminars for StaffNov - Jan Inter-Board Statutory duty Co-ordinating

Group formedJan - March Preparation of Draft Equality SchemeApril - May Advertisements placed in newspapers with

invitation to consult. Consultation on Draft Equality Scheme.

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May - June Responses to consultation considered. Scheme amended and submitted to Equality Commission.

July - June Scheme published Training programme commences and is

ongoing Policy Unit established

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July - June Screening of all existing Policies Submission to Equality Commission of

Report on Screening Exercise Review of monitoring arrangements Review of arrangements for providing

information to the public

Year 2 June - May Implementation of Scheme continues Submission of Annual Report to Equality

CommissionYear 3 Implementation of Scheme continues

Submission of Annual Report to Equality Commission

Year 4 Implementation of Scheme continues Submission of Annual Report to Equality

CommissionYear 5 June - May Implementation of the Scheme continues

Submission of 5 yearly review to Equality Commission

11.0 FIVE YEARLY REVIEW

The Board is committed to conducting a formal review of the Scheme within 5 years of its approval by the Equality Commission. A report of the review will be forwarded to the Equality Commission.

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5. DATA PROTECTION ACT 1998

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5. Data Protection Act 1998

1. Introduction

The Regional Training Unit holds and processes information about its employees, applicants, and other individuals for various purposes (for example, to record academic progress, to operate the payroll and to enable correspondence and communication, including the provision of certificates). To comply with the Data Protection Act 1998 ("the 1998 Act"), information must be collected and used fairly, stored safely and not disclosed to any unauthorised person.

2. Scope of Policy

This policy covers records held and processed by the Regional Training Unit Staff College. The Staff College is responsible for its own records under the terms of the 1998 Act.

3. Summary of Aims

The lawful and correct treatment of personal information is vital to successful operations, and to maintaining confidence in the Staff College and the individuals with whom it deals. Therefore, the Staff College will, through appropriate management, and strict application of criteria and controls:

observe fully conditions regarding the fair collection and use of information; meet its legal obligations to specify the purposes for which information is used; collect and process appropriate information, and only to the extent that it is needed to fulfil

operational needs or to comply with any legal requirements; ensure the quality of information used; apply strict checks to determine the length of time information is held; ensure that the rights of people about whom information is held can be fully exercised under

the Act. (These include: the right to be informed that processing is being undertaken; the right of access to one’s personal information; the right to prevent processing in certain circumstances; the right to correct, rectify, block or erase information which is regarded as wrong information.);

take appropriate technical and organisational security measures to safeguard personal information;

ensure that personal information is not transferred abroad without suitable safeguards.

4. Notification to the Information Commissioner

The Regional Training Unit Staff College, operates under the auspices of the Belfast Education and Library Board (BELB) and the nominated Data Controller to notify the Information Commissioner (formerly called the Data Protection Registrar) of the purposes for which it processes personal data.

5. Data Protection Principles42

The BELB Data Controller, must comply with the Data Protection Principles which are set out in the 1998 Act. In summary these state that personal data shall:

Be processed fairly and lawfully and shall not be processed unless certain conditions are met. Be obtained for specified and lawful purposes and shall not be processed in any manner

incompatible with those purposes. Be adequate, relevant and not excessive for those purposes. Be accurate and kept up to date. Not be kept for longer than is necessary for those purposes. Be processed in accordance with the data subject’s rights under the 1998 Act, as amended by

the Freedom of Information Act 2000. Be the subject of appropriate technical and organisational measures against unauthorised or

unlawful processing, accidental loss or destruction. Not be transferred to a country outside the European Economic Area, unless that country or

territory has equivalent levels of protection for personal data.

6. Processing

"Processing", in relation to information or data, means obtaining, recording or holding the information or data or carrying out any operation or set of operations on the information or data, including:

(a) organisation, adaptation or alteration of the information or data,

(b) retrieval, consultation or use of the information or data,

(c) disclosure of the information or data by transmission, dissemination or otherwise making available, or

(d) alignment, combination, blocking, erasure or destruction of the information or data.

7. Data Protection Officer

The Data Protection Officer is based in the Belfast Education and Library Board. All queries and all requests for access to personal data should be addressed to the Data Protection Officer, Belfast Education and Library Board, telephone 028 90564148, e-mail: dpo@belb.co.uk (see "Right to Access Personal Data" below).

8. Responsibilities of individual Data Users

All members of the Staff College who record and/or process personal data in any must ensure that they comply with the requirements of the 1998 Act (including the Data Protection Principles) and with the BELB’s data protection policy (including any procedures and guidelines which may

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be issued from time to time). A breach of the 1998 Act and/or the Boards data protection policy may result in disciplinary proceedings.

9. Data Security and Disclosure

All members of the Staff College are responsible for ensuring that:

Any personal data which they hold is kept securely. Personal data is not disclosed either orally or in writing or otherwise to any unauthorised third

party, and that every reasonable effort will be made to see that data is not disclosed accidentally.

Unauthorised disclosure is a disciplinary matter and may be considered gross misconduct. If in any doubt, consult the Data Protection Officer.

Personal data must be kept securely and examples of how this may be done will include:

keeping the data locked in a filing cabinet, drawer or room; or if the data is computerised, ensuring that the data is password protected or kept only on disk

which is itself kept securely; or any other appropriate security measure.

17. Right to Access Personal Data

Staff, candidates and other individuals have the right under the 1998 Act to access any personal data that is being held about them either in an "automatically processable form" (mainly computer records) or in a "relevant filing system" (i.e. any set of information structured in such a way that specific information relating to a particular individual is readily accessible) and to request the correction of such data where they are incorrect. The Freedom of Information Act 2000 amends the Data Protection Act 1998 in a number of ways, including extending data subjects’ right of access to personal information held about them by the Regional Training Unit.

An individual who wishes to exercise his/her right of access should contact the BELB Data Protection Officer

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6. INTERNAL VERIFICATION POLICY

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6. QUALITY ASSURANCE POLICY STATEMENT

REGIONAL TRAINING UNIT

STAFF COLLEGE

QUALITY ASSURANCE POLICY STATEMENT

The Regional Training Unit (RTU) Staff College will, for the purposes of quality assurance,

monitor all processes in place for assessing candidate work to ensure that they meet the required

standards of the awarding bodies.

All quality assurance activities will be considered an integral part of every stage of the process.

This will involve a range of monitoring activities which will include:

1. Initial candidate advice and guidance to ensure that only appropriate candidates are

selected for the relevant qualification programme and that the advice and selection

process complies with equal opportunities. A confidential candidate profile will be

maintained for each candidate in order to assist with this process;

2. The appropriate planning of assessment and assessment decision sampling and the

recording of all internal verification activities ensuring that there is a separation of the

role between the internal verifier and assessor;

3. Sampling assessments to ensure that a broad range of candidates and assessors are

included. At least 20 per cent of all work submitted will form the sample. All cases where

special assessment arrangements have been employed will be included. All candidates’

names and registration numbers should be recorded accurately and this document will

remain ‘active’ until all candidates have completed or have left the programme. The

Internal Verifier will liaise with the awarding body through the External Verifier to ensure

that consistent standards of assessment between other centres are maintained;

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4. Standardisation activities to ensure appropriate and consistent decisions across the

assessment team. Meetings of the centre staff team will take place at least on a quarterly

basis. Minutes of such meeting will be documented; actions agreed, recorded and

followed up. Assessment and verification process outcomes will also be monitored and

evaluated.

This Policy is subject to review on an annual basis

March 2009

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7. POLICY AND APPEALS PROCEDURES FOR RTU

ACCREDITED PROGRAMMES

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7. POLICY AND APPEALS PROCEDURES FOR RTU ACCREDITED PROGRAMMES

Centre Policy and Appeals Procedures

Aims:

The Regional Training Unit (RTU) will at all times provide ILM (Institute of Leadership and Management) and CMI (Chartered Management Institute), candidates and their sponsors with opportunities to discuss delivery, assessment and administrative issues with staff in an informal way. This will be made available to all candidates that attend ILM and CMI Courses organised by RTU.

Candidates will be given access to information on:

The coverage of the programme The delivery of the programme The criteria against which judgements are made The way the assessment systems operates, including feedback arrangements The centre’s appeals procedure

Stages in the Appeals Procedure

(A) INSTITUTE OF LEADERSHIP AND MANAGEMENT - ILM

1. The Candidate may appeal the outcome of an assessment decision only on grounds that the assessment procedures have not been properly carried out.

2. To make an appeal a candidate should write to the identified, Centre Co-ordinator within, 14 days of notification of the assessment decision indicating:

The grounds for appeal Providing details of the evidence on which the appeal is based using the relevant

pro-forma, attached Appendix 1

3. When an appeal has been submitted it is the responsibility of the Centre Co-ordinator to consider whether or not there is sufficient evidence to require investigation/further action. The Centre Co-ordinator will process any appeal made by a candidate against the assessment decision in respect of his/her Award submission.

4. The Centre Co-ordinator may require the candidate to attend a hearing. The Candidate will be permitted to have another person accompanying him/her for the

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hearing. The person should not have been involved in the formal assessment of the candidate.

5. The Centre Co-ordinator shall have access to all relevant material, which was available at the time of assessment, connected with the candidate’s case.

6. On considering all the information provided the Centre Co-ordinator may make one of the following decisions:

Confirmation of the original assessment decision

A request to have the candidates work re-assessed by the same or different assessor.

Confirmation that the work presented for the Award is adequate and competent and a recommendation that the assessment decision will be reconsidered.

7. A decision of the appeal will be communicated in writing within 10 working days for the appeal by the Centre Co-ordinator.

ILM Policy/Appeals Procedure:

ILM (Institute of Leadership and management) is an Awarding Body for RTU Management Qualifications. It is recognised that on occasions their sponsors may feel dissatisfied with matters relating to the delivery of assessment of their programmes.

In such instances the Awarding Body is prepared to consider such complaints but these will not be accepted until the Centre has been given a chance to deal with them locally.

There are some issues, however, which the Awarding Body cannot investigate. These are:

Decisions which have been formally notified to the candidate more than six weeks before the appeal is lodged with the Centre

Actions taken before receipt of the candidate’s enrolment details at ILM Central Office.

Matters involving another matter

Matters involving points of law

1. If the candidate is dissatisfied with the local appeal procedures and feel the have not been carried out properly, he/she can complain directly to ILM.

2. Such appeals must be addressed to the Chief Executive ILM:Penny de ValkChief Executive

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1 Giltspur StreetLONDONEC1A 9DD

Submitted in writing by the candidate or sponsor

Received within six weeks of the date by which the candidate was formally notified of the result of the centre’s internal appeals procedure

3. On receipt of the complaint, ILM Management will:

Check that the candidate was registered with ILM at the time of the action or failure to act

Check that the Centre’s internal appeals procedure has been exhausted

Obtain a copy of the complete complaints file which will have been built up by the Centre in their original considerations of the candidates appeal. The file must be returned to ILM within two weeks of the date on which the request is sent to the Centre.

The Chief Executive will nominate a member of the Operations Quality Committee or Education and Training committees to adjudicate on appeal. Where necessary technical advice will available to the adjudicator from the verifier who is attached to an ILM region other than the one from which the appeal has been made. The adjudicator may also request additional evidence from any party associated with the Appeal.

4. The outcome of the Appeal will be notified in writing to the candidate and to the Centre. This notification will normally be within six weeks of receipt of the complaints file. This decision will be final. If the complaint is considered justified the Chief Executive will also set out remedial action that is being undertaken.

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(B) CMI (CHARTERED MANAGEMENT INSTITUTE)

Appeals procedure for candidates

1. The Candidate may appeal the outcome of an assessment decision only on grounds that the assessment procedures have not been properly carried out.

2. To make an appeal a candidate should write to the identified, Centre Co-ordinator within, 14 days of notification of the assessment decision indicating:

The grounds for appeal Providing details of the evidence on which the appeal is based using the relevant

pro-forma, attached Appendix 1

3. When an appeal has been submitted it is the responsibility of the Centre Co-ordinator to consider whether or not there is sufficient evidence to require investigation/further action. The Centre Co-ordinator will process any appeal made by a candidate against the assessment decision in respect of his/her Award submission.

4. The Centre Co-ordinator may require the candidate to attend a hearing. The Candidate will be permitted to have another person accompanying him/her for the hearing. The person should not have been involved in the formal assessment of the candidate.

5. The Centre Co-ordinator shall have access to all relevant material, which was available at the time of assessment, connected with the candidate’s case.

6. On considering all the information provided the Centre Co-ordinator may make one of the following decisions:

Confirmation of the original assessment decision

A request to have the candidates work re-assessed by the same or different assessor.

Confirmation that the work presented for the Award is adequate and competent and a recommendation that the assessment decision will be reconsidered.

7. A decision of the appeal will be communicated in writing within 10 working days for the appeal by the Centre Co-ordinator.

A candidate must in the first instance follow the appeals procedure of the Institute Approved Centre. An Approved Centre must at all times have a clear and up-to-date appeals procedure

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which must be provided to candidates. Only when this route has been exhausted can a candidate appeal to the Institute.

A candidate may appeal to the Institute, free of charge, regarding decisions of an Approved Centre on the following grounds:

a) discrimination of any sortb) dissatisfaction over assessment decisionsc) dissatisfaction over quality of tuition

In all cases, appeals must be submitted, in writing, to the Qualifications Quality manager:

Viv BovingdonQualifications Quality ManagerChartered Management InstituteQualifications DepartmentManagement HouseCottingham RoadCorbyNorthants NN17 1TT

who will provide a copy to the Centre’s External Verifier.

A written acknowledgement of the appeal, stating when the appeal will be heard, will be issued within two working days.

The Centre’s External Verifier will investigate the appeal and report his/her findings, in writing, to the Qualifications Quality Manager with 21 working days.

The appeal decision will be given to the candidate, in writing, within 28 working days of receipt of the written appeal.

The Head of Qualifications and Regional Accreditation Co-ordinator, and where appropriate the Appeals Committee, act as the ultimate arbiters in the case of dispute between candidate and Centre.

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Appendix 1

RTU ACCREDITED QUALIFICATIONS – APPEAL FORM

Section 1: to be completed by the candidate

Name of Applicant: Date: / /

Award:

Name of Assessor

Assessment Decision Result:

Date of Assessment Decision: / /

Please give details below of the grounds of your appeal and any supporting evidence on which your appeal is based. You may continue on the back if required or attach any supporting documentation.

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Continuation Sheet

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Signature of candidate: ____________________________

Date received by Centre Co-ordinator: / /

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Section 2: to be completed by Centre Co-ordinator

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Name of Applicant: _________________________

Further investigation/action required:

No - insufficient evidenceComments:

Yes - please state further action or investigation to take placeComments:

Date of Hearing: / /

Final decision by Centre Co-ordinator

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Continuation sheet from Section 2:

Signature Centre Co-ordinator

Date candidate notified of decision: / /

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