FUNCTION OR POLICY | COMMITMENT
Actions we committed to in our Scheme and new commitments | OUTCOMES/ ACTIONS TAKEN
Work undertaken to date | FUTURE ACTION
Work underway or planned to address these challenges | DEADLINE/ TIMING | CONTACT
Lead unit working on this |
High Impact |
Policy on promoting race equality in schools | We will continue to work with education authorities (EAs), schools and relevant interest organisations in promoting equality in schools and in working towards an inclusive education system. We fund the Centre for Education for Racial Equality in Scotland (CERES) and the Scottish Traveller Education Project (STEP) to take forward race equality policy with EAs and schools. We are mainstreaming equality into all schools policy developments. In particular, activity to support race equality includes practical seminars for schools and EAs on their new duties under RR(A)A which we have commissioned CERES to carry out. We have also set up an RR(A)A Education Delivery Group to ensure smooth implementation of RR(A)A across school sector; commissioned STEP to produce guidance on inclusive education approaches for Gypsies/Travellers within context of interrupted learning; and commissioned CERES to produce anti-racism support materials for teachers to enable effective anti-racism education - to be launched December 2002. | - Practical seminars for schools and EAs on their new duties under RR(A)A carried out by CERES. The majority of seminars have been held but work is ongoing. As well as raising awareness on RR(A)A, seminars provide EAs with an opportunity to share good practice. - SEED also set up an RR(A)A Delivery Group, which sat between Sep 02 - Jul 03, to ensure the smooth implementation of the Act across the schools sector. The Group was chaired and serviced by SEED,and the membership comprised CERES, STEP, HMIE, CRE, CoSLA, AHTS (Association of Head Teachers in Scotland), EIS, ADES (Association of Directors of Education in Scotland), and HAS (Headteachers Association Scotland) - STEP published guidance "Inclusive Educational Approaches for Gypsies and Travellers within the Context of Interrupted Learning" in Jan 03. - CERES launched the Anti-racist Toolkit CD-ROM in Dec 2002. It provides support for teachers in the delivery of anti-racist education. Schools and EA's aware of their duties under RR(A)A and confident in taking them forward. Schools aware of mainstreaming race equality into their work. Recommendations of the expert groups being met, or arrangements under way to meet them. | We will continue to fund CERES to raise awareness on the RR(A)A. They will continue to work on developing resources which can be used for anti-racist education. SEED will continue to provide funding so that STEP can formulate quality indicators for schools to evaluate their performance in relation to the education of Gypsies and Travellers. SEED has asked STEP to carry out research on enrolment, attendance and attainment patterns in schools by Gypsies and Travellers and this is due to be published in March 2004. They will continue to research and promote innovative practice in the field, e.g. distance learning. Work has started on a leaflet with information on the Scottish School system for asylum seeker and refugee parents. This will include basic information on various aspects of the system such as starting and leaving ages, assessment and anti-bullying policy. The leaflet is expected to launch in spring 2004. | | Schools Division, Branch 2 x47843 |
Policy on parental involvement, information and communication | National Debate key priority - "involving parents more in their children's education…by giving parents access and by reviewing and reforming the role of School Boards and Parent Teachers Association." Partnership Agreement commitment to "strengthen the link between parents and schools, improving the quality of information that parents receive about their children's progress at every stage." It is important that parents are actively involved in a real partnership with schools in supporting their children's education. Parent representative bodies need to be representative of the local community. | To encourage more minority ethnic parents to get involved in School Boards, the Executive ensured that support for School Board elections in November 2003 included: - publishing the School Board election poster into Urdu, Punjabi, Arabic, Bengali, Chinese and Gaelic to encourage a wider spread of parental involvement - translating the School Board election leaflet into the six community l languages - Including a paragraph in the School Board leaflet encouraging parents from under-represented groups to get involved Peter Peacock, Minister for Education and Young People, outlined on 15 November 2003 his plans to re-invigorate the parental agenda. He aims to shift the balance from a largely institutional view of parental involvement towards the parent's role as a partner in the learning process. In developing this new approach, PP emphasised the need for - clear recognition of parent's legitimate wishes and expectations - parents to be involved in the shaping the new arrangements - a flexible response to meeting them - a response appropriate to that school and the wishes of that group of parents - regular review of the arrangements - asking parents whether they are right and they are working well In addition, Schools Division are working closely with QUAC Division over parental involvement in the Assessment is for Learning (AiFL) programme. One project within this programme looks at Additional Support Needs, including pupils with English as an Additional Language. Parents' view of new assessment procedures have been collected through focus groups which involved minority ethnic parents. | The Minister will consult on a new approach to parental involvement in early 2004. Parental Involvement is a strength of the education system in Scotland. The new approach will build on current best practices where parents are enthusiastic about their involvement because it is active, well-informed and makes a difference. approach will build on current best practices where parents are enthusiastic about their involvement because it is active, well-informed and makes a difference . Where parents are included in the school's decision-making and have confidence in how their views are gathered and represented. The AiFL programme continues until the end of session 2004/5. | 2003/2004 | Schools Division, Branch 4 x47594 |
Implement the Scottish Exchange of Educational Data (ScotXed) project | ScotXed project is about standardising the way data are held and exchanged between schools, local authorities, SEED, Scottish Qualifications Authority (SQA) and HM Inspectorate of Education (HMIE). The school census was conducted electronically through ScotXed for the first time in autumn 2002. This provides pupil-level data covering a range of characteristics. As part of the project, a major data gathering exercise has been undertaken on the ethnicity and national identity of pupils. From Autumn 2003 the ScotXed collection has been extended to include the gathering of ethnic background and national identity information on staff. These data are currently being processed. Some basic analysis on pupils has also been made possible via the Scottish Neighbourhood Statistics system http://www.sns.gov.uk/default.asp | The ScotXed Project provides baseline information. This increases the capacity for better planning and evaluation The Summary Results of the September 2002 School Census was published in August 2003 providing pupil-level data including ethnicity and national identity of pupils. http://www.scotland.gov.uk/stats/bulletins/00272-00.asp | 2004 and beyond: publication of further analyses within Statistical First Releases and through the ScotXed data warehouse (ScotXchange) | | Information, Analysis and Communications Division x40890 |
Monitor and publish annually data on number of teaching staff in schools using information provided by education authorities and schools | As required by the Race Relations Act (Statutory Duties) (Scotland) Order Article 4(3) | Basic teacher ethnicity data were published in the bulletin on the 2002 annual school census http://www.scotland.gov.uk/stats/bulletins/00272-00.asp | The Teacher Census has been processed and the data published in 2004. The details will disaggregated by Local Authorities for their use. | | Information, Analysis and Communications Division x40890 |
Produce key series of statistical, research and economic publications | Research projects into experience of pupils from minority ethnic communities. | Research into experiences of pupils from minority ethnic communities has been conducted and published. Consideration of minority ethnic communities has been mainstreamed into all research remits. | | | Information, Analysis and Communications Division x40890 |
Medium Impact |
Policy on school admissions and placing requests | The Guidance on inclusive education approaches for Gypsies/ Travellers will impact on this area. | There have been no such placing requests | | | Schools Division, Branch 4 x47594 |
Review of Initial Teacher Education | | Questions on ethnic origin were included in the 2003 Teacher Census. This census is to be conducted annually. Second stage of review launched in Sep 03 and due to report to Ministers by the end of Mar 04. One of the items to be addressed is how to widen access to teaching with a view to the profession better reflecting the gender balance, and ethnicity mix of Scottish society. | | | Teachers Division
X40998 |
To review and support the delivery and development of the curriculum and strengthen identified priority areas: literacy; numeracy; science; enterprise in education; citizenship; and foreign languages | The National Debate on Education - Educating for Excellence - Review of the Curriculum Citizenship - Learning and Teaching Scotland (LTS) published a report "Education for Citizenship in Scotland: A Paper for Discussion and Development". which emphasised that citizenship encompasses gaining knowledge and understanding on 'the diversity of identities - religious, ethnic, cultural, regional, national - within Scotland, across the UK and worldwide'. | Curriculum Review - Steering Group established. Citizenship - Advisory Gp set-up | Curriculum Review - Draft consultation document on principles and framework to be produced for widespread consultation in early 2004 Citizenship - Research being undertaken. Dissemination of good practice | 2007 No set deadline | Qualifications, Assessment and Curriculum Division x41497 |
Review/develop Childcare Strategy in the light of recent policy developments | Considering commissioning evaluation of English research which suggests low take-up of childcare by minority ethnic groups. Also considering ethnic monitoring in annual census of children attending provision. | Research into parents demand for childcare has been commissioned, due to complete by March 2004. The research will assess differences in the use of and demand for childcare for different target groups, including minority ethnic groups. Local authorities have also been asked to review out of school care provision in their areas by Summer 2004, and have been reminded of their general duty under the RRA Act to promote race equality, and that we expect this to be demonstrated in their strategies for out of school care. Ethnic monitoring in annual census is not feasible, as returns are completed by managers of centres, who cannot be expected to assess ethnicity on behalf of children attending. | Consider providing additional guidance to local authorities/childcare partnerships advising that they should specifically consider childcare provision for BME groups, and their involvement in the planning of services. | 2004 | Early Education & Childcare Division, Branch 3
x 47407 |
Low Impact |
Registrar of Independent Schools | Although independent schools are not covered by the RR(A)A, the Registrar will encourage independent schools to adopt the specific duties of the RR(A)A as a matter of good practice, and when issuing new guidance to independent schools will promote the importance of having racial harassment policies and reporting mechanisms. | Officials have met with the Scottish Council of Independent Schools (SCIS) to discuss RR(A)A duties, SCIS held a conference in September 03 including a session on RR(A)A duties. Independent schools showing awareness of the duties, and developing race equality policies. | For independent schools, not covered by the terms of the RR(A)A, we intend to revise guidance notes for owners and managers in view of changes to the registration process. The revised guidance notes will include the importance of having racial harassment policies and reporting mechanisms as best practice promoted by the Registrar of Independent Schools. The draft guidance will be issued for consultation in Spring 2004 | 2003 | Schools Division, Branch 2 x44423 |
To manage the Scottish Education Awards to recognise and reward the good work being done in schools, and help it gain recognition by the business community and people throughout Scotland | The Executive Awards categories include a "Schools for All" award aimed at recognising good examples of integration and social inclusion a "Making the Links" award rewarding schools where practical ways have been found to promote pupils' appreciation of other cultures and communities; and, a "Closing the Gap" award which seeks examples of effective management of schools to tackle deprivation, raise achievement and increase success for all pupils. | Raising awareness of the good things that are taking place in schools. The 2002 Awards Ceremony took place in March 2003. The presentation luncheon for the 2003 event is scheduled for March 2004 | | | New Educational Developments Division x40294 |
Addressing the problem of bullying in Schools | | Racist bullying will be a theme of the anti-bullying competition for schools in 2004, in order to produce materials for the academic year 04-05 | | | Pupil Support and Inclusion Division, Branch 3 x40076 |
National Priorities in Education | One of the five priorities in the National Priorities for Education is Inclusion and Equality: "to promote equality and help every pupil benefit from education, with particular regard paid to pupils with disabilities and special educational needs, and to Gaelic and other lesser used languages". | 10 authorities make explicit mention of race equality policies in their January 2003 Progress Reports and a further 3 do so in their 2003 Statements of Improvement Objectives. Mention is made of dissemination of guidelines on new legislation and training on these guidelines. We will encourage authorities to ensure that they report on these issues within their next progress reports. They did all mention equal opportunities generally, if not race specifically in their Statements of Improvement Objectives. | | | New Educational Developments Division x41485 |
Develop/expand workforce | SE Workforce survey (published May 2002) and DfES research show under-representation of men and ethnic minorities amongst early years workforce. Examining whether to set targets for Childcare Partnerships. | Results from the 2003 workforce survey (published on 3 rd February) show that 2 per cent of pre-school education and childcare workforce are from minority ethnic groups - the same proportion as workers across the economy as a whole. The link http://www.scotland.gov.uk/stats/bulletins/00315-00.asp gives more details Funding allocation for Early Years and Childcare workforce development (2003/6) asks local authorities to "encourage diversity among the workforce that better reflects society". Examined appropriateness of setting targets for Childcare Partnerships and decided against this. | Consider how best to monitor the way in which local authorities have been spending their funds and meeting the need to "encourage diversity among the workforce that better reflects society". | 2004 | Workforce survey - Information, Analysis and Communication Division, Team 5
x41690 Policy on minority ethnic participation in workforce- Early Education & Childcare Division, Branch 1
x 47408 |
Children and Families |
Medium Impact |
To manage and monitor and consider future development of Sure Start Scotland | An evaluation of early years policy is planned over the next 12 months which will take account of race equality issues - for example, in terms of access to services. | We have received a draft copy of the evaluation report and are currently commenting on it. | | | Children and Families Division, Branch 2
x 40253 |
Children's Hearings | Following the Jandoo Report the whole of the Criminal Justice system has had to start collecting information on ethnic origins of victims, witnesses and offenders. The Scottish Children's Reporter Administration (SCRA) is part of this system. | - Training for reporters on ethnic diversity issues is being developed. SCRA has a translation service for papers/reports. They also have leaflets in the languages of the main minority ethnic groups in Scotland -Ethnic monitoring is also in place for the recruitment of panel members by ED. There have been very few returns of monitoring forms, however. | - Nationally, the Integration of Scottish Criminal Justice Information Services (ISCJIS) system is being taken forward and SCRA should be wired into the system by mid-June 2004 - Explanatory information will be sent out to panel members with ethnic monitoring forms in 2004. | mid-June 2004 2004. | Youth Justice and Children's Hearings Division
x 45478 |
Low Impact |
Youth Crime | Programmes to help tackle youth offending. | There are programmes about understanding and respecting other races and cultures. There are also specific projects on sectarian crime and with asylum seekers in Glasgow run by Glasgow City Council and NCH. | Glasgow City Council are currently in discussion with the Youth Counselling Services Agency and Police to develop and create diversion programmes/ activities for black & minority ethnic young people who are on the fringes of anti-social behaviour within Glasgow City. | | Youth Justice and Children's Hearings Division
x 45478 |
Youth Work | Developing a national strategy for youth work. | ED and the Modernising Government fund are supporting the Young Scot youth information portal. The portal provides international and European links. As a leading member of the European Youth Council Young Scot links with 42 different European countries, 30 of which have linked websites. This portal not only supports equality, as it can be accessed by any young person but also is RNIB accredited so that it can be used with a speech reader; it also has the potential for use with community languages to allow translation. There are now Dialogue Youth Units in all Local Authorities. These keep young people, from any background or ethnicity, informed on 17 different issues of interest to youth including health, education and employment. We are funding a mobile satellite van SP@CE, which has 32 laptops with broadband access. This goes out to educate children and has plans to cover all 32 Scottish, local authorities. As part of this, they will make the opportunity to link with Gypsies and Travellers. Supporting Glasgow Anti-Racism Alliance (GARA) a multi-agency partnership established to tackle social exclusion of young people caused by racism in the city of Glasgow. | We are working with the Scottish Youth Parliament (SYP) to facilitate appropriate representation by Members of the SYP (MSYPs) throughout Scotland. This includes mainstreaming ethnicity, rural areas, disability and cultural awareness to provide universal opportunity and access for young people. As one method of taking this forward, consideration is being given to different methods of voting, such as e-voting. | Mainstreaming equality issues through ongoing work. | Looked After Children and Youthwork Division
x 40979 |
Support for parenting | Will take account of different cultures and approaches as we draw together coherent framework. | The work to consider how to improve the cohesion of parenting support is still being taken forward. | | 2003 | Children and Families Division, Branch 2
x 40253 |
Tourism, Culture and Sports |
High Impact |
Encouraging participation in sporting and cultural activities by widening access to and encouraging people of all ages and levels of ability to take part in such activities | sportscotland recognises barriers to participation for minority ethnic groups, and tries to address these in its programmes. | - sportscotland is developing a race equality action plan taking into account sportscotland's new delivery team objectives and targets and corporate planning areas. This is part of its framework of 'celebrating diversity and inclusion'. sportscotland has formed links with the Glasgow Anti-Racism Alliance (GARA), Sporting Equals and the CRE. sportscotland has also supported the Scottish Asian Sports Association annual event to promote football among Scottish Asians.
- As part of the Executive's Anti Racism Campaign, has promoted the work of Show Racism The Red Card Campaign (SRtRCC) in Scotland and funded materials for schools.
- sportscotland is currently putting together a proposal and assessing Scottish needs and funding requirements for a Scottish Sporting Equals
| | | Cultural Policy Division
x 44011 |
| Scottish Arts Council operates a Diversity Strategy and routinely collects evidence to evaluate the impact of its activities with minority ethnic communities. A more systematic and coherent collection of data across cultural functions could assist in future work | - Scottish Arts Council operates a Diversity Strategy and routinely collects evidence to evaluate the impact of its activities with minority ethnic communities.
- The Scottish Arts Council's 5 year strategy to make cultural diversity an integral element of arts funding system in Scotland.
| | | Cultural Policy Division
x 44011 |
| Scottish Museums Council | - The Scottish Museums Council has commissioned a programme on access to learning through museums and is looking specifically at race equality within this.
| | | Cultural Policy Division
x 44011 |
| The 3 National Institutions have targets for increasing attendance and participation by under-represented groups | - NI's set strategic objectives in their corporate plans, eg NMS have strategic aims to develop and deliver innovative and accessible learning for all and to communicate and raise awareness of their role, programmes and services and to improve understanding of the issues across all audiences and stakeholders
| | | Cultural Policy Division
x 44011 |
Medium Impact |
Supporting key sectors of the economy by seeking to enhance Scotland's creative industries | Development of action plan for 8-10 year strategy by Arts and Creative Industries Policy Unit , in partnership with other Departments and sector bodies, will take into account race equality issues. | We are developing access at grassroots level by proactively engaging with communities. We require that public bodies take this strategy into account when developing their access and diversity strategies. | Disaggregated data in relation to Creative Industries businesses could assist in future work | | |
Social Work Services Inspectorate |
Policy on promoting race equality in Local Authority Social Services Departments | The Social Work Inspectorate is committed to addressing Race Equality and embedding within inspection processes and support. | - Local Authorities are required to demonstrate, with evidence, how they have delivered on the RR(A)A within each service delivery outcome (i.e. services for people with physical disabilities, learning disabilities etc.). - Race Equality is a major theme within the 'Re-imagining Social Work in Practice' website. This has been created to support Local Authorities on delivery. Case studies in short video clips are presented by CRE Scotland and speak on how the RR(A)A impacts on specific areas of social work . | - CRE Scotland and other experts to accompany the inspectors on selected inspections to focus on Race Equality delivery issues and provide on-the-job training to inspectors. - The website 'Re-imagining Social Work in Practice' will be further developed to profile concrete examples of effective practice. | | Social Work Services Inspectorate
x 45495 |