Gender Equality Scheme

EDUCATION DEPARTMENT
(including the Social Work Inspection Agency and Historic Scotland)

Core Functions of Department

The Scottish Executive Education Department is responsible for administering policy, driving change and securing delivery in relation to pre-school and school education; children and young people; and tourism, culture and sport.

The overarching aims of the Education Department are:

To give every child and young person the best possible start in life, through delivering the National Priorities in Education and Closing the Opportunity Gap for those who are not sharing the general level of attainment and wellbeing.
To enhance everyone's quality of life in Scotland through widening participation in sport and culture, building a successful and sustainable tourism and creative industries sector, to grow the Scottish economy, creating jobs and opportunities.

In terms of our Agencies:

Historic Scotland safeguards the nation's historic environment and promotes its understanding and enjoyment. As such, the agency also has a key role in the sustainable development of tourism and its contribution to the economy.
The Social Work Inspection Agency aims to inspect all social work services in Scotland, generating improvements in standards and quality, and positive outcomes for service users.

Departmental Priorities in 2006 - 2009

Education's current priorities for this period are:

To close the opportunity gap by: putting children and young people and their families first; ensuring they are safe and do not threaten the safety of others; promoting equality, inclusion and diversity; achieving and developing values and citizenship.
To build capacity by: establishing an effective framework for learning; investing in infrastructure; and ensuring the workforce has the capacity to deliver high quality services.
To ensure excellence by: maximising achievement and attainment; and providing a basis for Learning for Life.
To ensure that people of all ages have the opportunity to take part in a variety of cultural and sporting activities.
To support social inclusion by ensuring the widest possible involvement in cultural, social and sporting opportunities.
To promote a high standard of conservation of historic buildings and to promote the highest standards of contemporary buildings.
To generate jobs and wealth for Scotland by promoting and developing the creative industries.
To develop Scotland's tourism potential through Historic Scotland and VisitScotland, and in partnership with all relevant bodies.
To promote excellence in sport and culture.

Other priorities which relate specifically to our Agencies are:

Historic Scotland

To care for, protect and enhance the historic environment.
To secure greater economic benefits from the historic environment.
To increase public appreciation and enjoyment of the historic environment.
To achieve continuous improvement in the performance of the Agency.
To support the other policies of the Scottish Executive.

Social Work Inspection Agency

To improve the quality of social work services across Scotland.
To secure improved public confidence in social work services.
To build capacity in Scotland's social work services.
To inform social work policy development.
To be an excellent organisation.

Departmental Statement of Objectives/Aims to Advance Gender Equality

The Education Department is committed to a fair and just Scotland, where everyone has the opportunity to fulfil their potential, and where we respect each other and our differences. We aim to improve outcomes for all our customers, regardless of their gender. We will ensure that: all young people who need it have an integrated package of appropriate health, care and education support through our range of policies and strategies; and that social inclusion is promoted through arts and cultural activities, and sports and leisure activities.

The policies of the Education Department cover a broad range of areas, from child protection, sports, the arts, architecture, and across education from the curriculum to the buildings that our children are taught in. Our policies also include the early years and childcare workforce, where we recognize that there a real gender equality issues still to be tackled.

Our over-arching gender equality objective will be to mainstream gender equality across our work. This will be achieved primarily through systematic use of the Equality Impact Assessment Tool, but, we recognise that there are a number of issues that require us to take a gendered analysis if we are to tackle them effectively. For example, in education, we know that boys outnumber girls in school exclusions, boys are more likely to exhibit behavioural or learning difficulties at school and are therefore more likely to need specialist support. The data on attainment tells us that boys are not doing as well at school as girls, and that girls and boys display often significant differences when choosing what kinds of subjects to study at school. We understand that the school environment, and the experiences that young people have in terms of learning and attainment, have a profound impact on what happens to as they get older and either move on to further or higher education, or into the world of work.

Workforce Issues

We know that approximately 98% of the early years and childcare workforce are female, we know that 93% of our primary school teachers are women and we know that 59% of secondary school teachers are female. However, despite being massively over-represented amongst teaching staff, the high numbers of women are not reflected in head teacher posts. We know that we need to do more to encourage men to enter into these professions and we know that we want to see more women in senior positions.

We are currently exploring these issues as members of the Cross Departmental Group on Occupational Segregation, where we are exploring different areas where our policies might be developed to encourage change in this regard.

Sport

In terms of sports, we know that women and girls are not only under-represented in terms of participation, but also at senior levels in the workforce - i.e. in terms of coaching and sports management. The available evidence tells us that almost half of adult women in Scotland (43%) participate in little or no sport at all, and 79% of girls aged 8-15 do not see being fit and healthy as important. Therefore, supporting and taking steps to increase participation of women and girls in all aspects of sport is a key area of focus for us. This can be seen in some of the work that is currently being delivered by sportscotland, and will feature in future work being planned in delivering the national outcomes and priorities outlined in the national strategy for sport - Reaching Higher: Building on the success of Sport 21.

We recognise that there are a number of issues on which we can most effectively focus our work in order to improve outcomes for men and women, and girls and boys, in Scotland. A number of these are highlighted below as part of our statement and in our Action Plan.

Attainment

Being able to achieve full potential across all learners is enormously important. We are committed to ensuring that all children in Scotland are able to attain the qualifications and standards that they aspire to.

Our own statistics on attainment levels at the end of Secondary four, five and six, tell us that, at all levels, girls are out-performing boys. In 2002/2003, for example, 27% of boys achieved three or more awards at SCQF level six or better, compared to 35% of girls. In 2004/2005, these figures stood at 26% and 34% respectively and have remained constant in 2005/2006.

We want all our young people to improve their levels of attainment, regardless of gender, but we do want to understand and find solutions to the question why young men are not doing as well as young women. We understand that tackling the issue of boys' attainment should also be placed in the context that although boys do less well at school, girls, nonetheless, tend to move into careers that do not necessarily offer them opportunities to meet their full potential. They may, overall, be better qualified, but they are not, overall, better paid.

We have already commissioned and published research, a Review of Strategies to Address Gender Inequalities in Scottish Schools, which identified good practice models across Scottish schools. We are committed to ensuring that gender equality issues are effectively mainstreamed throughout our schools, and we have commissioned guidance to enable schools to do just that. We are also committed to participating fully in the Executive's Cross Departmental Group on Occupational Segregation, will give us the opportunity to consider the issues set out above in full, and identify areas where we may be able to develop our policies and practice that will positively affect what pupils are able to achieve.

Gender Stereotypes

Gender stereotypes that define what girls/women "do" and what boys/men "do" are pervasive throughout our society. We recognise that schools have a pivotal role to play in challenging those stereotypes in order to ensure that girls and boys are able to realise their full potential without being inhibited by those expectations. The recent Women and Work Commission report set out a number of recommendations for the education sector, including challenging gender stereotypes in subject choice, careers advice, teacher training and classroom experiences in general.

We know that as well as the differences that boys and girls display in terms of achievement, there also differences in terms of the kinds of subjects that they choose and where they gain their qualifications.

Girls, for example, make up the majority of those achieving a qualification in Art and Design, Administration, Biology, Home Economics, Psychology and Care. Boys, on the other hand, make up the majority of those achieving a qualification in Physics, Craft and Design, Computing Studies, Woodworking and Economics.

Connected to the issue of subject choice, is the issue of what choices young men and women make when selecting their first career steps. Our recent review of the childcare workforce for example, reveals that 98% of the workforce are women. This workforce is characterised by low pay and relatively low levels of qualification.

Our objective is to participate fully in the Executive's Cross Departmental Group on Occupational Segregation. Membership of this group will afford us with the opportunity to explore the issues around gender stereotypes, and identify areas where we may be able to make changes to our policies and practice that will positively impact on the choices girls and boys make at school.

We are also committed, in terms of the early years and childcare workforce, to implementing the actions set out in Investing in Children's Futures, in order to firstly, develop an increasingly professional workforce and secondly, to encourage more men to enter into this profession through challenging gender stereotyping.

Historic Scotland aims to:

ensure that our policies and practices do not discriminate on the grounds of gender;
employ a workforce representative of Scotland's diverse population;
ensure that employees and prospective employees are not discriminated against on any grounds;
encourage positive attitudes towards all employees; and
ensure that all employees are afforded every opportunity to develop and participate fully in the activities of Historic Scotland

Social Work Inspection Agency aims to:

ensure that our outward facing policies and practices do not discriminate on the grounds of gender;
ensure that our inspections take full and proper account of the requirements of the gender equality duty;
adhere to Scottish Executive recruitment policies with respect to gender equality.
encourage positive attitudes towards employees of both gender.
ensure that employees and users of services are not discriminated against on any grounds including gender.
ensure that the services and activities of SWIA are fully accessible and of equal benefit to people of both gender.
ensure that all employees are afforded every opportunity to develop and participate fully in the activities of SWIA.

EDUCATION DEPARTMENT (including the Social Work Inspection Agency and Historic Scotland)

Gender Equality Duty Action Plan

Please identify key policy areas where the departmental is or will take forward gender equality
Policy	Action	By whom	By when	Outcome expected
Attainment
Address inequalities in pupil attainment, including gender inequalities. SQA Examination Results in Scottish Schools consistently show the higher levels of attainment of girls compared to boys.	We will seek, through SQA, to ensure that qualifications are free from real or perceived barriers to learning and that candidates are offered an equal opportunity to achieve their full potential, regardless of factors such as gender. In practice, this means taking every possible step to ensure that qualifications are developed which are based on national standards; are accessible to candidates who have the potential to achieve them and are sensitive to the needs of individual candidates. The work being taken forward on the curriculum and qualifications through A Curriculum for Excellence will also help provide the opportunities for young people to develop their full potential.	Schools Group	Ongoing	Improvement in the attainment of all our young people, including males relative to females.
Promotion of Equal Opportunities in School Education.
The first stage of this work has been to review and assess current provision. Materials are being produced in response. We have recently published research A Review of Strategies to Address Gender Inequalities in Scottish Schools, which identified good practice and also some gaps in activity.	We will provide materials for Education Authorities and Schools, which will ensure that equality issues, including gender, are mainstreamed into the curriculum, and will assist staff in developing their knowledge in relation to gender equality and anti-discrimination.	Schools Group; Schools Division	Staff materials will be available by Spring 2007, and curriculum materials by Autumn 2007	Schools will have lesson ideas for mainstreaming gender equality into the curriculum over a range of subject including English and Maths, and school staff will be provided with training materials on equality, inclusion and anti-discrimination, including case studies.
	We will also commission a guidance document to help schools mainstream gender issues into their evaluation framework.		Evaluation guidance document to be launched Spring 2007
Teacher recruitment and teacher workforce
We will explore the underlying reasons for the 93%/7% female/male split among primary teachers, and the declining male representation among secondary teachers.	We will discuss with universities whether their student selection procedures have any bearing on the gender imbalance in the teaching workforce.	Schools Group: Teachers Division	September 2007	Gender neutral selection arrangements.
	We will work with Marketing Unit colleagues to devise an advertising strategy to attract a higher proportion of males into teaching.			Higher proportion of male applicants for teacher training places.
Developing early years and childcare workforce
The available statistical evidence shows a highly gender-segregated workforce (98% women: Pre-School and Childcare Workforce Statistics 2005), low pay, relatively low levels of qualification.	We will implement the action set out in Investing in Children's Futures, in order to develop an increasingly professional workforce. Sharing good practice on encouraging men into early years and childcare.	Children Young People and Social Care Group, Early Education and Childcare	Long-term strategy with initial milestones from September 2007 to September 2009	More attractive career for a wider range of the community, increasing reward for the workforce, better quality services for children. Increase in the number of men in this workforce.
Removal of bar on joint adoption by unmarried couples
This was one of the recommendations of Phase II of the independent Adoption Policy Review Group which reported in June 2005. In order to assist the Group's consideration of the issue, it commissioned research from the University of Newcastle to survey the available findings on same-sex parenting. The Group's consultation with young people showed that a stable and secure loving home was the most important outcome of adoption for children.	The Adoption and Children (Scotland) Act 2007 contains provisions which will allow unmarried couple, including same-sex couples, to adopt jointly.	Looked After Children and Youthwork Division	The Act received Royal Assent on 15 January 2007. It is anticipated that the Act will be commenced late 2007/early 2008	An increase in the potential pool of adoptive families.
Active Schools
The purpose is to increase the range and number of opportunities for young people to be more active in and around the school day. We recognise that girls and boys / men and women do not have the same attitudes towards or preferences for, different types of sport or physical activity. Girls, on the whole tend to be much less physically active than boys.	We will work to ensure that schools provide a range of sporting and physical activities in and around the school day. These should be designed to offer more non traditional activities which appeal to those not presently attracted to sport and physical activity.	Tourism, Cultural and Sport Group, Sports Division	Ongoing	Increased participation in sport and physical activity by children and young people, particularly teenage girls.
Arrangements for delivering the general duty to promote gender equality
	Action	By whom	By when	Outcome expected
1. What arrangements will you put in place to ensure that your policies, services, functions pay due regard to the need to eliminate any unlawful discrimination between women and men?	We will continue to comply with corporate HR arrangements and training policies, to ensure that our staff understand what constitutes unlawful discrimination, and are aware of their responsibilities to their customers and stakeholders of both sexes.	ED	Ongoing	Our staff are aware of their responsibilities in relation to their specific remits.
	We will engage effectively in the equality impact assessment process to inform policy development, and ensure we recognise any policies which discriminate so appropriate action can be taken.	ED	From December 2006	Our policies comply with the law, and promote equality, and prevent discrimination.
	Historic Scotland: We will ensure that all HR polices and procedures are subject to an equality impact assessment.	Historic Scotland: HR	Ongoing	Non-discriminatory policies, procedures and practices.
	We will equality impact assess our outward facing activities, for example, marketing, and assess whether there are any gender equality issues to address.	Historic Scotland	Ongoing	An impact assessment which enables us to identify where we should take action to address any gender equality issues in our outward facing work.
	Social Work Inspection Agency: We will ensure complaints relating to gender equality are effectively handled through the SWIA complaints procedure.	SWIA: Corporate Services	Ongoing	Issues regarding gender inequality are effectively identified and resolved.
	We will include information on gender equality in the staff welcome pack.	SWIA: Corporate Services	Ongoing	All staff aware of the need to eliminate gender discrimination.
	We will comply with the SE Dignity at Work policy.	SWIA: Corporate Services	Ongoing	A non-discriminatory work place.
	We will operate inclusive recruitment by adhering to SE policies including diversity targets.	SWIA: Corporate Services	Ongoing	A representative workforce and equality of opportunity.
	We will ensure that our inspection work takes full account of the gender equality duty and we will participate fully in the Equality in Audit and Inspection Group in order to further develop our skills, knowledge and understanding this area.	SWIA: Inspectors	Ongoing	Full account of gender equality duty embedded in the inspection process.
2. What arrangements will you put in place to ensure that your policies, services, functions are able to pay due regard to the need to promote equality of opportunity between women and men?	We will continue to ensure that all statistical data collections and research are equality proofed in relation to gender. Data collections will be broken down by gender wherever feasible and appropriate.	ED: Information and Analytical Services Division	Ongoing	Provision to Education Department policy teams, and our customers/stakeholders, with high quality, sex disaggregated data to feed into policy development.
	We will continue to collect data for monitoring key trends in relation to gender; identifying any gaps in terms of monitoring within the current policy context. This is particularly relevant in relation to the priority areas we have identified.	ED: Information and Analytical Services Division; Policy Divisions	Ongoing	We are able to monitor the outcomes of our policies for both genders, to ensure they are consistent.
	We will review the Education Department's Analytical Strategy to ensure it includes the Equality Impact Assessment process.	ED: Information and Analytical Services Division	August 2007	Policy makers have appropriate support in applying the SE Equality Impact Assessment process at the early stages of policy development.
	The Education Department will develop its automated Business Planning Tool, which feeds into Departmental reporting systems, and associated guidance to incorporate material on equality, including gender.	ED: Information and Analytical Services Division	For F/Y year 2007/08	Reports on equality duties and commitments will be maintained electronically, and issues of consistency will be more readily demonstrated and audited by managers at different levels.
	We will ensure that all of our consultations reflect the diversity of our communities, and will seek to include all those people affected by the proposals. Where possible, our consultation responses will be analysed by gender.	ED	Ongoing	Policy development accurately reflects the needs of both men and women.
	Historic Scotland: We will equality impact assess and monitor our HR policies and procedures.	Historic Scotland: HR	Ongoing .	Non-discriminatory policies and procedures, with development being carried our in areas we need to improve.
	We will encourage and support female employees to participate in schemes designed to promote the advancement of women.	Historic Scotland: HR/ Training	Ongoing	Development opportunities for women.
	Social Work Inspection Agency: We will equality impact assess our policies and practices.	Corporate Services	Ongoing	Identify progress and further action required on gender equality.
	We will monitor the comparative number of men and women applying for employment in SWIA.	Statisticians	Ongoing	Equal opportunity in employment.
	We will monitor responses to inspection questionnaires.	Statisticians	Ongoing	Services to appropriately accommodate the differing needs of men/boys and women/girls.

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Gender Equality Scheme

EDUCATION DEPARTMENT
(including the Social Work Inspection Agency and Historic Scotland)