Brigid Murray Adviser Environment & Society
Programme outline
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Introduction- context; rationale; aims; objectives;
intended outcomes
The guidance notes and their implications
Quality indicator framework
Examples of practice/ current projects in schools
Support to schools
Our future
 ‘We make our future….it is not made’
 Pablo Neruda, Chilean poet
 What is our vision for the future?
 What kind of society do we want in Northern Ireland
in 2025?
 How can we contribute to bringing about the changes
we wish to see?
 What is the role of formal educational settings in
bringing about change in our society?
Rationale for CRED policy
 Evolution of community relations policy since the
1980s
 Society in Northern Ireland is much more diverse than
20 years ago
 Sectarianism, racism and bullying are examples of
social problems which need to be addressed in our
society
 St Andrew’s Agreement
Context
 Overarching aim of the current programme for
Government is to build ‘a fair and prosperous
society for all’
 NI curricula (formal & informal) aim to develop in
young people knowledge and understanding of the
challenges and opportunities that they may
encounter in an increasingly diverse society
 Teachers are able to address issues of diversity in
citizenship and PDMU
 JEDI initiative in youth
Department of Education documentation
 Policy document entitled ‘Community Relations, Equality
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and Diversity in Education’ (March 2011)
Community Relations, Equality and Diversity Policy
Guidance notes ( January 2012)
Community Relations, Equality and Diversity in Education
Policy Quality Indicator Framework (January 2012)
DE Circular 2012/02 Guidance to Schools and Youth Service
on the Community Relations, Equality and Diversity in
Education Policy (January 2012)
www.deni.gov.uk
CRED
Aims of the policy
 Contribute to improving relations between communities
by educating children and young people to develop self
respect, respect for others, promote equality and work to
eliminate discrimination.
 Provide formal and non-formal opportunities to build
relationships with those of different backgrounds and
traditions within resources available.
CRED
Objectives of the policy:
 Develop understanding and respect for rights, equality
and diversity of all without discrimination
 Value and respect differences and engage positively with
them
 Equip children/young people with required skills
attitudes and behaviours
Community Relations, Equality and Diversity in
Education Policy
Intended Outcomes
 Understand and respect the rights, equality and
diversity (including linguistic diversity) of all
 Develop skills, attitudes and behaviours to value and
respect difference and engage positively with it
Scope of the policy
What is your understanding of the following terms:
 Diversity
 Equality
 Community relations?
Are these themes currently addressed in school life and
if so, in what ways?
Definitions
 Diversity is about recognising individual as well as group
differences, treating people as individuals and placing
value on diversity in the community.
 Equality is about creating an equal society where everyone
can participate and has the opportunity to fulfil their
potential.
 Community Relations is to encourage greater crosscommunity contact and co-operation; to support,
encourage and develop mutual understanding and to
promote recognition of and respect for cultural diversity.
Source: page 42 Guidance notes
Core principles of the policy
 Child-centred
 Responsive to the needs of children
 Progression
 Participation
 Experiential learning
 Meaningful interaction between different groups
Core principles of the policy
 Differentiation
 Complementary
 Collaboration
 Improve the outcomes for young people, society and
economy
 Dissemination of good practice
Key changes from Community Relations Policy
Wider definition of Community Relations – all section 75 groups:
 Religious belief
 Political opinion
 Race
 Age
 Marital status
 Sexual orientation
 Gender
 Disability
 Between persons with dependants and persons without
Current context in schools
 Key policy driver – Every School A Good School A
Policy for School Improvement
 New school development planning regulations (2011)
Importance of ethos is highlighted.
 Collaboration between schools
 Whole school approach
CRED Policy
Follows the characteristics from Every School a Good
School
 Child centred provision
 High quality teaching and learning
 Effective leadership
 A school connected to its local community
Community Relations, Equality and Diversity
in Education Policy
Post-Primary Schools
 Sits naturally in LLW within Citizenship
 Can be addressed through all other curriculum areas
 Embed the work within the school context, it is no
longer an ‘optional add-on’
Potential areas of work
Best practice within CRED may include (but not be
limited to):
Single identity work within a cultural context
Contact between young people from diverse
cultures/backgrounds
Reaching out to specific Section 75 groups
Exploring similarities and difference
Challenging prejudice
CRED Enhancement Scheme
 Total BELB budget approximately £110k split equally
across schools/youth
 Applications will open in the summer term for 2012/13
 Schools complete project report by 1st June 2013
 Forms available at www.credni.org in term 3
CRED Policy – Guidance notes
Purpose of the Guidance Document
 To support the delivery of CRED policy and the
challenges that may arise
 To align the work of CRED with the school
improvement agenda and related policies
 To align the work of CRED with priorities for youth
 To support the change of focus away from ‘old’ concept
of community relations to include equality and diversity
Quality Indicator Framework
 To support the implementation of the CRED policy, the
Department has developed a set of quality indicators to
monitor and evaluate the impact of the policy on
children and young people and their communities.
 Department has developed the self evaluation
framework to assist educators in evaluating CRED
related issues within their own context and help in
action planning.
The 8 Areas
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Educational provision: outcomes for participants
Participants’ learning experiences: achievements and
standards
Quality of external links
Leadership and management
Quality of effective use of resources (value for money)
Quality of pastoral care and ethos
Quality of child protection and the protection of vulnerable
adults
Equality of opportunity
Community Relations, Equality and Diversity
in Education Policy
Resources
 Training and capacity building of workforce
 Dissemination of good practice and materials
 Targeted support for meaningful interaction
Examples of support organisations
 African and Caribbean Community Support
Organisation www.acsoni.org
 Schools Library Service based in Ulidia
 Artsekta www.artsekta.org.uk 02890 310125
This organisation uses arts-based programmes to
explore cultural diversity and develop cultural
understanding and healthy inter-community
relationships.