SEELB Primary Principals
26th & 27th October 2011
Community Relations, Equality &
Diversity In Education Policy
 Background
 Review initiated by Minister June 2008
 Working Group Established (17 Reps)
 Working Group Report June 2009
 Education Committee Consulted Jan 2010
 Public Consultation commenced 6 September 2010
Community Relations, Equality &
Diversity In Education Policy
 Policy premised on:
 Equality & human rights
 UN Convention on the Rights of the Child
 Commitments in Good Friday, St Andrews &
Hillsborough agreements
 Changes in society & policy context
Community Relations, Equality &
Diversity In Education Policy
 Intended Recipients
 Primary Schools
 Post-Primary Schools
 Youth Settings
 Statutory early years settings
 Other early years settings – “strongly encouraged” to
adopt CRED principles
Community Relations, Equality &
Diversity In Education Policy
 Policy Aim
 Contribute to improving relations between communities
by educating children & young people to develop self
respect, respect for others, promote equality & work to
eliminate discrimination
 Provide formal & non-formal opportunities to build
relationships with those of different backgrounds &
traditions within resources available
Community Relations, Equality &
Diversity In Education Policy
 Policy Objectives
 Develop understanding & respect for rights, equality &
diversity of all without discrimination
 Value & respect difference & engage positively with it
 Equip children/young people with required skills
attitudes & behaviors
Community Relations, Equality &
Diversity In Education Policy
 Intended Outcomes
 Understand and respect rights, equality & diversity (incl
linguistic diversity) of all
 Develop skills, attitudes & behaviours to value and
respect difference and engage positively with it
 Based on set of core principles
Community Relations, Equality &
Diversity In Education Policy
 Key changes from CR Policy:
 Wider definition of Community Relations - all section
75 groups (not just two main communities)
 Reflects changed environment
 Reflects changes to curriculum
Community Relations, Equality &
Diversity In Education Policy
 Key changes from CR Policy:
 Move away from dependency on external organisations
 Embed work within schools & youth settings
 Provide strong skills base for educators
 Within framework of existing policies
Community Relations, Equality &
Diversity In Education
CRED Website
www.credni.org
Community Relations, Equality &
Diversity In Education
CRED Guidelines
Community Relations, Equality &
Diversity In Education
 Why a Guidance Document?
 To line up the CRED policy with the curriculum and
related policies
 To support the change of focus away from ‘old’ concept
of Community Relations to include Equality and
Diversity
 To provide support for engagement in unfamiliar and
contentious work areas
Community Relations, Equality &
Diversity In Education
 Who is it guidance for?
 Formal and Non Formal Education (Schools & Youth
Work settings)
 Management Committees, Advisory Committees,
Boards of Governors
 Strategic Managers – in Education Authorities
 Operational Managers – Schools & Youth
 Delivery staff – teachers and youth workers
Community Relations, Equality &
Diversity In Education
 Which specific settings?
 Early years
 Schools


Primary
Post Primary
 Youth Work
Community Relations, Equality &
Diversity In Education
 Schools
 Can promote CRED through:
 Child Centred Provision
 High Quality Learning and Teaching
 Effective Leadership
 A School Connected to its Local Community
 Curriculum:
 Requires schools to address issues around diversity & inclusion and
to consider how people from differing traditions can live together
 Aims to empower young people to make informed, responsible
decisions
Community Relations, Equality &
Diversity In Education
 Primary Schools
 Sits naturally (from Foundation to KS2) in “Personal
Development and Mutual Understanding”


Strand 1: Personal Development and Health
Strand 2: Mutual Understanding in the Local and Global
Community
 Other Curriculum Areas:
 Language and Literacy
 The Arts
 Religious Education
 Physical Education
Community Relations, Equality &
Diversity In Education
 Measuring Success
 A robust evaluation process is a key aspect of the policy
 (Self ) Evaluation should assess impact at 4 levels:
 Reaction of participant
 Increase of knowledge
 Behavioural change
 Results of the learning
 QA Indicators will be included in Guidance
 External monitoring of attitudes (e.g. NI Life and Times)
Community Relations, Equality &
Diversity In Education
http://www.deni.gov.uk/cred_policy_doc1.pdf