EQUALITY IMPACT ASSESSMENT (EIA) PRO-FORMA
Legislation says that the University must take steps to understand the effect, or potential effect, of its
policies* on different groups of people. This is to ensure that a policy is neither directly nor indirectly
discriminatory and to identify how it does, or could, advance equality and foster good relations
between different groups of people.
Legislation groups people by ‘protected characteristics’ and it is these ‘protected characteristics’ that
need to be considered when carrying out an EIA.
The protected characteristics are: disability, race, sex, age, gender reassignment, marriage and
civil partnership, pregnancy and maternity, religion or belief and sexual orientation.
Your help is needed to do this, not just because the law says so, but because the University is
committed to equality of opportunity for all and to ensuring that all the University’s policies are
developed with an awareness of their consequences for different groups of people.
Heads of Sections/Departments are responsible for ensuring this form is completed for each policy
they ‘own’. It should take no more than 30 minutes to complete. Questions 1-6 only of this EIA proforma need to be completed for new policies. For existing policies, please answer all the questions.
Policies should be assessed for their effect on equality every 3-5 years.
* For the purpose of EIAs, the term policy refers to formal policies, procedures and processes. It does
not include informal policies, procedures or processes.
Name of policy
Guidelines for Work-Based and Placement Learning
Web address of policy
http://www.essex.ac.uk/quality/Documents/university_policies/WBL_
Guide.pdf
Academic Standards and Partnerships
Academic Section
Policy-holding
Department/Section
Is this a new or existing
policy?
Existing
Date assessment completed
05/06/2013
Name and job title of person
completing pro-forma
Adam Atkins
Academic Section Project Assistant
Q1. What is the purpose of the policy?
The guidelines in this policy are intended to support departments in the development, operation,
monitoring and review of work-based learning and placement learning arrangements.
Q2. Does the policy involve, or have consequences for, the people the University serves and
employs?
Yes. This policy provides information on the provision of work-based learning for departments, and in
doing so, outlines the criteria, upon which, work-based learning must be implemented. Departments
have a responsibility to adhere to the information in this policy to ensure that consistent academic
standards are maintained.
Q3. Does the policy require decisions to be made in relation to individuals or groups of
individuals?
Yes:

The implementation of a new work-based learning module is subject to approval from the
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
relevant Dean.
The implementation of a new work-based learning/placement year is subject to approval by a
validation panel or the relevant Faculty Board after input is provided by Academic Standards
and Partnerships and Registry.
Q4. What is the decision-making process and is it fair and transparent?


For the approval of a new work-based learning module, the relevant department completes
the new module and work-based learning / placement forms and submits them to the Dean
for approval.
For the approval of a new work based learning / placement year, the relevant department will
complete the information required for Part 1 approval. If the course does not require approval
via a validation panel, the relevant Faculty board will make a decision on whether to approve
the course after receiving input from Academic Standards and Partnerships and Registry. If
the course requires approval via a validation panel, the validation panel will receive input from
Academic Standards and Partnerships and Registry before making a decision.
Decisions on whether to approve a work-based learning proposal are based on whether:

Learning outcomes are clearly identified, and express relevant and appropriately assessed
learning which can be linked to the WBL / placement.

There are clear policies and procedures for securing, monitoring, administering and reviewing
WBL and placement learning that are effective and reviewed regularly.

Information, training, policies and procedures are in place which ensure the responsibilities of
staff at the University and the partners involved in WBL and placement learning are clearly
defined, understood, and met, and that learning opportunities are appropriate

Staff involved in WBL and placement learning are appropriately qualified, resourced and
competent to fulfil their roles and are given appropriate training as necessary.

Students are aware of their specific responsibilities and entitlements, and are provided with
appropriate and timely information, support and guidance prior to, throughout and following
their WBL and placement learning.

The WBL/placement meets the UK Border Agency’s requirements in relation to workbased/placement learning for international students studying in the UK with a Tier 4 student
visa.
Consideration is also given to whether the following health and safety questions have been answered:

Who will be responsible for ensuring placements are risk assessed and have suitable health
and safety arrangements in place? Students, staff and placement providers will need to be
adequately trained and informed of health and safety risks.

How will students be prepared for potential health and safety risks?

What arrangements will be in place for monitoring students and dealing with safety concerns?
There should be clear processes by which concerns can be raised in order that problems may
be resolved.

If an external agency is being used to place students, what checks have been made to ensure
they have appropriate safety arrangements in place?
This decision making and approval process is in place to ensure that consistent academic standards
are maintained. Consideration is given to a number of factors, which are clearly outlined in the policy.
Q5. Please give details of what equality training is/will be provided for decision makers?
All University staff are required to complete the University’s online equality and diversity training
programme.
Q6. Referring to the list of protected characteristics at the top of this form, how do you/will you
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monitor the effect this policy has on groups of people with these PCs?
Any detrimental effect on any one with a protected characteristic identified by monitoring, complaint or
appeal will be investigated and if necessary appropriate remedial action will be taken.
Q7. Referring to Q6 above, have you identified any positive or negative impact on any group of
people who share a protected characteristic?
The policy states that students can “expect support from the department and provider to access the
necessary learning opportunities in order to enable them to meet the required learning outcomes.”
This includes support relating to the provision of reasonable adjustments in the case of disability and
demonstrates a way in which greater consideration is given to students with this protected
characteristic.
Q8. Have there been any complaints or issues raised about the policy in relation to its effect
on people who share a protected characteristic?
No
Q9. Are there any (further) measures that could be taken to continue to ensure the policy is
neither directly nor indirectly discriminatory? e.g. additional data collection/monitoring or
training.
No
Q10. Have you identified any ways in which the policy does, or could advance equality or
foster good relations between different groups of people?
The policy demonstrates the University’s commitment to providing a learning environment that is
appropriate and accessible to everyone including individuals with protected characteristics.
Please now email the completed form to diversity@essex.ac.uk. The Equality and Diversity
Committee (EADC) have responsibility for overseeing the completion of EIAs. Equality and Diversity
will assess the information provided in the first instance and will either:



Decide that no action is required and report this to the Equality and Diversity Committee;
Recommend actions to be taken and report this to the Equality and Diversity Committee *;
Refer the EIA to the Equality and Diversity Committee who have the option to require a more
detailed assessment be carried out.
The individual completing the EIA pro-forma will be informed of the outcome of the assessment by
Equality and Diversity as soon as possible after submitting the form.
*If Equality and Diversity recommend action(s) be taken, a report outlining the progress made against
the recommended actions will be requested one year after the EIA has taken place.
For completion by Equality and Diversity
Name of Policy
Guidelines for Work-Based and Placement
Learning
No.
Should this EIA be referred on to the Equality
and Diversity Committee for further
consideration?
If no, what recommendations, if any, should
be made to the Policy-holding
None.
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Department/Section?
Date:
30 August 2013
Signed
Karen Bush, Equality and Diversity Manager
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