This is the Equality and Diversity Monitoring Form for the
Education and Training Foundation. This is the form that we will
use to collect data on equality and diversity within the Foundation
and across all the work that we commission.
We understand that this form is long and asks questions that you
may not have been asked before, but we hope that you will
appreciate the importance of the information we are asking and will
therefore take a few minutes to complete it.
If you have any questions concerning the Equality and Diversity
Monitoring Form, please do not hesitate to contact the Education
and Training Foundation on enquiries@etfoundation.co.uk
The Equalities Act 2010
The Equalities Act 2010 harmonises and strengthens all previous
anti- discrimination legislation.
Evidence shows that some groups of people are repeatedly
disadvantaged in society by the way their needs are overlooked or
ignored. The Equality Act identifies these groups that are at risk of
discrimination (protected characteristics) and requires us to
consider their needs and requirement when carrying out our
business in all areas of the organisation.
The Act uses the term characteristics to describe a group that is
more likely to be disadvantaged in some way. The relevant
protected characteristics are age, disability, gender, reassignment,
pregnancy and maternity, race, religion or belief, sex and sexual
orientation.
The General Equality Duty
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There is now one General Equality Duty with a focus on output
rather than input. The General Equality Act is to have due regard
to the need to:



Eliminate unlawful discrimination, harassment and
victimisation
Advance equality of opportunity between different groups,
and
Foster good relations between different groups
Having due regard means consciously thinking about the three
aims of the general duty as part of the process of normal business
decision making; removing disadvantage; and encouraging
participation and success. The term foster means tackling unlawful
discrimination and promoting relations between different groups of
people.
Specific Responsibilities
The Specific Responsibilities (statutory regulations 2011) require
us to publish:

By January 2011 and annually thereafter: sufficient
information to show we have considered and complied with
the three aims of the General Duty of Care

By 6th April 2012 and renewed at least every four years
thereafter evidence based SMART equality objectives that
will help us further the aim of the General Duty .

Information in such a manner that it is accessible to the
public
Our Statement of Commitment to Equality, diversity and
Inclusion
The Education and Training Foundation values equality and
diversity highly, challenges inequality and takes active steps to
provide an inclusive environment for our staff and visitors
irrespective of their age, disability, gender, gender reassignment,
marriage or civil partnership, pregnancy or maternity, race, religion
or belief or sexual orientation.
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1. We value diversity highly, recognising that different people
bring different ideas, histories, knowledge and culture and
that this difference brings great strength which improves the
quality of the Foundations work.
2. We challenge inequality, understanding that patterns of
inequality in society are also reflected in organisations and
that difference in outcomes for the recipients of our work and
staff should be challenged by all of us and addressed
through a multiple of strategies including lawful positive
action.
3. We ensure an inclusive environment; knowing our staff,
customers and visitors will want to work and visit us if we
respect the rights of individuals and groups to hold their own
views and values, but will not tolerate these to be presented
in a way that intimidates, degrades or is hostile to others.
Equalities Form
The aim of requesting and analysing this information is to improve
our understanding of the make-up of the workforce in the sector,
including barriers to access. We recognise that you may feel that
the information requested is sensitive. Completion of this
questionnaire is entirely voluntary. Neither the act of collecting this
information nor any of the questions is intended to cause offence.
An option to ‘prefer not to answer’ is included for every question.
This form includes equalities questions relating to the 9 protected
characteristics (Equality Act, 20101), work patterns, flexible
working2, caring responsibilities3 and social mobility4. While there
is no legal requirement to monitor the latter categories, they are
include as good practice and the data gathered will be used to
inform the Foundation’s future programmes.
The questions are a combination of categories used by the Office
for National Statistics (ONS) in the 2011 Census for England,
1
EHRC http://www.equalityhumanrights.com/legal-and-policy/equality-act/ (accessed
14 January 2014)
2
Gov.UK Flexible working https://www.gov.uk/flexible-working (accessed 14 January
2014)
3
Civil Service (2012) Best practice guidance on monitoring equality and diversity in
employment. Civil Service.
4
Spada (2012) The Social Mobility Toolkit. Spada.
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Wales, Scotland and Northern Ireland, Civil Service guidance
(2012), Professions for Good (2012), and in seeking to take a
progressive approach to emerging good practice, international
border agencies’5 and best practice promoted by external equality
and diversity organisations such as Gires (2013)6, The Scottish
Transgender Alliance7 and the Forum for Sexual Orientation and
Gender Identity8.
Rationale
 Desire to ensure that the sector workforce – including its
leaders - reflects the diverse communities we serve,
therefore we need to know to what extent our sample is
reflective of this
 Increase information about and awareness of these issues
with a view to informing Foundation policy, decisions and
accountability
 Published sector workforce data has in the past identified
unequal opportunities and particular social barriers to
progression, promotion and leadership roles for some
protected groups. For other protected groups we do not yet
have sufficient and/or robust sector data to draw conclusions
 To ensure that opportunities in the sector are accessible to
all and do not exclude or disadvantage any particular group
 Will result in the Foundation commissioning programmes
and opportunities that will attract and support the
development of diverse, talented and motivated workforce in
the education and training workforce
 Any information provided on this form will be treated as
strictly confidential and will be used for statistical purposes
only
 No information will be published or used in any way that
allows an individual to be identified
Analysis
5
For example, (2014) http://www.passports.govt.nz/Transgender-applicants
(accessed 29 January 2014). The UK border agency is expected to make similar
progress next year.
6 GIRES (2013) Monitoring gender nonconformity – a quick guide. Access via
http://www.gires.org.uk/monitoring.php
7 The Scottish Transgender Alliance http://www.scottishtrans.org/wpcontent/uploads/2013/01/A-Practical-Guide.pdf (accessed 14 January 2014)
8
The Forum for Sexual Orientation and Gender Identity (2013) Newsletter 7 at:
https://sgforum.org.uk/ (accessed 14 January 2014).
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 First cut data analysis will be by single protected
characteristics
 Second cut analysis will be multivariate - looking for patterns
to help us to explain and understand findings from the first
cut
 Where gaps/issues are identified through analysis the
leadership conversation will include opportunities to find out
more in the forthcoming virtual brainstorming activity and will
make recommendations to the Foundation where further
targeted investigation and/or programmes of activity may be
required in order to ensure equality of opportunity across
protected and other social groups
Age
16-24
25-29
45-49
50-54
30-34
3539
40
44
55-59
6065
64
+
Prefer not to say
How would you describe your national identity?
English
Welsh
Scottish
Northern Irish
British
Other
Prefer not to say
What is your ethnicity?
Ethnic origin categories are not about nationality, place of birth or
citizenship. They are about the group to which you as an individual
perceive you belong. Please indicate your ethnic origin by ticking the
appropriate box below
Asian/Asian British
Indian
Pakistani
Chinese
Bangladeshi
Any other Asian background
Black/African/Caribbean/Black British
African
Caribbean
Any other Black/African/Caribbean background
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Mixed/multiple ethnic groups
White and Black
White and Black African
Caribbean
White and Asian
Any other mixed background
White
English
Welsh
Scottish
Northern Irish
Irish
Gypsy or Irish Traveller
Other White
background
Other ethnic group
Arab
Any other ethnic group
Prefer not to say
Please describe your gender identity
Female (including male
Male (including female
to female trans women)
to male trans men)
X
Other
Prefer not to say
Is your gender identity different to the sex you were assumed to be
at birth?
Yes
No
Prefer not to say
Pregnancy and maternity – as a woman, are you pregnant, on
maternity leave or returning from maternity leave?
Yes
No
Prefer not to say
Do you consider yourself to be Deaf or disabled?
Section 6(1) of the Equality Act 2010 states that a person has a
disability if: (a) That person has a physical or mental impairment,
and
(b) The impairment has a substantial and long-term adverse
effect on that person’s ability to carry out normal day-to-day
activities.
Yes
No
Prefer not to say
If yes, please tick all that apply
Deaf
Hard of hearing
Learning difficulties
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Manual dexterity
difficulties
Blind/partially sighted
Mental health problems
Progressive medical
condition
Mobility difficulties
Speech difficulty
Facial disfigurement
Long-term illness/medical
condition
Prefer not to say
What is your sexual orientation?
Heterosexual/straight
Gay woman/lesbian
Gay man
Bisexual
Questioning/undecided
Other
Prefer not to say
What is your religion or belief?
No religion
Buddhist
Hindu
Jewish
Sikh
Rastafarianism
Atheism
No beliefs
Christian
Muslim
Any other
religion
Non-religious philosophy/belief-based
lifestyle choices
Prefer not to say
Did any of your parent(s) or guardian(s) complete a university
degree course or equivalent (e.g., BA, BSc or higher)?
Yes
No
I don’t know
Prefer not to say
What type of school did you mainly attend between the ages
of 11 and 16?
A non-selective state-run or state-funded school
A selective (on academic, faith or other ground) state-run or
state-funded school
Independent or fee-paying school
Attended school outside the UK
I don’t know
Prefer not to say
Which of the following qualifications do you hold to date? (tick
all that apply)
1-4 O levels/CSEs/GCSEs (any grades), Entry Level,
Foundation Diploma
NVQ Level 1, Foundation GNVQ, Basic Skills
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5 or more O level passes/CSEs (grade 1)/GCSEs (grades A*
to C), School Certificate, 1 A level/ 2-3 AS levels/VCEs,
Higher Diploma
NVQ Level 2, Intermediate GNVQ, City and Guilds Craft,
BTEC First/General Diploma, RSA Diploma
Apprenticeship
2 or more A levels/VCEs, 4or more AS levels, Higher School
Certificate, Progression/Advanced Diploma
NVQ Level 3, Advanced GNVQ, City and Guilds advanced
craft, ONC, OND, BTEC National RSA Advanced Diploma
Undergraduate degree (e.g., BA, BSc)
Master’s degree (e.g., MA, MSc)
Doctorate degree (e.g., PhD)
NVQ level 4-5, HNC, HND, RSA Higher Diploma, BTEC
Higher Level
Professional qualifications (e.g. teaching, nursing,
accountancy)
Other vocational/work-related qualifications
Non-UK qualifications
No qualifications
Prefer not to say
Did either (or both) of the following apply at any point during
your school years?
Your household received income support
Yes
No
I don’t know
Prefer not to say
You received free school meals
Yes
No
I don’t know
Prefer not to say
What is your current working pattern?
Full-time
Part-time
Prefer not to say
Are you married or in a civil partnership?
Yes
No
Prefer not to say
What is your flexible working arrangement? (tick all that apply)
None
Flexi-time
Staggered hours
Term-time hours
Annualised hours
Job share
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Flexible shifts
Homeworking
Compressed hours
Other
Prefer not to say
Do you have caring responsibilities? If yes tick all that apply
None
Primary carer for a
Primary carer for disabled
child/children (under 18)
child/children (under 18)
Primary carer for disabled
Primary carer for an older
adult (18 and over)
person (65+)
Secondary carer
Prefer not to say
Thank you for completing the form
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