Owner:
Version number:
Date of approval:
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Effective date:
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Equality and Diversity Service
Version 2
January 2013
University Leadership Team
January 2013
June 2013
December 2013
Meeting the equality duty in policy and
decision-making at Bournemouth University
Table of Contents
1.Introduction ............................................................................................................. 3
2.The public sector equality duty ................................................................................ 4
2.1What is the public sector equality duty? ................................................................ 4
2.2 What might due regard mean at BU? ................................................................... 4
2.3 Has there been any case law concerning equality assessments? ....................... 5
3. Meeting the equality duty in policy and decision-making ........................................ 6
3.1 What should be assessed? .................................................................................. 6
3.2 When should I undertake my assessment? .......................................................... 6
3.3 Who should undertake the assessment? ............................................................. 7
4. Assessing the impact of equality ............................................................................ 8
4.1 What policies should I prioritise? .......................................................................... 8
4.2 What equality information should I gather? .......................................................... 9
4.3. How should I analyse the collected equality information? ................................. 11
4.4 How do I make a decision and decide on a course of action? ............................ 11
4.5 How should I document my findings and decisions? .......................................... 12
4.6 How should I publish my findings and decisions? .............................................. 12
4.7 How should I monitor actual impact and review policies? .................................. 13
5. References ........................................................................................................... 14
Appendix 1: Equality assessment template .............................................................. 15
Appendix 2: Meeting the equality duty in policy and decision-making checklist ....... 17
Appendix 3: Further information ............................................................................... 18
Page 2 of 18
1. Introduction
Bournemouth University (BU) is strongly committed to promoting and embedding the
principles of Dignity, Diversity and Equality (DDE) throughout all its work with
students, staff and the wider community. This longstanding commitment has been
highlighted within institutional strategic and corporate plans as well as the new Vision
and Values for the University (BU2018: Creating, Sharing and Inspiring) and its
Strategic Plan 2012-18.
To help BU display its strategic and legislative commitments to DDE in all policy and
decision-making matters, it is drawing on its previous equality impact assessment
work as well as external guidance to develop a set of frequently asked questions
(FAQs) which will explain to staff how they can demonstrate due regard in practice.
The FAQs1 will be reviewed and updated at the end of each term. If you would like to
have further questions added to the list, please email your question to
diversity@bournemouth.ac.uk.
The FAQs are currently organised under three headings:



The public sector equality duty
Meeting the equality duty in policy and decision-making
Assessing the impact of equality
These guidelines will be reviewed2 initially within 6 months during 2012/13 and
thereafter every 6 months by the Dignity, Diversity and Equality Steering Group
(DDESG). Any updates will normally be undertaken during the summer term with a
revised version being published at the start of each academic year.
The day-to-day responsibility for the guidelines and their implementation will be held
by the Equality and Diversity Adviser. Responsibility for ensuring that assessments
are undertaken is held by Deans and Directors of Professional Services. Ultimate
responsibility for the guidelines, and more widely for equality and diversity matters at
BU, is held by the Chief Operating Officer, who is a member of the BU Board of
Governors.
A final version of the policy is available at policies section of the DDE website.
1
These FAQs have been modelled on the current Equality and Human Rights Commission (EHRC)
guidance ‘Meeting the equality duty in policy and decision-making’ which have been adapted to make
them relevant to Bournemouth University.
2 The review will be based on responses to the Meeting the equality duty in policy and decisionmaking checklist.
Page 3 of 18
2. The public sector equality duty
2.1 What is the public sector equality duty?
The public sector equality duty (the equality duty) is made up of a general equality
duty which is supported by specific duties. The general equality duty requires public
bodies, such as BU, in the exercise of all its functions to have due regard to the need
to:



eliminate discrimination, harassment and victimisation and any other conduct that
is prohibited by or under the Act (Equality Act, 2010).
advance equality of opportunity between people who share a relevant protected
characteristic and people who do not share it.
foster good relations between people who share a relevant protected
characteristic and those who do not share it.
The functions of a public authority such as a University: “… include all of their
powers and duties. This means everything that they are required to do as well as
everything that they are allowed to do. Examples of this include: policy decisions,
budgetary decisions, public appointments, service provision, statutory discretion,
individual decisions, employing staff and procurement of goods or services.” (EHRC:
2012:5).
The following groups outlined in Table 1 are defined as having a protected
characteristic.
Table 1: Protected characteristics under the Equality Act
Age
Disability
Gender reassignment
Sex
Pregnancy and maternity
Protected characteristics
Sexual orientation
Marriage and civil partnership3
Race/ethnicity/nationality
Religion and belief (and non-belief)
2.2 What might paying due regard mean at BU?
For BU, due regard might involve taking steps to:



remove or minimise disadvantages experienced by people studying, working at,
or visiting the University due to their protected characteristics.
meet the needs of people with protected characteristics where these are different
from the needs of other people studying, working at, or visiting the University.
encouraging people with protected characteristics to participate in public life or in
other activities at the University where their participation is disproportionately low.
3
Marriage and civil partnership are protected under the legislation but only for the need to eliminate unlawful
discrimination in employment.
Page 4 of 18

Encouraging positive interactions between people with differing protected
characteristics
Under the legislation there are also requirements to:


make reasonable adjustments for disabled people
promote good relations by tackling prejudice and promoting understanding
between people from different groups.
In practice what this means for Schools and Professional Services is:
“understanding the effect of your policies… (projects) …and practices on
people with different protected characteristics is an important part of
complying with the general equality duty.” (EHRC:2012:6).
By taking this approach BU will be able to consider whether a policy being proposed
or reviewed will be effective and appropriate for different people. What this means in
practice is staff establishing whether or not the policy provides:



positive opportunities to promote equality
negative impacts or
unlawful discrimination.
2.3 Has there been any case law concerning equality assessments?
The case law which emerged under the previous race, disability and gender equality
duties is still relevant to the public sector equality duty. Public authorities, such as
BU, which are covered by the “general duty, must ensure that:







decision-makers are aware of the general equality duty’s requirements.
the general equality duty is complied with before and at the time a particular
policy is under consideration and when a decision is taken.
they consciously consider the need to do the things set out in the aims of the
general equality duty as an integral part of the decision-making process.
they have sufficient information to understand the effects of the policy, or the way
a function is carried out, on the aims set out in the general equality duty.
they review policies or decisions, for example, if the make-up of service users
changes, as the general equality duty is a continuing duty.
they take responsibility for complying with the general equality duty in relation to
all their relevant functions. Responsibility cannot be delegated to external
organisations that are carrying out public functions on their behalf.
they consciously consider the need to do the things set out in the aims of the
general duty not only when a policy is developed and decided upon, but when it
is being implemented.” (EHRC:2012:6).
Case law under the previous duties has also shown that it is good practice for a
public authority: “to keep records of its consideration of the aims of the general
equality duty when making decisions. If an authority is challenged, it is likely
to be more difficult to demonstrate that it has had due regard if no records
have been kept.”(EHRC:2012:7). In addition, under the specific duties BU is under
an obligation to publish information to demonstrate compliance with the general
equality duty which it would do via its DDESG minutes and Annual Report.
Page 5 of 18
3. Meeting the equality duty in policy and decision-making
3.1 What should be assessed?
For BU to demonstrate due regard to the aims of the general duty, it is required that
Schools and Professional Services understand the impact of its functions on
equality, which will include existing and new policies under development.
Drawing on the available guidance from the Equality and Human Rights Commission
(EHRC) BU is using the term “policy” as shorthand: “for the full range of … (its) …
policies, … (projects) … practices, activities and individual decisions. This
includes informal customs and practices.”(EHRC:2012:7).
To help Schools and Professional Services consider the impact of equality in policy
and decision-making the EHRC recommends that it is useful to organise their
policies into three main categories which are:



organisational policies and functions
key decisions
policies that set criteria or guidelines for others to use.
When considering what this means in practice, Schools and Professional Services
should take a proportionate approach when determining “the:




relevance of the policy to protected groups
relevance of the policy to the public sector equality duty
concern previously raised about policy or practice
information indicating an adverse impact on a protected group.” 4
Not all BU policies will be expected to benefit everyone equally and it is
recommended that: “… the interplay between the different protected characteristics”
(EHRC:2012:7) is considered by a policy-maker/team when an assessment is
undertaken.
Having due regard across all BU functions may involve assessing the impact on
equality by decisions that are made together such as School and Professional
Services delivery plans or when setting the annual BU budget for each new
academic year. It will also be necessary to understand the impact on equality when
implementing a policy that has been developed elsewhere such as by the Higher
Education Funding Council for England (HEFCE).
3.2 When should I undertake my assessment?
Staff within Schools and Professional Services should undertake an assessment at
the start of the “policy development process or at the early stages of a review.
Assessing impact on equality should not be a one-off exercise. This is because the
general equality duty is a continuing duty and policy contexts and other
circumstances will change over time.”(EHRC:2012:8). In practice what this means
Your questions. “How do we demonstrate ‘due regard’?” Equality Challenge Unit (ECU), London. Available
from: http://www.ecu.ac.uk/your-questions/how-do-we-demonstrate-due-regard [Accessed 14/03/2012].
4
Page 6 of 18
for Schools and Professional Services is that a draft Equality Assessment will be
undertaken at the drafting stage of any policy. These will be reported to the DDESG
at each meeting of the group, will be accessible for all staff to view and available for
scrutiny and challenge and feedback will be considered in line with section 4.4 and
table 3. In relation to consultation documents, these will be completed in draft prior to
being circulated to staff and staff representatives. This document will form part of
any consultation process and will only be finalised once feedback has been
considered in line with section 4.4 and table 3.
By taking equality considerations “… into account both when decisions are made
and after policies are in place.” (EHRC:2012:8) The value of this approach is that
it should benefit policy development and the delivery of services.
Reviews of existing policies should fall within normal School or Professional Service
review times or within two years at the very latest.
The current advice from the Government Equalities Office (GEO) states that
undertaking an assessment after a decision has been reached “will not achieve
compliance with the Equality Duty.”(GEO:2011:8).
3.3 Who should undertake the assessment?
Current guidance provided by the EHRC states that “assessing the impact on
equality is most effective when it is integrated into day-to-day policy-making,
business planning and other decision-making arrangements. It should not be an
administrative task, but a core part of policy-making, in the same way that
resources and risk are considered.” (EHRC:2012:9).
With BU being committed to ensuring DDE is embedded into all policy and decisionmaking within Schools and Professional Services it is “… the person who is making
the decision or advising the decision-maker about a policy” (EHRC:2011:11) who
needs to undertake the assessment with appropriate assistance and support from
relevant parties such as staff, students and external organisations. Advice from the
Equality Challenge Unit (ECU) also suggests that those carrying out the assessment
need: “to have three main qualities:



knowledge and understanding of the policy
knowledge and understanding of equality
an ability to be objective about the policy.” (ECU:2007:19).
The individual leading on the assessment on behalf of their School or Professional
Service would be viewed as the policy-maker.
When undertaking the assessment it is recommended that the policy-maker brings:
“… together the key people who are likely to be involved in developing and
implementing the policy. This includes external organisations if a policy is being
developed in partnership.” (EHRC:2012:11). The team of people who are
supporting the assessment would be expected to individually reflect one of the
three qualities listed above.
Page 7 of 18
To shape the assessment findings and to ensure objectivity and address possible
concerns over bias it is recommended that the policy-maker/team draws on equality
information,5 as appropriate, from the following sources:










DDE Trade Union representatives
Student and Staff Equality Networks
The Equality and Diversity Adviser
Equality information provided as part of the DDE annual report.
DDESG minutes
External reports provided by organisations such as University Central Admissions
Service (UCAS), Higher Education Statistics Agency (HESA), ECU, EHRC
Multi-Faith Chaplaincy
Additional Learning Support
Business Intelligence Team
Students’ Union (SUBU)
Feedback on any assessment could also be achieved by seeking comments via a
DDESG meeting or emailing the committee directly (this forum comprises
representatives from Schools, Professional Services and Trade Unions). Seeking
feedback on equality assessments is separate to the requirement to report on
assessment work being undertaken within a School or Professional Service.
A policy-maker/team would be expected to outline the equality information they
sought in order to inform their decision and how it was used, as well as describing
the individuals or groups approached when completing the equality assessment
template.
4. Assessing the impact of equality
There is no prescribed methodology for an institution to follow when assessing the
impact of the equality duty in all its policy and decision making. As a result, BU has
decided to draw on its previous equality impact assessment work as well as
guidance provided by the EHRC, GEO and the ECU to establish a process which
demonstrates it has taken due regard of the general duty within all its policy and
decision making activities.
4.1 What policies should I prioritise?
It is important for Schools and Professional Services to consider equality as part of
their day-to-day policy-making, business planning and other decision-making
arrangements. When making a decision on the relevance to equality of BU policies,
staff undertaking assessments may wish to consider the following list of questions
when making a final decision on priority (which should not be seen as exhaustive):



Does the policy affect BU students, staff or the wider community?
Is it likely to affect BU students, staff or the wider community with particular
protected characteristics differently?
Is it a major BU policy affecting how functions are delivered?
5
Equality information is defined as information about the protected characteristics of staff/service users, evidence
used to inform policy development/decision-making, qualitative and quantitative.
Page 8 of 18




Will the BU policy have a significant impact on how other organisations operate in
terms of equality?
Has the process of staff engagement identified the policy as being important to
people with particular protected characteristics?
Does the BU policy relate to an area with known inequalities?
Does the BU policy relate to any institutional equality objectives that have been
set?
If a policy-maker/team decides that the answer is yes to these or other questions it is
recommended that a full assessment is undertaken.
Alternatively, if it is decided that a BU policy is not relevant to equality, it is
recommended that the policy-maker/team should be confident of their reasons for
this decision- which should be recorded. If the reason provided is that no evidence
concerning equality impact(s) is available this “would not be adequate to justify a
decision that a policy is not relevant to equality. Recording your reasons for why a
policy is not relevant will help to increase transparency, encourage engagement and
may assist in demonstrating compliance with the general equality duty.”
(EHRC:2012:11).
4.2 What equality information6 should I gather?
When displaying due regard it is important to consider what information you have
and what other information you need so that the policy-maker/team gives proper
consideration to the Equality Duty.
At the preliminary stages it is recommended: “…to take steps to gather basic equality
information to help you undertake your assessment. At this time it is useful to bring
together key people who are likely to be involved in developing and implementing
the policy. This includes external organisations if a policy is being developed in
partnership.” (EHRC:2012:11). Examples of possible equality information are listed
in Table 2.
Table 2: Examples of internal and external equality information
Internal information
Student/Staff BU profile data (concerning age,
disability, gender, ethnicity) 7
Pay progression and grading data
Staff promotion data
Monitoring data on participation in staff development
opportunities
Applications, short listing and appointment data to
BU posts
Formal/informal feedback from staff/student
engagement events
Formal/informal feedback from staff/student equality
networks/groups
Student/staff complaints which reflect an equality
component
6
7
External information
National Student Survey
HESA Performance Indicators
Reports by external agencies e.g. ECU
Data collected by UCAS and HESA.
Census data
Other HEI equality assessments
Reported incidents of hate crime within
Bournemouth and Poole
Please see footnote 5 for a definition of equality information.
It is anticipated BU will be reporting on additional equality data from 2013/14.
Page 9 of 18
Internal information
Feedback from BU Trade Unions
Internal staff and student surveys
Equal pay audits
External information
After you have collected equality information it is useful to consider the following list
of questions (which should not be seen as exhaustive):






How do the aims of the BU policy relate to equality?
What is the purpose of the BU policy?
What is the context in which the BU policy will operate?
Who should benefit from the BU policy?
What results are intended from the policy?
What is the potential impact of the BU policy on protected groups?
Once you have collected relevant information and considered the above questions it
is important to decide what aspects of the policy are most relevant to equality.
Taking this approach will help: “to focus your attention on the most important areas,
including the inter-relationship between policies.”(EHRC:2012:12).
It is also necessary for a policy-maker/team to consider which: “aims of the general
equality duty and which protected characteristics your policy is most relevant
to. It is important that you have appropriate and reliable information about the
different protected characteristics likely to be affected by the policy.”
(EHRC:2012:12).
The availability of information will help to understand the impact on different groups
and establish whether or not a BU policy might have a positive impact or unlawfully
discriminate. The information used will very much depend on the policy, but it might
be useful to consider:







making comparisons with similar policies in other BU Schools or Professional
services or other HEIs.
undertaking an analysis of enquiries or complaints from students, staff or the
public to help you understand the needs or experiences of different groups of
people.
recommendations from inspections such as the Quality Assurance Agency (QAA)
which have helped to identify any equality issues.
research from national, regional and local sources such as the ECU or Dorset
Race Equality Council (DREC) which includes information on equality issues.
reviewing the evaluations of the BU equality events such as Black History Month
and World Mental Health Day.
results of engagement activities or student/staff surveys which will help you to
understand the needs of students, staff and the community with different
protected characteristics.
drawing on information from public and voluntary organisations to help you
understand the needs or experiences of people with different protected
characteristics.
If it is not possible to collect equality information about people with particular
protected characteristics, it is necessary to consider how you will fill these
Page 10 of 18
information gaps. This could be through: “…undertaking short studies or surveys, or
some engagement work. If it is not possible to collect this in time to inform your
assessments, consider how you can increase your understanding in the short term
before undertaking more robust research at a later date.” (EHRC:2012:13).
4.3. How should I analyse the collected equality information?
After gathering relevant information, it is necessary for the policy-maker/team to
establish the likely impact of the policy on equality. The following list of questions
(which should not be seen as exhaustive) might help when undertaking the analysis:









Do the outcomes of the BU policy affect people with protected characteristics
differently?
Are there any differences in the take-up of BU services by people with different
protected characteristics?
What are the key findings of your engagement?
If there is a greater impact on one group, is that consistent with the aims of the
BU policy?
If the BU policy has negative impacts on people with particular characteristics,
what steps can be taken to mitigate these effects?
Does any part of the BU policy discriminate unlawfully?
Will the BU policy deliver practical benefits for certain groups?
Does the BU policy miss opportunities to advance equality of opportunity and
foster good relations?
Do other BU policies need to change to enable this policy to be effective?
When considering impact it is important to consider whether or not the BU policy:


provides an opportunity to identify ways to advance equality of opportunity and
foster good relations.
has the potential to unlawfully discriminate against students, staff or the
community who are protected under the Equality Act.
Understanding the impact on existing BU policies will be easier because of available
information which will help to establish the actual impact (positive or negative) for
particular protected characteristics.
4.4 How do I make a decision and decide on a course of action?
When making a decision concerning due regard it is important to take into
consideration the aims of the general equality duty. What this means in practice will
vary according to the individual decision being made; it should be proportionate, and
based on the importance of the policy to advancing equality and fostering good
relations (as well as including other factors such as finance).
When making your final decision: “a strong evidence base and transparency
about how you reached your decision should help you to explain and justify
your decisions internally and externally. Having your decisions and rationale
easily accessible should also help to counter any misconceptions.”
(EHRC:2012:15) Table 3 provides a list of possible courses of action after you have
made your decision.
Page 11 of 18
Table 3: Decision outcomes
Course of Action8
Continue the BU
policy (Level 1)
Justify and continue
the BU policy
(Level 2)
Change the BU
policy (Level 3)
Stop the BU policy
(Level 4)
Notes
The assessment demonstrates that the policy shows no potential for discrimination
and you have taken all appropriate opportunities to advance equality of opportunity
and foster good relations between people with different protected characteristics.
There might be a number of factors (such as policy aims/financial constraints) which
make it reasonable for you to decide to adopt the policy despite its adverse equality
impact. This is an option where your policy does not unlawfully discriminate, or
where the discrimination can be objectively justified. [If your decision is challenged it
is important to demonstrate that due regard to the aims of the general equality duty
had been considered when reaching a decision.]
This involves making changes to the policy to ensure it does not adversely affect
groups of people, or miss opportunities to affect them positively. This can involve
taking steps to mitigate adverse impacts, or to bolster or tailor positive ones.
[It is lawful under the legislation to treat people, such as disabled students
differently in some circumstances].
If the policy shows unlawful discrimination that cannot be changed or objectively
justified, consider stopping it in order to avoid being sued for breach of the Equality
Act 2010.
Whichever level is adopted, it is recommended that the policy maker/team publish
their reasons for the decision and the equality information used to inform it. When
the decision has been made it is recommended that either a Dean or Director of a
Professional Service signs off the assessment.
4.5 How should I document my findings and decisions?
It is recommended that when a policy-maker/team undertake their assessment they
document the process they have gone through by completing the assessment
template as appropriate (Appendix 1). Schools and Professional Services are
required to keep the completed equality assessment template with supporting
information on the DDE section I-drive.
By documenting the decisions being taken Schools and Professional Services will
help to evidence that the BU commitment to DDE and the general equality duty is
being met. Keeping records will also help to meet any future legal challenge or
Freedom of Information requests.
4.6 How should I publish my findings and decisions?
Information on the work being undertaken in this area can be found in the termly
minutes of the DDESG meetings. Table 4 details when Schools and Professional
Services will be expected to report on the work being undertaken.
8
The four courses of actions have been taken from the current EHRC guidance and have been
modified to make them relevant to Bournemouth University.
Page 12 of 18
Table 4: Equality assessment publication timetable
DDESG Meeting 1
(December)
Student & Academic
Services
Marketing and
Communications
School of Tourism
IT Services
DDESG Meeting 2
(March)
School of Health and
Social Care
School of Design,
Engineering and
Computing
Estates
DDESG Meeting 3
(July)
Media School
Human Resources/
Organisational
Development
Office of the ViceChancellor9
DDESG Meeting 4
(September)
School of Applied
Sciences
Business School
Finance and
Performance
An overview of equality assessment work undertaken will be reported in the annual
DDE report.
4.7 How should I monitor actual impact and review policies?
As recommended by the EHRC: “assessing the impact on equality is an ongoing
process that does not end once a policy has been agreed or implemented.”
(EHRC:2012:17). Schools and Professional Services, as part of normal business
planning and review activities, should monitor the actual impact of the policy, but
also be flexible enough to undertake this activity if unexpected negative impact
occurs.
When completing any review Schools and Professional Services would be expected
to complete the equality assessment template, and meet the publication timetable
outlined in Table 4.
9
This includes five functional areas: 1. Alumni & Development, 2. International, 3. Regional, 4. UET
Support, 5. Research & Knowledge Exchange (which includes the Graduate School and Centre for
Entrepreneurship).
Page 13 of 18
5. References
 Equality and Human Rights Commission, (EHRC). [2012]. Meeting the equality
duty in policy and decision-making.
 Equality and Human Rights Commission, (EHRC). [2011]. Equality Analysis and
the Equality.
 Equality Challenge Unit, (ECU). [2007]. Conducting Equality Impact Assessments.
 Government Equalities Office. (GEO). [2011]. Equality Act 2010: Public Sector
Equality Duty What Do I need to Know? A Quick Start Guide For Public Sector
Organisation.
Appendix 1: Equality assessment template
When completing the assessment template the policy-maker/team should complete this template in partnership with the team who supported the assessment.
3.1
3.2
Does the BU policy have a positive, negative or no impact in terms of addressing
prejudice by fostering good relations among people with a protected characteristic and
those who do not at the University?
In advancing equality of opportunity, does the BU policy have a positive, negative or no
impact in terms of removing or minimising disadvantages suffered by people at the
University due to their protected characteristics?
Page 15 of 18
Marriage/civil
partnership
Sexual
Orientation
Religion or
belief
Race
Pregnancy/
Maternity
Gender
Reassignment
3.
Answer
Gender
2.3
Answer
Disability
2.2
Equality Assessment Template
Background
What policy is being assessed or reviewed?
What are the aims of the policy?
Who is affected by the policy?
Who supported you and why to complete the first assessment or this review?
Equality information
For existing policies, what equality information have you used as referenced in Table 2 of
the guidelines, and how have you used the information to inform the first assessment
and subsequent review? (Please also describe who provided this information and why
they were approached)
If this is a new policy, what equality information will be used to monitor the impact as
referenced in Table 2 of the guidelines, and how you will use the information to inform
the first assessment and subsequent review? (Please also describe who provided this
information and why they were approached)
How will the collected information be used to inform the first assessment and subsequent
review?
Equality relevance
When undertaking an assessment policy owners are required to complete the
equality relevance table by indicating whether or not the policy has a: positive
impact (PI), negative impact (NI) or no impact (NO). Any decision taken when
completing this table will need to take into consideration available equality
information.
Age
1.
1.1
1.2
1.3
1.4
2.
2.1
N/A
3.3
3.4
3.5
4.
4.1
4.2
4.3
4.4
4.5
4.7
4.8
4.9
4.10
4.11
In advancing equality of opportunity, does the BU policy have a positive, negative or no
impact in terms of taking steps to meet the needs of people with certain protected
characteristics where these are different from the needs of other people at the
University?
In advancing equality of opportunity, does the BU policy have a positive, negative or no
impact in terms of encouraging people with certain protected characteristics to participate
in all activities at the University where their participation is disproportionately low?
Does the BU policy have a positive, negative or no impact in terms of seeking to
eliminate unlawful discrimination, harassment, victimisation and any other conduct
prohibited by the Act (Equality Act, 2010) at the University?
Decisions/ Feedback/ Approval
What are the decision outcomes as outlined in Table 3 of the guidelines as part of the
first assessment or at the review stage?
In what way have the decision outcomes changed since the first assessment?
What actions need to be taken to promote/share any positive impact as part of the first
assessment or review?
What actions need to be taken to mitigate any negative impact as part of the first
assessment or review?
Who completed this first assessment or review?
What feedback has been provided from DDESG to the assessment or review?
How has feedback from DDESG been used to inform the first assessment or review?
Which School/Professional Service Executive Committee has approved this assessment?
Date approved by School or Professional Services Executive Committee
Date for assessment review
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Marriage/civil
partnership
Sexual
Orientation
Religion or
belief
Race
Pregnancy/
Maternity
Gender
Reassignment
Gender
Disability
Equality relevance
When undertaking an assessment policy owners are required to complete the
equality relevance table by indicating whether or not the policy has a: positive
impact (PI), negative impact (NI) or no impact (N). Any decision taken when
completing this table will need to take into consideration available equality
information.
Age
Equality Assessment Template
N/A
N/A
N/A
Answer
Appendix 2: Meeting the equality duty in policy and decision-making
checklist10
The checklist below provides a summary of the actions a BU policy-maker/
assessment team needs to consider when giving consideration to the aims of the
general equality duty in respect of policy and decision-making.
Question/Comment
1.
Answer
Has assessing the impact of equality been
integrated into all policy
development/decision-making within your
School and Professional Services business
planning processes? (Please provide
examples)
What equality information has been used to
assess the impact of the BU policy? (Please
provide examples)
Has the assessment identified and understood
how a policy might affect people with
particular protected characteristics differently?
(Please provide examples)
Has the assessment identified any possible
changes necessary to meet different people’s
needs, in terms of removing or mitigating
negative impacts and enhancing positive
ones? (Please provide examples)
Do you feel the time and effort involved to
undertake the assessment was proportionate
to the importance of the policy in advancing
equality of opportunity and fostering good
relations? (Please provide examples)
In undertaking the assessment please outline
who you have engaged with, and why did you
engage with them. (Please provide examples)
As part of undertaking the assessment have
you documented how you have considered
the impact of the BU policy, and how that
informed your decision-making?
Have you provided feedback to DDESG on
the effectiveness of the BU guidelines as part
of your policy development and decisionmaking within your School/Professional
Service? (Please provide examples)
2.
3.
4.
5.
6.
7.
8.
10
This checklist is an adaptation of the EHRC (2012:18) summary guidance and has been modified to
make them relevant to Bournemouth University.
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Appendix 3: Further information
If you would like to find out more about Dignity, Diversity and Equality matters at the
University please contact Dr James Palfreman-Kay, Equality and Diversity Adviser.
Telephone: 01202 965327
E-mail: diversity@bournemouth.ac.uk
URL: www.bournemouth.ac.uk/diversity
Join us on
Facebook and
Twitter
http://www.bournemouth.ac.uk/diversity
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