Race Equality ProjectFramework for developing

an Impact Assessment Steering Group

The Project

DfES funded project working towards full implementation of the Race Relations Amendment Act in Further Education Colleges in England.

Legislative Requirements

General DutyEliminate unlawful racial discriminationPromote equality of opportunityPromote good relations between

persons of different racial groups

Specific Duties

RACE EQUALITY POLICY

PUBLISHING

MONITORINGIMPACT ASSESSMENT

Further Requirements

Mainstreaming

‘The aim of the general duty is to make race equality

central to the way public authorities carry out their functions. Promoting race equality should be a central part of all policy development, service delivery and employment practice.’

(Statutory Code of Practice on the Duty to Promote Race Equality, CRE)

Consultation

The recommendation is that institutions… ‘set up a committee or working group, chaired by

a senior manager. The group or committee should be responsible for coordinating work on race equality.’

(Framework for a Race Equality Policy for Further Education Colleges, joint CRE, LSC, AoC guidance)

Composition of Group

Following the guidelines the group should be chaired by an appropriate senior manager and include:

Staff from different departments Staff representing different grades, levels and types of

positions Students, including overseas students Union representatives Other groups such as networks or associations of staff

and students from ethnic minorities

IMPACT ASSESSMENT STEERING GROUP

Board/Corporation

Principal

Senior Management Team

Equality and Diversity Committee

I.A.S.G.(RRAA)

I.A.S.G.(DDA)

BENEFITS OF STEERING GROUPThe model allows for all the legislative requirements to be fulfilled whilst at the same time enabling the institution to be responsive to theneeds of all stakeholders. Key features include: Race equality to become central to the work of the

institution as there is a direct line of reporting to the board.

Consultation or collaborative working to become embedded.

Impact assessment to be ongoing rather than a system of crisis management.

A smaller group can be more dynamic and responsive. Implementing the model will enable the college to meet

the targets set by REES.

Recommendations

The college to establish an Impact Assessment Steering Group to work towards implementation of the Race Relations Amendment Act.

The first meeting to take the form of a workshop to establish the ethos of the college and develop a framework and timetable for assessing policies and functions.

The group to have monthly meetings for the first six months to drive forward implementation.

Appropriate level of facility time for staff actively involved.

Input from the college

Endorsement for the recommendations.Ongoing commitment to positively promote

good race relations.