Awareness Raising

for Boards of Governors

Aims for the SessionTo raise awareness of the context, rationale , aims and objectives and outcomes of the CRED Policy

To consider implications for Boards of Governors for the implementation of CRED Policy

Outline of SessionIntroductionContextCRED PolicyCRED Guidance Quality Indicator FrameworkRole of Board of Governors

RationaleEvolution of Community Relations

Policy since 1980sSociety in NI has become more

diverse in last few decadesSectarianism, racism and bullying

are examples of social problems, which still need to be addressed in society

ContextProgramme for Government seeks to ‘build a

fair and prosperous society for all’NI Curricula (formal and informal) aims to

develop in young people, the knowledge and understanding of the challenges and opportunities they may encounter in an increasingly diverse society

Teachers are able to address issues of Diversity through Citizenship and PDMU (Personal Development & MutualUnderstanding)

CRED 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

CRED Policy AimsContribute to improving relations between communities by educating children & young people to develop self respect, respect for others, promote equality and work to eliminate discrimination

Provide formal and non-formal opportunities to build relationships with those of different backgrounds and traditions within resources available

CRED Policy ObjectivesDevelop understanding and respect for rights, equality and diversity of all without discrimination

Value and respect difference and engage positively with it

Equip children/young people with required skills attitudes and behaviours

CRED Policy Intended OutcomesUnderstand and respect rights, equality and diversity (including linguistic diversity) of all

Develop skills, attitudes and behaviours to value and respect difference and engage positively with it

n.b. Based on set of core principles

CRED Policy Core PrinciplesChild centredResponsive to the needs of childrenEncourages progressionParticipationExperiential learningMeaningful interaction between different groups

Core Principles continuedDifferentiationComplementaryCollaborationImprove outcomes for young people, society and the economy

Dissemination of good practice

CRED Policy Intended RecipientsPrimary SchoolsPost-Primary SchoolsYouth SettingsStatutory nursery settings Other pre-school settings – “strongly encouraged” to adopt CRED principles

CRED Policy ~ Key changes from CR Policy:

Wider definition of Community Relations - all Section 75 groups (not just two main communities)

Reflects changed environmentReflects changes to curricula

Move away from dependency on external organisations

Embed work within schools and youth settings

Provide strong skills base for educators

Within framework of existing policies

CRED Policy ~ Key changes from CR Policy:

Context for Schools

Key policy driver – ESaGS, 2009School Development Planning regulations, 2011 – highlighting importance of ethos

Collaboration between schoolsWhole school approach

CRED in EducationSchools can promote CRED through:

the ESaGS indicators: Child Centred Provision High Quality Learning and Teaching Effective Leadership A School Connected to its Local Community

the 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

Pre-School Curriculum

Sits naturally in Personal, Social and Emotional development

Can be addressed within all other Curricular Areas

Community Relations, Equality & Diversity In Education

Primary Curriculum

Sits naturally (from Foundation to KS2) in “Personal Development and Mutual Understanding”

Can be addressed within all other Curricular Areas

Post Primary Curriculum

• Sits naturally in the areas of Local and Global Citizenship and Learning for Life and Work• Can also be supported through all

other curricular areas

Community Relations, Equality & Diversity In Education

CRED: Why a Guidance Document?To line up the CRED policy with the curriculum and related policies, including the school improvement agenda

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

CRED: Who is the Guidance for?Formal and Non Formal Education

(Schools and Youth Work settings)Management Committees, Advisory Committees, Boards of Governors

Strategic Managers – in Education Authorities

Operational Managers – Schools and Youth

Delivery staff – teachers and youth workers

CRED Policy: Measuring Success

A robust evaluation process is a key aspect of the policy

Quality Assurance Indicators are included in Guidance

External monitoring of attitudes (e.g. NI Life and Times)

Community Relations, Equality & Diversity In Education Policy Quality Indicators will:

Evaluate the success of the implementation of the policy

Assist with the work of those who receive CRED funding

Assist ETI in their Quality Assurance Provide guidance to support funding

applications

Key priorities for implementationTraining and capacity building of workforce

Dissemination of good practice and materials

Targeted support for meaningful interaction

http://www.deni.gov.uk/cred_policy_doc1.pdf

CRED Website

www.credni.org

Reference to information for Boards of Governors

http://www.deni.gov.uk/index/schools-and-infrastructure-2/schools-management/79-school_governors_pg/schools_79_governor-roles-and-responsibilities_pg/schools_79_chapter-5-equality-good-relations_pg.htm

WorkshopDiscuss in small groups:

What are the implications of the CRED Policy for your role as Governor?