Social Inclusion. Social inclusion refers to process of improving the terms on which individuals and groups engage in the community improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity. It is a situation in which individuals have the resources and opportunities to be involved in society to an extent that is satisfactory to them. Working towards social inclusion means finding and using measures to reduce barriers that restrict the resources and opportunities of disadvantaged groups. This can include barrier-free design, inclusivity to vulnerable groups, mixed income/tenure models and a dynamic community life (non-exhaustive list).
Social Inclusion. The College is committed to widening access to further and higher education, particularly for those who face additional barriers to achieving success in education and training. We are the largest contributor to providing meaningful positive destinations for school leavers from Scottish Index of Multiple Deprivation (SIMD) Deciles 1 to 4 (MD10 – MD40) in the Borders. To progress our commitment to social inclusion we have a wide range of employability and access programmes and have introduced an approach to admissions that seeks to offer appropriate places at college to all who wish to study. We will continue to work closely with all the Borders Secondary Schools to ensure that there is a coherent and progressive programme of vocational education in the Senior Phase, which helps to keep all young people engaged with their education and opening up their aspirations for future careers. For those Senior Phase pupils most at risk of disengaging, including those from our most deprived areas and those who are looked after young people, we work with the support of the Xxxxxxxxx Educational Trust. This provides mentoring support during their participation in the Borders College Schools Academy and then assisting them to make a successful transition to College (The Borders Young Talent Programme). We are committed to providing opportunities for school leavers and other residents from the more deprived postcode areas. In 2016/17, the percentage of all College activity delivered to people from MD10 areas marginally increased at 3.5% and again to 3.8% in 2017/18. With the publication of SIMD 2016, the number of MD10 classified postcode areas within the Borders Region diminished. However, the SIMD is limited as a measure of disadvantage. For example, the Scottish Borders has the lowest level of weekly wage of the 32 local authority areas and research undertaken nationally on child poverty indicated that the Borders was now 8th out of 32 areas, i.e. one out of four children in the area were living in poverty. Despite us providing transport from isolated areas, the distances and infrequency of this often presents an additional challenge for our most vulnerable to access learning. One of the most significant challenges we have is the lack of articulation opportunities for Borders students. It is difficult to reach articulation agreements with universities because of the low numbers involved in each curriculum area. It is also challenging for the College to sustain HE prov...
Social Inclusion. All employers of IQNs should be mindful of incorporating activities and resources which encourage positive interaction within the workplace as this promotes intercultural understanding across the entire nursing workforce. Such activities and resources should ideally occur or be available on a regular basis within the work environment, for example, during xxxx meetings, study days and xxxx communication. In addition, information pertaining to cultural awareness should be provided to all existing staff to provide education and understanding about the IQNs knowledge and experience, as well as cultural differences that may exist, highlighting the benefits these differences will bring to the clinical team. In recognition that IQNs are a potentially vulnerable group that may experience racism or discrimination in the workplace, employers must ensure a positive culture in their respective areas with proactive management of any bullying that occurs and have zero tolerance for this, including having the means for safe, confidential reporting and escalation with clear policies and procedures in place around this (NZNO, 2012). Immigration New Zealand emphasises the importance of integrating migrant staff into not only the new workplace but also the community. They have a number of online resources related to supporting and integrating migrant staff for both employers and IQNs (Immigration New Zealand, 2020).
Social Inclusion. 1. The Recipient has produced cost estimates and initiated public consultation on full-day schooling for primary education.
Social Inclusion to offer targeted support to students who may face additional barriers and endeavour to remove these barriers.
Social Inclusion. The project would include public education and awareness raising campaigns about the upgraded system and the role of citizens in SWM, measures to ensure inclusion of the informal recycling sector in the new project, and gender considerations.
Social Inclusion. 1. Revise tuition fees at the secondary and tertiary education levels, thus better reflecting market conditions, and enhance policies to protect the poor.
Social Inclusion. To continue to ensure social inclusion as part for the policies, plans and programmes for the centre. In particular, the Centre should provide affordable opportunities for all residents to access leisure activities, proactively seeking to engage with priority and/or hard to reach groups including those identified in the Kingston Strategic Plan, Cultural Strategy and Children and Young People’s Plans. Access to Centre activities should be available on a ‘pay as you go’ basis, at a reasonable rate, in addition to any membership schemes the Centre may operate.
Social Inclusion. 4.3.1. The overall goal of the social inclusion programme component will be to support the country in its efforts to better target and include vulnerable individuals and groups at risk of exclusion in socio-economic processes. Moreover, targeting the poorest and the most excluded will be critical at this stage of national development and in light of repercussions from the global financial and economic crisis.The findings and key social inclusion challenges identified in a number of analytical and policy documents (National Employment Action Plan, Strategy for Roma Decade, the NDP 2008-2013, MDG Mid- point Progress Report) will be used as platforms for developing specific response programme interventions.
Social Inclusion. The Licensee must ensure that Community Gardeners:
