Common use of Protected characteristics Clause in Contracts

Protected characteristics.  Age - The College has a long history of providing Higher Education opportunities for mature students. The data shows that recruitment of students aged 21+ was 162 (15/16) and 140 (16/17). The College hopes to maintain this level of access for mature entrants as fees increase. This group will be included in targeted campaigns delivered to communities and employers within the region. This group will also be offered tailored IAG highlighting the benefits of higher education and the financial support available.  Disability - In 2015/16, 24% of WMC`s HE entrants indicated that they have a disability/learning difficulty, well ahead of HEFCE’s 2013/14 data for the region which states that only 5% of HE students in the Liverpool City Region are in receipt of Disabled Students’ Allowance. The College will continue to provide high standards of support and student inclusion activities.  Race - In 2015/16, 11% of HE entrants to the College indicated that they are of black or minority ethnic (BME) origin. HEFCE data for the same year specifies that 4% of HE students in the Liverpool City Region indicated they were BME origin.  Sex – In 2015/16 of all entrants to higher education at WMC, 52% were female and 48% were male. This is better than the sector average which, for 2015/16, 57% were female and 43% were male. The College is determined to support all of its students to achieve their qualification. This support is delivered under the protocols of Student Finance England, and in line with the policies of its validating Universities, and Pearson. This is so that they have parity with Universities across the UK. HE students are made aware that they will need to apply for a Disabled Students’ Allowance to pay for this support. The Additional Learning Support team at the College numbers over 60 highly trained and qualified staff, including Specialist Tutors, Communication Support Workers and Learning Support Assistants. Staff from the Learning Support team work with students in every subject area and at every level from Entry Level to Higher Education. The students the College supports have a wide range of needs, including:  Dyslexia/Dyspraxia, ADHD, ADD;  Mental Health and wellbeing;  Physical Difficulties, and Autism Spectrum/Asperger’s Syndrome. The College is part of the recently-formed Merseyside Collaborative Outreach Partnership (MCOP) The network is led by the University of Liverpool and includes six HEIs and three FECs which provide HE level courses. The network was established via HEFCE’s NCOP initiative and provides schools and colleges within Greater Merseyside with a ‘Single Point of Contact’ to signpost teachers and advisors to relevant outreach activities at each of the partner organisations. HEFCE funding through this scheme requires the network to create a website for schools, appoint an officer to act as a single point of contact for schools, and develop resources and activities. The aim of the network for collaborative outreach is to ensure that all state-funded secondary schools and colleges understand how they can access higher education outreach activity and to simplify the way in which they can do so. They also wish universities and HE providers in FE to target ‘cold-spots’, where schools have little or no engagement with a university. HEFCE is encouraging networks to spend funds on developments that can be continued after the funding period (2014/15-2015/16). Plans for the Greater Merseyside network therefore focus on existing target groups that will benefit from a collaborative approach, but which also connect to long-term institutional targets. WMC expects that with the additional funding from the increased fees from 2017/18, it will be able to continue the work of the network at a local level. This will include development of resources and activities in schools; identifying and responding to any gaps in engagement; and ensuring that schools and learners are receiving the support and information they need to progress onto higher education. The College will also seek to develop other targeted activity, beyond its current undertakings, on raising aspirations of learners such as looked- after children. The College will also be working closely with schools around family and community learning events. This is direct expenditure for a member of WMC staff to work on increasing outreach activity and for retention of HE students. The College has a Teaching and Learning Policy which outlines its strategic and operational approach to supporting students to ensure they reach their full potential in terms of development and achievement. This policy outlines what support the students will receive; from choosing the right course, supporting the students on programme and helping them to plan for the future. The College has an Equality and Diversity Policy and actively promotes equality and diversity via staff development and the provision of a range of teaching resources. The College ensures equality of opportunity for all its students, who come from extremely diverse backgrounds. Student progress and development is monitored by all course tutors throughout their programme of study, enabled by small class sizes that involve and engage students. One to one tutorials are made available for students to provide the individual support they may need. Course data showing enrolment numbers, retention, achievement and classifications for all HE courses is monitored via the College HE quality processes. Course Leaders are held to account on any poor performance and provide explanations for this to the HE Academic Panel and this is reported to the Higher Education Quality Assurance Committee (HEQAC). Three year datasets are provided for review to show trends. Where courses are not showing improvement in recruitment numbers or retention over time, they will be considered for removal from the College portfolio. University validated programmes are also monitored via the University’s own quality processes. Module assessment boards take place to review and assess student progress for each module and Course Leaders are required to submit annual monitoring reports to the University, containing information regarding student development and achievement. In addition to reviewing course data information, the Panel and Committee receive student feedback and the actions taken to respond to students. Information on student support, progression and student success profiles is also submitted for review. Accommodation and resources are monitored throughout the academic year. The fundamental purpose of this agreement is to stimulate access and participation in higher education by learners from LPN. As a further education college within an area of recognised deprivation, the College has an Equality and Diversity Strategy that encourages participation in learning from all areas of the community. The College will ensure those groups most in need of Information, Advice and Guidance relating to the accessibility, affordability and benefits of HE will receive associated targeted information. Wirral Metropolitan College is committed to valuing diversity and to promoting and implementing equality of opportunity in all its activities. This commitment is based on the principle that those who learn, work and are involved in the College should be treated fairly and with respect. The performance of the College depends on all people having a stake in its future and recognising that everyone has both rights and responsibilities within this context. The College will work towards an environment and culture where everyone is encouraged and supported to develop their full potential, which includes giving due regard for protected characteristics as outlined in the Equality Act 2010 and the Technical Guidance on Further and Higher Education. The protected characteristics for Further and Higher Education Institution provisions are:  Age  Disability  Gender reassignment  Pregnancy and maternity  Race  Religion or belief  Sex  Sexual orientation The College will also meet the Public Sector Equality Duty, which requires it to:  Eliminate discrimination, harassment and victimisation;  Advance equality of opportunity;  ▇▇▇▇▇▇ good relations between people who do and do not share the same protected characteristics. The College’s Equality and Diversity Policy and Action Plan have the following objectives:  Value and respect diversity and recognise the benefits from our differences;  Create a positive, safe, accessible environment and culture in which discrimination has no part;  Listen to, engage and collaborate with a wide range of learners, partners and staff in order to continually improve the College’s equality practice;  Promote equal opportunities in all aspects of employment;  Make reasonable adjustments to support and respond flexibly where there is a clearly identified need;  Ensure that all policies and procedures are accessible and clear and reflect the College’s commitment to equality;  Ensure that all learning programmes reflect and promote equality and diversity in content and delivery;  Be accountable by target setting, monitoring, evaluating and reviewing progress on a regular basis;  Take necessary action when non-compliance with Equality and Diversity is identified;  Secure resources to ensure that the College meets its public sector duty in respect of Equality and Diversity. Impacts of the above action plan are monitored through the College’s Equality and Diversity Committee and also through the designated College HE quality committees.