The Race Relations Act 1976

The dry wash trans work oution subroutine 1976IntroductionA major factor bear on the delivery of the curriculum in Further Education is rooted in the in beities resultant from perceived racial and ethnic differences. These ar very frequently based on preconceived nonions, usu every last(predicate)y ill informed, ab come out the beliefs and perpetrates of assorted racial and ethnic sorts.Over the past few classs on that point has been a small but sustained increase, year on year in the racial mix of potential disciples applying to start engineering courses. My exert involves the delivery of the engineering curriculum to savants at aims champion to triad the catch of all these groups reflects the general trend in the increase in racial mix.Therefore, the autochthonic reason for investigating this topic was to discover the real jar of the increasing diversity and how the legislation is being used to underpin the set described in the subspecies dealing Act 1976, how they affect College operating theater (in respect of Oaklands College) and how teaching practice is affected.In this musical composition, the intention is to set out the background to the Act and investigate its effect on the further nurture sector with particular reference to Oaklands College and then to discuss the implications for the teacher in the classroom or workshop.The PolicyThe Race Relations Act 1976 (RRA) and the Race Equality document that supports this and how Oaklands College is implementing it.Values behind the PolicyThe Race Relations Act came into being in 1976, when it was recognised that the existing legislation was vague and had little beneficial effect on the lives of racial minority groups. The underpinning value of the new regulations were, the elimination of racial discrepancy, the furtherance of equality of luck and the promotion of harmonious relations between flocks of different ethnic and racial groups. These atomic bite 18 the values, whic h the majority of British people purportedly avow allegiance however, they atomic number 18 very much tested by the strength of popular percept which is, as always far more powerful than the truth. A topographic point not aided by the popular press who take every opportunity to terrify the population by visions of the impending end of the British way of life, overwhelmed by a tsunami of immigrants from all parts of the world. Thus the get to overtly promote the values is even out more heavily underscored and even more necessary.To understand how legislation affects operations in Further Education, it is native to understand some definitions of aspects of distinction as described in the Act. The 1976Act divides discrimination into iv coarse atomic number 18as direct discrimination, indirect discrimination, harassment and victimisation. Below be some pillow slips and definitions, which illustrate the meaning of each of these categories.An example of direct discrimination would be to set tighter assignment deadlines to black learners but.A good example of indirect discrimination is the enforcement of a no headgear rule this could be seen to exclude Sikhs, who wear turbans, Jewish men wearing yarmulke or Muslim women wearing the hijaab. In practice, if a class contains one or more learners in these groupings plus learners from a majority group who swear on wearing baseball game caps, the legal philosophy would apply if tho the baseball cap wearers were asked to doff their headgear.Harassment on racial grounds is handle the same as direct discrimination because there is a injurious effect on the victims dignity or it creates an intimidating or offensive environment.Victimisation concerns people whom remove made or intend to shake a complaint in respect of racial discrimination and includes either person musical accompaniment the complaint. The Act forbids any unfavourable treatment of people in either of these circumstances.The Commission for racial Equality (CRE, which in 2007was corporal into The Equality and Human Rights Commission.) issued a Code Of practice (COP), which placed proper(postnominal) duties on schools, colleges and universities. These duties primarily necessary colleges to trouble a policy statement, which actively promoted racial equality. Guidance from the CRE included a number of points, which the college policy was testify to addressArrangements to assess the impact of the policy on rung as well as learners.Ongoing monitoring of the set up of the policy in terms of admissions.The progress and success rates from differing ethnic and racial groups.Arrangements to publish the findings of the ongoing monitoring on an annual basis.Implications for Institution and professional practice1. The InstitutionIn 2004 Oaklands College issued an Equality and innovation Policy (EDP) in which it corporatelyWelcomes diversity, recognises values, celebrates and regard the many different contributions and needs of our learners, staff and the communities we serve (i)As required by the Act, the policy sets out a strategy, operational outcomes and responsibilities for implementation and lists supporting policies and procedures. The Race Relations Policy (RRP) is named as one of these supporting policies. include is a means of ongoing re charm, which is the work of the Equal Opportunities Committee of the academic Board. The committee reports to the board on a termly basis and produces a report of its machinations annually. (ii)Data included in the report is produced retrospectively and is usually only available until afterward a whole year is passed.The broad make of the Race Relations Policy is to promote inter-racial awareness, mutual respect and the valuing of the respective(a) ethnicity of all staff and learners. The policy includes a requirement for all staff to be trained and be made aware of the methods of implementation of the Policy. It was anticipate that initially such preparedness would be provided at induction and thenceforth be refreshed at regular intervals. This is, however, not mandatory after the induction training and though training sessions are provided, these are not compulsory and attendance is very much at the whim of the item-by-item.In terms of promotion of the values, much college material is created to take into account the differences in its audience. This is also true in the way that the college advertises to the general public, in a way that hopefully attracts a widely diverse learner carcass by projecting the image of a multi-cultural establishment in rail line with modern, diverse communities. The main page of the College has easily accessible links to an overview of learner support available, including ESOL and the International page also has links leading to teaching congenital to the potential overseas learner as well a guide to the local area. All in English.2. Professional practiceThe effects of racial legislation in the classroom or workshop are best examined by illustration using two real scenarios.Firstly, a level one group, fifteen strong, is undertaking a largely hardheaded course in engineering fundamentals. Three learners in this group are of the Muslim faith. Their backgrounds are racially diverse, one black of Ugandan origin, one is Bangladeshi and the third is a Lebanese from Beirut. All ternary have vastly different characters due partly to the natural diversity of compassionate beings, their common Muslim faith and their national origins.Secondly, a level three group, also fifteen strong is engaged on a level three national Diploma course has a very broad racial and ethnic diversity. The group includes the following.An Israeli, an Afghan refugee, a Ukrainian, a Romanian, four Afro Caribbeans and the remainder white-British. Immediately we see racial differences that have the potential for natural endowment rise to tensions or even conflict.In dealing with the three Muslims in the level one group, their needs are very much governed by their racial and faith backgrounds. The society values of each undivided at heart the group will be quite different. Think of the Ugandan, the Bangladeshi and the Lebanese, all Muslim yet all quite different with different individual needs. Yet the Race Relations Act of 1976 demands that each group or individual within a majority group must be given equality of opportunity. Here also there is a grammatical case for differentiation extending beyond that required in terms of learning styles alone. The free danger here is the perception of the majority grouping that another individual or minority group is receiving preferential treatment and is thereby gaining an partial advantage. (Outside the education world a similar principle is bringing closely the rise of the BNP in some working class communities)The majority group could realistically argue that the differentiation applied to the minority group, could be inauspicio us to the principles of the RRA, paradoxically just what the strategy set out to avoid.The level three group is potentially more volatile in terms of doable conflict, although to date no problems of this nature have been encountered. More to the point are the strategies that can be employed to promote good relations and equal opportunities, since these two values do not always sit merrily together.With such a diverse group, it could be envisaged that language would be the primary barrier to equality of opportunity. The quietness of the Romanian learner at startle gave rise to some doubt, but rapidly dispelled on the production of nonexempt work. The Ukrainian, although born in that country has spent the majority of his life in this country, the Israeli likewise. The only issue in this regard concerns the Afghani refugee. This learner has fairly fluent spoken English and reasonable command of the written. However, this learner does have some difficulty with certain specialist, te chnical terminology. Support in this regard is provided upon request and ESOL type support is being provided via the International Office.In general, the College calendar is constructed with the major Christian festival in mind as well as conforming to the traditions of the British academic year. With the annual rise in ethnic diversity, it is now important to recognise the festivals and observances of other religions. A Muslim learner, for instance who is not available for college on a Friday, could be provided with personal support, guidance and of course will have access to any learning materials placed on the VLE. Another possibility is that the date of an sound judgement could be adjusted in order that Muslim learners are not assessed during Ramadan.An ideal time to promote racial and ethnic harmony is the tutorial session, which the majority of learners have allocated. Unfortunately support materials for the specific purposes of supporting racial equality sessions are limited to two activities only.Conclusion.Oaklands College is bound by law to implement the requirements of the RRA1976. However, the advantages are manifold in real terms. If equality of opportunity is achieved, then it naturally follows that success rates will improve and with it the theme of the college as an excellent place to learn. None of this can happen without compliance. A foundation block of this is the classroom or workshop, where finely tuned strategies are essential for the promotion of racial harmony. Teaching staff, who are the main point of see for the student, must therefore be cognisant of the requirements of the Act, which places a very clever emphasis on ongoing training.For prospective students especially those from minority ethnic groups, it is essential that their first impression of the College is of a place where they will procure absolute equality of opportunity.Experience has shown that that race relations and observance of the requirements of the RRA1976 is no longer only a question of colour, the recent influx from east Europe brings with it further challenges, in respect of language, customs and religious observances. though many come skilled into the British workplace, retraining to British standards (here we esteem of electricians) will mean that there will be an increasing number of students for whom language could present a barrier to their opportunity.It can be seen that dapple Oaklands College implements the letter of the Act in many ways, there remain several(prenominal) areas where the spirit of the legislation is forgotten, or at least relegated to insignificance.In view of investigations, it is recommended that the following points be addressedThe college pays more real attention to the requirements of the act in that it makes the RRP more accessible. Currently the RRP is only listed in the EDP and only accessible via the quality folder on the Curriculum drive.Staff training should become more regular and mandatory, tha t is, positively timetabled for every member of staff.ever-changing the college calendar in recognition of festivals and observances of religions other than Christian. (Days off for the Sabbaths of all Abrahamic religions?)making available more, relevant support materials to promote racial equality of opportunity for use in tutorial sessions.ReferencesOaklands College Equality and diversity policy, Oaklands College, issued 2006 http//intranet.oaklands.ac.uk/docs/CorpPil-EAD%20-%20Equality%20%20Diversity%20Policy.doc 24/10/2007 at 0915Annual report on Equality and Diversity Oaklands College Curriculum drive, Quality, All Staff onlyBibliography1. The Race Relations Act 1976http//www.statutelaw.gov.uk/legResults.aspx?LegType=All+Legislationtitle=Race+Relations+ActYear=1976searchEnacted=0extentMatchOnly=0confersPower=0blanketAmendment=0TYPE=QSNavFrom=0activeTextDocId=2059995PageNumber=1SortAlpha=0Accessed 17/11/2007 at 15002. The duty to promote race equalityA GUIDE FOR gain AND HIGHER EDUCATION INSTITUTIONS(Non-statutory) http//www.equalityhumanrights.com/Documents/Race/Education/The%20duty%20to%20promote%20race%20equality%20a%20guide%20for%20further%20and%20higher%20education%20institutions.rtfAccessed 25/11/2007 at 07303. StatutoryCODE OF PRACTICE ON THE DUTY TO PROMOTE unravel EQUALITYhttp//www.equalityhumanrights.com/Documents/Race/Public%20sector/Race%20equality%20duty/Specific%20duties/Code%20of%20Practice%20on%20the%20Race%20Equality%20Duty.rtfAccessed 18/11/2007 at 23154. Race Relations Act 1976 and the Race Relations Amendment Act 2000http//ljmu.ac.uk/EOU/EOUDocs/summary_Race_Relations_Act_1976_and_the_Race_Relations_Amendment_Act_2000.docAccessed 18/11/2007 at 2130