PGR Equality Student Training Slides

Report
Equality and Diversity for Postgraduate Research Students
An introduction to
equality and diversity
Catrin Morgan, Equality & Diversity Manager
Equality Unit, Governance & Compliance
[email protected]
02920 870230
Katya Hosking, Inclusive Curriculum Officer
Learning & Teaching Support, Registry
[email protected]
02920 879218
Please note:
• This is an introduction to some key equality
principles and legal requirements for
postgraduate research students
• This presentation should take approximately
30 minutes to complete plus a 10 minute quiz
For further information or feedback on equality and diversity please
contact: Catrin Morgan, Equality and Diversity Manager, Email:
[email protected], Tel: 02920 870230
For further information on equality and diversity in relation to
learning, teaching and assessment, please contact: Katya Hosking,
Inclusive Curriculum Officer, Email: [email protected], Tel:
02920 879218
2
• If you require a copy of this information in
an alternative format, please contact
Catrin Morgan: [email protected],
02920 870230
3
Discussion Outline
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction to Equality and Diversity
Legal, Moral and Business Cases
The Equality Act 2010
Cardiff University’s Equality Policies & Culture
Discrimination
Stereotyping and Prejudice
Language of Diversity
Your Role as a PGR Student
Equality Quiz (10 questions)
4
1. Introduction to Equality & Diversity
5
What is Equal Opportunities
and Diversity?
Equal Opportunities: associated with the elimination
of unlawful and unfair discrimination against particular
groups. Equality = a state of being equal.
Diversity: based upon the concept of recognizing,
respecting and valuing difference.
Equality protects us all…
Diversity reflects us all…
6
“Equality is not in regarding
different things similarly,
equality is in regarding different
things differently.”
Tom Robbins
American Novelist
2. Legal, moral and business case
for diversity and equality
8
Our Culture
Cardiff University aims to:
– Develop and promote a culture of equality and
diversity, and dignity, courtesy and respect throughout
the University
– Support all students and staff, including provision of
relevant support relating to protected characteristics
– Work to prevent forms of unlawful discrimination and
deal with all forms of discrimination consistently and
effectively
– Ensure that all its equality and diversity policies and
guidance influence and inform the culture of the
University.
9
Why we need equality & diversity
• Legal Case:
– The Equality Act 2010 provides protection and rights
for people including students and staff in relation to
discrimination (less favourable treatment),
harassment and victimisation.
– Human rights legislation provides a set of
fundamental rights and freedoms that all individuals
are entitled to based on core principles including
dignity, equality and respect.
– We all have rights and responsibilities in relation to
the law on equality.
10
Why we need equality & diversity
• Business Case:
– Attracting and retaining students and staff
– Making full use of people’s talents & learning from
a wide range of knowledge and experience
– Improving performance and enabling people to
perform to their full potential
• Ethical Case:
– Treating people fairly
– Creating an inclusive environment
11
“One
of the four main purposes
of higher education is to play a
major role in shaping a
democratic, civilised, inclusive
society.”
Sir Ron Dearing
The National committee of enquiry into
higher education, 1997
Who does the law protect?
‘Protected
Characteristics’
(PCs)
Further information is
available on our Protected
Characteristics Poster
13
Protected Characteristics
The Equality Act 2010 provides rights and protections in
relation to the following ‘Protected Characteristics’:
–
–
–
–
–
–
–
–
–
Age
Disability
Gender Reassignment
Marriage and Civil Partnership
Pregnancy and Maternity
Race
Religion and Belief
Sex (Gender)
Sexual Orientation
Further information is available on our Protected
Characteristics Poster
14
“Equality is the soul of liberty;
there is, in fact, no liberty
without it.”
Frances Wright
Scottish Writer
What are some of the benefits for
Students?
• Not to be disadvantaged or experience negative behaviour for a
reason relating to your protected characteristic
• To study/live in an environment that allows you to ‘be yourself’
and be open about your identity and needs
• To have a more ‘global’ and diverse student experience that will
help you to gain a wider range of knowledge and experience
• To better understand people’s needs in relation to subject
matter, e.g. medical students understanding the needs of
disabled patients, which can later be used in research or
employment
• To be better prepared for employment (diversity & equality
policies of an employer)
• To understand fairness and inclusivity in University practices
• To understand procedures for addressing harassment / bullying
16
Important to note:
• The University does not tolerate harassment and bullying
including offensive language
• Open and constructive debate are central to academic
life, and the University encourages the free exchange of
ideas, materials and arguments. However, those
exercising freedom of speech must not breach other
laws, for example, those relating to harassment or
incitement to hatred in the way ideas are delivered.
• Compliance with equality legislation and policies is the
responsibility of all students and staff
• Students and staff have a responsibility to act in a
manner that does not unlawfully discriminate (see
definitions in later slides)
• In order to identify any support requirements, students
should discuss their specific needs with the University
17
“The point is that living together
graciously makes our lives
richer, more secure and happier.
Inequality makes life harder,
meaner and nastier.”
Sir Trevor Phillips
Chair of the Equality and Human Rights Commission (EHRC)
3. The Equality Act
19
Equality Act 2010
• The Equality Act 2010 (the Act) provides a
harmonised approach to equality and diversity
(brings all the ‘protected characteristics’ under
1 law)
• The Act has extra duties in place for ‘Public
Bodies’ (e.g. universities, hospitals etc) that
are extra duties to eliminate discrimination
and promote equality for these organisations
Note: not everything is covered under equality
law e.g. socio-economic background, ‘fairness’
issues not relating to a protected characteristic
etc.
20
The ‘General’ Duties
• Eliminate discrimination, harassment,
victimisation and any other conduct that is
prohibited by or under the Act
• Advance equality of opportunity between
persons who share a relevant protected
characteristic and persons who do not share it,
and
• Foster good relations between persons who
share a relevant protected characteristic and
persons who do not share it.
21
‘Specific’ Duties (Wales)
We have a number of specific duties in place in
Wales that aim to make sure that we are working
effectively to meet the general duties.
These duties include:
1. Developing and implementing a Strategic
Equality Plan and Equality Objectives
2. Engaging with people from different equality
groups
22
‘Specific’ Duties (Wales)
3. Monitoring equality data
4. Looking at the way our policies and procedures
impact on different groups
5. Carrying out equal pay audits to ensure equal
pay for equal work between men and women
6. Annually report on progress and publishing this
information.
23
4. Our Equality Policies & Culture
24
Equality Plan, Policies and Guidance
Strategic Equality Plan
• The University has developed a Strategic
Equality Plan (SEP)
• The plan shows how we will comply with the law
and outlines the University’s commitment to
Equality and Diversity on the grounds of Age,
Gender Reassignment, Marriage & Civil
Partnership, Pregnancy & Maternity, Religion or
Belief and Sexual Orientation
• Welsh Language was also included in our SEP to
show our commitment (the university also has a
Welsh Language Scheme for more detailed
commitments)
26
Six Equality Objectives
OUR CULTURE: A culture based on dignity, courtesy and respect
Objective 1: To embed equality and diversity through training, awareness and
communication
Objective 2: To improve the monitoring and disclosure of protected characteristics
OUR STUDENTS & STAFF: An inspiring and enriching educational and
working experience for students and staff
Objective 3: To review, develop and implement supportive and inclusive policies,
procedures, curriculum and physical environment
Objective 4: To review and address under representation in recruitment, retention
and progression/attainment of staff and students
Objective 5: To review and address equality in staff pay and related structures
OUR COMMUNITIES: Encouraging and supporting community cohesion
Objective 6: To promote external collaboration, widening access and
communication, foster good relations and carry out engagement both
internally and externally
27
The Student Charter
• The University introduced its Student Charter in August
2012 and within it outlines the expectations of the
University, Students' Union and Students for its dignified
and principled community, which links directly to the
information and legislation on equality and diversity
provided in this package.
• The Charter defines a dignified and principled community
as one where equality is promoted, diversity and
inclusivity are valued and individuals are respected;
behaviour is guided by codes of academic integrity, ethics
and good conduct; everyone accepts their responsibilities
to each other; and a community that treats the English
and Welsh languages on a basis of equality.
28
The Student Charter
-
-
At Cardiff you can expect the University and the
Students’ Union to:
treat you with dignity, courtesy and respect at all times;
foster and promote equality and diversity, and publish
information about our progress every year;
act promptly and effectively to address complaints of
discrimination or harassment;
be committed to equality for the English and Welsh
languages;
be committed to improving the accessibility of our
curriculum, facilities and services, to meet the
requirements of all potential users.
29
The Student Charter
The University and the Students’ Union expect you to:
- behave appropriately, treating fellow students, staff and
the local community with dignity, courtesy and respect at
all times;
- inform us if your own Cardiff experience is adversely
affected by the behaviour of fellow students or staff
- develop your understanding of professionalism and
academic integrity at an early stage and apply this
throughout your time here and beyond.
The full Student Charter is available here www.cardiff.ac.uk/studentcharter
30
Some Facts / Information
about Cardiff University
• Some Equality Information
about Cardiff University’s
staff and students can be
found on our
‘Facts and Figures’ poster
31
5. Discrimination
32
“Our lives begin to end the
day we become silent about
things that matter.”
Martin Luther King
Direct discrimination (1)
Direct discrimination is where someone is treated less
favourably because of a protected characteristic.
Example: Two engineering postgraduates are equally
qualified. The department offers a teaching assistantship
to the man, and not the woman, because most of the
faculty are men and they think the man will fit in better.
Example: A university requires all disabled applicants to
undergo a medical screening, but does not require this of
non-disabled students.
Example: A politics department does not offer a
teaching assistantship to a Jewish postgraduate student
because the tutorials take place on Friday evening and
the Chair assumes that she will want to leave early on
Friday to observe the Sabbath.
34
Direct discrimination (2)
Direct discrimination also covers situations where someone
is treated less favourably because they are perceived to
have a protected characteristic or are associated with
someone who does:
Example: A placement coordinator thinks that a student
teacher is gay, though in fact he is straight. She decides
not to offer him a placement at a Catholic school
because she doesn’t think the school will be a supportive
place for a gay student.
Example: The placement coordinator knows that the
student teacher is straight, but decides not to offer him a
placement at a Catholic school because the student has
appeared in local press campaigning for gay rights, and
therefore she doesn’t think the school will be supportive
of him.
35
Indirect discrimination
Indirect discrimination is where an apparently neutral rule
or practice is applied to everyone, but it puts people who
share a protected characteristic at a particular
disadvantage.
Example: A university does not allow dogs on the
premises. This would put people with vision impairments
who use guide dogs at a disadvantage.
Example: A department requires applicants to have Alevel grades of AAB achieved in a single sitting. Women
with young children are more likely to be primary
caregivers than men with young children, and therefore
more likely to study part-time over several years.
Therefore this requirement would put women with young
children at a disadvantage.
36
Objective justification
There is no justification defence for direct discrimination,
except in a few circumstances in relation to age.
Indirect discrimination can only be justified if
– the rule or practice is adopted in order to pursue a
legitimate goal;
– the rule or practice is an appropriate means of achieving
the goal, and
– there is no other less discriminatory way to achieve the
goal.
This is called an objective justification.
Example: No dogs are allowed in the School of
Pharmacy’s clean manufacturing facility. This would
not be unlawful discrimination against a guide dog user,
because keeping the facility sterile is a legitimate goal,
and excluding dogs is the only way to achieve it.
37
Disability
Under the Equality Act, a person is disabled if they have a
physical or mental impairment which has a substantial, long
term, adverse effect on their ability to carry out normal dayto-day activities. People with these kinds of conditions are
likely to be protected by the Act:
– Vision and hearing impairments
– Long-term or recurring mental health difficulties
– Severe disfigurements
– Specific learning difficulties (e.g. dyslexia)
– Physical conditions (e.g. cerebral palsy, arthritis)
– Long-term medical conditions (e.g. epilepsy, diabetes,
cancer, HIV, multiple sclerosis)
They are still protected even if medication or treatment
controls their condition or limits its effects.
38
Discrimination arising from disability
Discrimination arising from disability is treating someone
unfavourably because of something which arises from their
disability (but not because of the disability itself).
Example: A student has a medical condition which
causes severe fatigue and he falls asleep in a lecture.
The lecturer says he’s obviously not paying attention,
and asks him to leave.
This will only be unlawful if the lecturer knew about the
student’s disability, or should have known about it. The
lecturer can also defend herself by providing an objective
justification for the treatment.
39
Disability: Reasonable Adjustments
Universities must make ‘reasonable adjustments’ to ensure
that disabled people are not placed at a disadvantage as a
result of disability.
Example: A history lecturer gives students printed
handouts in the lecture, and only provides an electronic
version afterwards. It would be a reasonable adjustment
to give the electronic copy to the blind student in
advance, so that he has time to use text-to-speech
software to read it before class.
Example: A Deaf student who lip-reads needs to be able
to watch people’s faces when they speak. It would be a
reasonable adjustment for her tutor to arrange the seats
in a circle and require students to speak one at a time.
40
Victimisation and Harassment
Harassment is unwanted conduct which violates someone’s
dignity or creates an intimidating, hostile, degrading,
humiliating or offensive environment. It includes behaviour that
an individual finds offensive, even if the behaviour is not
directed at them.
Harassment related to a protected characteristic is unlawful.
Example: In a seminar, two students complain loudly that
disabled students who have extra time in exams get an
unfair advantage, and that they’re just stupid students
making an excuse who don’t really deserve the degrees
they are awarded. This creates a hostile and humiliating
environment for a disabled student in the seminar group.
Victimisation is treating people less favourably because they
have tried to exercise their rights under the Equality Act, or
because they have helped someone to exercise their rights.
41
Positive Action
Positive action can mean treating people who share a
protected characteristic more favourably, and it is only lawful
if it involves taking proportionate steps to
• enable them to overcome disadvantage;
• meet their distinctive needs; or
• encourage or enable them to participate in an activity
where they are currently underrepresented.
Example: In order to encourage men to consider a career
in nursing, a university organises a mentoring programme
for teenage boys which includes work experience in
hospitals.
Note: unlike the other protected characteristics, disability is
not symmetrical - treating someone more favourably
because of their disability is not unlawful direct discrimination
against a non-disabled person.
42
6. Stereotypes & Prejudice
43
Stereotypes & Prejudice
• Stereotyping: biased generalisation about a
social group – making assumptions or
assigning overgeneralised traits to a group
• Prejuduce: "a preconceived notion or idea that
is based upon little or no fact"
• We often make assumptions about other people,
about their abilities, skills and qualities without
knowing much about them
• There is a tendency to see differences as
weaknesses.
44
What we see:
• Appearance, gender,
skin colour, age…
What we don’t see:
• Values / Beliefs
• Experiences / history
• Sexual Orientation
• Religion / Faith
• Non-visible disabilities …
45
Dangers of Stereotyping
• Reinforces prejudices and negative
perceptions of certain groups
• It can lead to exclusion and/or
discrimination
• Making assumptions about an individual's
needs can result in a failure to address
peoples needs appropriately and
effectively
46
“All the people like us
are We and everyone
else is They.”
Rudyard Kipling, 1865-1936
English Writer/Poet
Ways to avoid stereotyping
1. Question your own pre-judgements, norms,
habits and interaction with others
2. Commit yourself to open-mindedness and
respect towards "others"
3. Never tolerate discrimination, exclusion,
condescension or other biased behaviour
4. Do not treat people as you would like to be
treated but rather as they want to be treated
5. Develop personal values to combat stereotyping
and tackle discrimination in learning.
48
Examples of Barriers to Inclusion
• Negative attitudes
• Lack of understanding
• Poor (and inappropriate) ways of giving
information/ poor communication
• No consultation processes
• Lack of opportunities in study and work
• Poor physical access
• Poor study environment
49
“I believe each human being has
the potential to change, to
transform one’s own attitude, no
matter how difficult
the situation.”
Dalai Lama
7. Language of Diversity
51
Language
• Using positive language is important as negative
language use can contribute to prejudice, stereotypes
and discrimination and can cause offence to individuals
• Language meaning and usage can change over time
and checking preferred terminology with individuals can
assist to avoid causing offence
• It is important that concerns relating to terminology do
not prevent open discussion about equality issues. A
glossary of terms is included in Appendix G of the
Strategic Equality Plan and there is useful guidance at
open.ac.uk/equality-diversity/pics/d101215.pdf
8. Your role as a Post Graduate
Research Student
53
Equality and Diversity in Teaching (1)
• Don’t assume your students understand conventions
about behaviour and participation: make your
expectations explicit
• Use text or visual materials to supplement spoken
delivery (and provide these materials in advance, if
possible)
• Provide an explicit structure for sessions and activities,
and use ‘signposts’ to that structure as you go
• Provide clear written instructions for small group work
and laboratory work
• Write up difficult spellings, or provide a handout of
abbreviations and technical or subject-specific terms
Equality and Diversity in Teaching (2)
• Make sure written content in slides or handouts is also
spoken aloud
• Minimise copying from boards and flipcharts, and leave
slides up long enough for slower readers/writers
• Face the students when speaking, and try to limit
movement around the room
• Repeat questions/comments from students before
responding
• If possible, arrange the seating so people can see each
other when speaking, and that they speak one at a time
• Take mini-breaks, or change activity type
Clear print guidelines
• Use a sans serif font like Arial, Trebuchet or Verdana
• Use at least 12pt on printed text and 24pt in powerpoint
slides
• Make sure text is left-aligned, not justified
• Break up long passages with headings or bullet points
• Use bold for emphasis rather than italics or underlining,
and avoid use of ALL-CAPS for more than a few words
• Use a plain background for powerpoint slides and ensure
good contrast with the text colour
Keep materials in a simple electronic format, such as Word;
this allows alternative formats to be produced quickly if
necessary!
Equality and Diversity in Research
• Research often provides an excellent opportunity
to consider the individual experiences and needs
of different groups as a specific issue or within the
context of the wider research
• When carrying out research, individuals taking
part may have specific requirements e.g.
reasonable adjustments
• When looking to engage with specific groups e.g.
groups with a specific disability, advice should be
sought on ensuring research activities are
accessible
Equality and Diversity in Research
• When carrying out equality monitoring as part of
your research you should be mindful of using
appropriate questions, and mindful of data
protection obligations relating to sensitive
personal data (for advice contact Cardiff
University’s Governance and Compliance
Division)
Equality does matter…..
Consider what equality
means to you;
Treat everyone with
Fairness and aim to
be non-judgemental
and respectful;
Work together, share ownership and
responsibility for implementing equality.
59
9. Equality Quiz
Keep count of the questions you get right
60
Question 1
“Equal Opportunities” is about treating everyone
the same?
A: True
B: False
61
Question 1
“Equal Opportunities” is about treating everyone
the same?
A: True
B: False
Equal Opportunities is about treating everyone
according to their specific needs and
requirements. For example some disabled
students will require ‘reasonable adjustments’ to
provide equal access (a ‘level playing field’).
62
Question 2
How many protected characteristics are there?
A: 12
B: 9
C: 6
63
Question 2
How many protected characteristics are there?
A: 12
B: 9
C: 6
There are 9 protected characteristics.
They are: age, disability, gender reassignment,
marriage & civil partnership, pregnancy & maternity,
race, religion & belief, sex, sexual orientation.
64
Question 3
A student feels they need additional time to
complete their exams because of their disability.
How would you advise them?
A: They are not entitled to this as this would not
be fair for other students
B: They should ask for this (via Disability and
Dyslexia Service) as a ‘reasonable adjustment’
C: They shouldn’t tell the University that they are
disabled
65
Question 3
A student feels they need additional time to complete
their exams because of their disability. How would
you advise them?
B: They should ask for this (via Disability and
Dyslexia Service) as a ‘reasonable
adjustment’
Students can ask for reasonable adjustments to
meet their needs in relation to disability. This may
include additional time in exams.
66
Question 4
A student has changed their gender identity from
male to female and would like to use the women’s
toilets. Are they entitled to do this?
A: No – they must use the male toilets
B: No – they should use the accessible
(‘disabled’) toilet
C: Yes – they can use the women’s toilets
67
Question 4
A student has changed their gender identity from
male to female and would like to use the women’s
toilets. Are they entitled to do this?
C: Yes – they can use the women’s toilets
From the time they present as a woman (e.g. dress
like a woman, refer to themselves as female etc) a
student can use the women’s toilets, changing
rooms etc. Students don’t have to undergo medical
procedures (e.g. operations, hormone treatments) to
be recognised in their new gender. Only disabled
students should use the accessible ‘disabled’ toilets
and non-disabled people should not be instructed to
use these as gender neutral toilets.
68
Question 5
A student tells you that they are being ‘bullied’ by
another student via social media sites. Can they ask
the University to take any action?
A: No, this is an external matter
B: Yes, this would come under the University’s
Dignity at Work and Study policy
C: Yes, but only if it relates to a protected
characteristic
69
Question 5
A student tells you that they are being ‘bullied’ by
another student via social media sites. Can they ask the
University to take any action
B: Yes, this would come under the University’s
Dignity at Work and Study Policy
The University’s Dignity at Work and Study Policy
applies to all behaviour that could amount to harassment
and bullying. If the behaviour is in relation to a protected
characteristic e.g. using sexist or racist language this
may be ‘harassment’ . However, ‘Bullying’ does not
have to be in relation to a PC. If the behaviour amounts
to a criminal offence e.g. ‘stalking’ this may also be
addressed externally.
70
Question 6
What is our Strategic Equality Plan for?
A: A document that outlines the University’s
commitment to equality and Diversity and to
the Equality Act 2010
B: An aspirational document that is not required
under any legislation
C: A document about treating some groups more
favourably
71
Question 6
What is our Strategic Equality Plan for?
A: A document that outlines the University’s
commitment to equality and Diversity and
to the Equality Act 2010
B: An aspirational document that is not required
under any legislation
C: A document about treating some groups more
favourably
72
Question 7
A student keeps using the term ‘that’s so gay’
meaning ‘that’s so stupid’. When he is confronted
about this he says it’s only a joke and he is not
homophobic. Is this acceptable?
A: Yes – it is only used as a joke
B: No – this could be perceived as a form
of harassment/bullying
C: It is only harassment/bullying if the person
complaining is gay
73
Question 7
A student keeps using the term ‘that’s so gay’
meaning ‘that’s so stupid’. When he is confronted
about this he says it’s only a joke and he is not
homophobic. Is this acceptable?
B: No – this could be perceived as a form
of harassment/bullying
For someone to make a complaint of harassment it is the
effect of the behaviour and not the intention of the
perpetrator that is important. Harassment is behaviour
that violates a person’s dignity or creates an intimidating,
hostile, degrading, humiliating or offensive environment.
74
Question 8
Engineering want to encourage more women to
study with them as women are underrepresented on
the courses. What can they do?
A: Have a positive action campaign including
targeting open day sessions for women, holding
workshops for girls at schools (widening access)
B: Nothing - they would have to treat men and
women equally
C: Offer places to all women that apply regardless
of their entry qualifications
75
Question 8
Engineering want to encourage more women to
study with them as women are underrepresented on
the courses. What can they do?
A: Have a positive action campaign including
targeting open day sessions for women,
holding workshops for girls at schools
(widening access)
A positive action campaign in this situation is likely
to be justifiable as there is underrepresentation of
women studying engineering. Offering places
regardless of qualification however is unlikely to be
considered as a ‘proportionate means of achieving a
legitimate aim’ and will be discriminatory for men.
76
Question 9
A student complains that all of their lectures are held in
the evening when it is difficult to arrange childcare. The
information available when applying for the course had
not advertised the course as having evening lectures.
Can anything be done about this?
A: No – the student has to make an effort to attend all
lectures
B: Yes – the student should discuss their needs with
the University and where reasonably
practicable the University should look to
offer an alternative
C: Yes – the student has a right to have the time
changed as this would be sex discrimination
77
Question 9
A student complains that all of their lectures are held in the
evening when it is difficult to arrange childcare. The information
available when applying for the course had not advertised the
course as having evening lectures. Can anything be done
about this?
B: Yes - The student should discuss their needs with the
University (via their personal tutor) and where
reasonably practicable the University should
look to offer an alternative
The practice of holding all lectures in the evening may be
indirect discrimination if this cannot be justified as proportionate
and legitimate. The University should consider offering
alternative times if this is possible.
(Note: the legal requirement to implement ‘reasonable
adjustments’ only applies to disability and is a stronger
requirement than considering alternative arrangements for
other groups)
78
Question 10
A student attending social activities complains
that the activities are all based around alcohol
and this is problematic for their religious belief.
What can they do?
A: They should talk to the Students’ Union
(or organiser of the activity) to discuss
their concerns
B: They should refrain from attending these
activities and socialise with students with
similar beliefs
79
Question 10
A student attending social activities complains that the
activities are all based around alcohol and this is
problematic for their religious belief. What can they do?
A: They should talk to the Students’ Union (or
organiser of the activity) to discuss their concerns
The University and Students’ Union have a duty not to
discriminate directly or indirectly, to consider the needs
of students and to promoting good relations between
students with different protected characteristics.
Activities should not indirectly exclude certain groups
from participating and a range of activities including
some alcohol-free activities should be provided.
80
How did you do…..
If you answered less than 6 questions
correctly you may want to re-read the
slides to ensure that you have understood
the information provided or contact the
Equality Unit for clarification of any
information included in the slides
81
For more information or feedback on
this module, please contact Catrin
Morgan: [email protected],
Tel: 02920 8 70230
82

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