DOCSLIB.ORG

Sector-Leading and Innovative Practice in Advancing Equality and Diversity

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sector-Leading and Innovative Practice in Advancing Equality and Diversity Findings: Sector-leading and innovative practice in advancing equality and diversity Report to HEFCE by the Equality Challenge Unit April 2017 © HEFCE 2017 1 Glossary of terms used in this report = Allies: Within an equality, diversity and inclusion context, ‘ally’ is used for an individual who – while not sharing the equality characteristic – is a declared supporter and advocate of those who have this characteristic. = BME/BAME: ‘Black and minority ethnic’ or ‘Black, Asian and minority ethnic’. Wherever possible we have replicated the preferred usage from the original submissions. For the latest statistics on BME staff and student representation in higher education see Equality Challenge Unit’s (ECU’s) 2016 Equality in Higher Educational Statistical Report = Disability: HEIs use the term disability to refer to a range of impairments and long term health conditions including mental, physical, unseen and visible impairments. For the latest statistics on disabled staff and student representation in Higher Education see ECU’s 2016 Equality in Higher Educational Statistical Report = DSA: Disabled Students’ Allowance = E&D/ED/EDI: Abbreviations for ‘equality and diversity’ or ‘equality, diversity and inclusion’ often used to identify a particular strategy or policy, or a particular team responsible for such work within an institution = HEFCE: Higher Education Funding Council for England = HEI: Higher education institution = LGBT/LGBTQ/LGBT+: Refers to Lesbian, Gay, Bisexual, Transgender, Queer/Questioning. For this report we have endeavoured to use the terminology used by the submitting institution or group. = Professional services: Used throughout to refer to a range of non-academic staff roles. = Reasonable adjustments: The Equality Act 2010 permits institutions to treat a disabled person more favourably than a non-disabled person, and places a duty on them to make reasonable adjustments for staff, students and service users in relation to: a provision, criterion or practice; physical features; auxiliary aids. The extent of the duty to make adjustments will differ depending on context. There is an anticipatory duty to provide reasonable adjustments for students, which requires HEIs to take a strategic approach to addressing the barriers that potentially impede disabled students. This will involve institutions putting in place systems that can be activated as appropriate for disabled students, staff and/or visitors. Alongside this, disabled students and staff are entitled to individual reasonable adjustments for specific requirements. There is no anticipatory duty in the field of employment. = Specific learning difficulty/difference: Used to refer to a range of conditions such as dyslexia, or dyspraxia. = STEM: Science, Technology, Engineering, and Mathematics = Support services: Used throughout to refer to a range of formal services, resources and personnel provided by the university to offer support and advice (usually related to welfare, wellbeing, health, or funding to a group of students or staff (or both). = Trans and transgender: ‘Trans’ and ‘transgender’ are inclusive umbrella terms for people whose gender identity and/or gender expression differs from the sex (male or female) they were assigned at birth. The term may include, but is not limited to, trans men and women, non-binary people and dual-role people. Not all people that can be included in the term will associate with it. 2 Contents Introduction ....................................................................................................................... 5 Key findings ........................................................................................................................ 6 Methodology ..................................................................................................................... 9 Evidencing practice ........................................................................................................ 9 What is ‘sector-leading’ and ‘innovative’ practice? ........................................................ 9 Assessing examples ...................................................................................................... 10 Institution-wide initiatives to embed equality.................................................................. 11 Equality champions ...................................................................................................... 11 Initiatives to combat gender-based violence, discrimination and harassment ............. 12 Networks to promote equality ..................................................................................... 14 Pay gaps ....................................................................................................................... 16 Cultural change ............................................................................................................ 17 Departmental data ........................................................................................................... 18 Events .............................................................................................................................. 19 Governance and policy ..................................................................................................... 20 Staff ................................................................................................................................. 23 Recruitment ................................................................................................................. 23 Staff progression and development ............................................................................. 24 Mentoring .................................................................................................................... 26 Maternity leave and career breaks ............................................................................... 27 Disability ...................................................................................................................... 29 Training ........................................................................................................................ 30 3 Flexible working options .............................................................................................. 33 Students ........................................................................................................................... 34 Outreach work ............................................................................................................. 34 Promotion of Higher Education ................................................................................. 34 Specific courses ......................................................................................................... 36 Careers and industry .................................................................................................... 37 Supporting transition to higher education ................................................................... 39 Teaching and Learning ................................................................................................. 40 Student support, retention and attainment ................................................................. 42 Experience ................................................................................................................... 46 Training ........................................................................................................................ 47 Initiatives to watch ........................................................................................................... 49 Qualitative and quantitative evaluation ........................................................................... 52 Recommendations for future exercises to identify sector-leading and innovative practice ......................................................................................................................................... 53 Conclusion ....................................................................................................................... 55 Annex A: Criteria used to evaluate practice ..................................................................... 56 List of Abbreviations ........................................................................................................ 58 4 Introduction In the Higher Education Funding Council for England’s (HEFCE’s) 2016 Grant Letter from the Department of Business, Innovation and Skills, HEFCE was asked to collect evidence of sector-leading and innovative practice in advancing equality and diversity across the higher education sector in England www.hefce.ac.uk/pubs/year/2016/CL,162016/. HEFCE sees equality and diversity as essential pre-conditions for excellence in the higher education sector. Ensuring staff and student communities are diverse and representative is a legal obligation for institutions receiving HEFCE funding, as part of their public sector Equality Duty. It is also a matter of social justice and good business practice, so these principles should be hard-wired into universities' missions and values. The evidence received from 49 higher education institutions (HEIs) across England highlights the sector’s commitment to equality and diversity. Many of the examples received were exemplary and highlight that equality work in the higher education sector often has a much broader reach than a single institution. Examples have been received of partnerships between
Load more

Recommended publications
  • Equality, Diversity and Inclusion Disability Confident Employer
    Equality, Diversity and Inclusion Aberlour strives to be an employer of choice. We have clear values of Respect, Integrity, Challenge and Innovation. We believe that equality, diversity and inclusion within our workforce strengthens the vital support we give to children and families. Since 2012 we have been promoting the rights of disabled applicants and workers through the Two Tick Scheme and more recently the Disability Confident Scheme. Furthermore since 2017 we have been Stonewall Champions promoting the equality and inclusion of Gay, Bi, Lesbian and Trans individuals. Disability Confident Employer Disability Confident is a government scheme designed to encourage employers to recruit and retain disabled people and those with health conditions. It is voluntary and aims to help employers make the most of the opportunities provided by employing disabled people. For an internal or external applicant, we commit to: • Interviewing all applicants with a disability who meet the essential criteria on a person specification and consider them on their abilities • Providing an inclusive and accessible recruitment process • Being flexible when assessing people, so disabled job applicants have the best opportunity to demonstrate that they can do the job • Making reasonable adjustments during the recruitment process and during employment If appointed as a member of staff, we commit to: • Ensure there is a mechanism in place to discuss, at any time, but at least once a year, what can be done to ensure that you feel supported and able to develop and use your abilities • Make every effort when an employee becomes disabled to ensure that they stay in employment • Take action to ensure that all employees develop an appropriate level of disability awareness to make these commitments work • Review the commitments each year and plan ways to improve the experience for disabled people Further specific details about the guaranteed interview scheme can be found in the attached document explaining the terms and conditions for this post.
    [Show full text]
  • Equality, Diversity and Inclusion)
    EQUALITIES, DIVERSITY AND INCLUSION REPORT 2015 This information is available in alternative formats and languages on request. Whiteout courtesy of Barrowland Ballet. Designer: Jason Brown (Image: Pavel Dousek) CONTENTS 3 ................Foreword by Janet Archer 4 ................Board Statement by Richard Findlay 5 ................Creative Scotland: Equalities in Creative Scotland Terminology EDI review 2015/16 Legal Framework Employment 8 ................Equality Outcomes: Progress on mainstreaming equality 26 ............Appendix 1 – Creative Scotland employment data, 2013-15 39 ............Appendix 2 – Annual Returns: employment data from funded organisations, 2012-14 42 ............Appendix 3 – Gender Pay Gap 43 ............Appendix 4 – 2014 Scottish Household Survey Results 47 ............Appendix 5 – Recruitment data, training and development 2 FOREWORD This Equalities, Diversity and Inclusion Mainstreaming report actively engage audiences and participants in diverse, high presents the progress being made by Creative Scotland to quality arts programmes. mainstream equalities and deliver our Equality Outcomes The arts, screen and creative industries are effectively 2013-2017. It is a statutory requirement of the Equality Act mainstreaming equalities, and in some areas – such as arts 2010. and disability – Scotland is internationally recognised as a Scotland is a country where art and culture are highly valued pioneer in disability art practice. as an integral part of our social, emotional, intellectual and But we know there are gaps. From 2016, we expect all economic lives. But Scotland is changing. It is increasingly our funded organisations to have Equalities, Diversity diverse. Our cities are home to a significant and growing and Inclusion Plans in place as a condition of funding. We BAME population. We are an ageing population, and about will respond better to Black, Asian and minority ethnic one in five of us is disabled.
    [Show full text]
  • Sexual Orientation Research Review 2008
    Equality and Human Rights Commission Research report 34 Sexual orientation research review 2008 Martin Mitchell, Charlie Howarth, Mehul Kotecha and Chris Creegan NatCen Sexual orientation research review 2008 Martin Mitchell, Charlie Howarth, Mehul Kotecha and Chris Creegan Equality and Human Rights Commission 2009 First published Autumn 2009 ISBN 978 1 84206 113 8 Equality and Human Rights Commission Research Report Series The Equality and Human Rights Commission Research Report Series publishes research carried out for the Equality and Human Rights Commission (the Commission) by commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research Team for further information about other Equality and Human Rights Commission’s research reports, or visit our website: Research Team Equality and Human Rights Commission Arndale House The Arndale Centre Manchester M4 3AQ Email: [email protected] Telephone: 0161 829 8500 Website: www.equalityhumanrights.com You can download a copy of this report and the full report as a PDF from our website: www.equalityhumanrights.com 2 CONTENTS TABLES 12 ACKNOWLEDGEMENTS 13 ABBREVIATIONS AND ACRONYMS 14 FOREWORD 15 EXECUTIVE SUMMARY 19 1 INTRODUCTION 36 1.1 Aims and objectives 36 1.2 Coverage and approach 37 1.3 Context 38 2 MEASURING SEXUAL ORIENTATION – DEFINITIONS AND SIZE 39 2.1 User need for national
    [Show full text]
  • 2 LGBT(Web).Pdf
    • The RFL have been asked to speak at a number of key events about its work challenging homophobia, such as: • A TUC fringe event – Homophobia in Sport in 2009 • A Stonewall seminar in Sheffield • Yorkshire Forward event • ESTC steward training and events management company • Leeds Metropolitan University sports and leisure course • All UK based Super League clubs signed up to the RFL Stonewall charter to ensure clubs provide an inclusive environment and challenge homophobia. • A number of Rugby League clubs, with support from the RFL, have taken part in various pride events and marches. Rugby League Clubs Stonewall Charter • The RFL has a strong relationship with Pride Sports, UK’s leading organisation for • The RFL joined the Stonewall Diversity Champions in December 2008 and took LGBT sports development and equity part in the 2010 Workplace Equality Index (WEI) where we ranked 169 out of 352 and LGBT History Month which is focusing organisations. The RFL have now submitted our evidence for the second year running on sport as its theme in the lead up to 2012. and hope to see an improvement in our performance in the 2011 ranking. The RFL remains the only National Governing Body (NGB) • Rugby League has been represented over of sport to join the Stonewall Diversity Champions the last 3 years at Manchester Pride Games programme. We are committed to continual improvement and Youth pride Games providing information showing that sport can be inclusive of LGBT people and and an inflatable for the main event and challenge homophobia. running an LGBT friendly Rugby League taster session.
    [Show full text]
  • By Yuvraj Joshi
    +(,121/,1( Citation: 21 Va. J. Soc. Pol'y & L. 207 2014 Provided by: Yale Law Library Content downloaded/printed from HeinOnline Sat Nov 19 16:44:43 2016 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: Copyright Information THE TROUBLE WITH INCLUSION Yuvraj Joshi* ABSTRACT Attempts are being made to include members of excluded groups in societal institutions. Inclusion has been proposed as the solution to the injustice caused by exclusion. Yet, inclusion does not always achieve justice and might sometimes perpetuate injustice. This Article provides a framework for understanding inclusion that may fail to achieve social justice and uses this framework to assess the inclusion of lesbians and gays within marriage (marriageequality) and of women and minorities within organizations (organizationaldiversity). The former case study examines the legal and social movement for recognizing same-sex marriage while the latter engages a range of contemporary debates, including workplace diversity, gays in the military, women in armed combat and gender mainstreamingat the UN. Each shows that inclusion is less likely to achieve social justice where it misconstrues injustice, maintains the status quo, decouples from justice, legitimizes the institution or rationalizes injustice. CONTENTS Abstract...............................................207 I. Introduction .............................................. 208 A. Inclusion .......................................... 211 B. Institutions.........................................218 II. Inclusion That May Fail to Achieve Social Justice . ............ 221 A. Inclusion That Misconstrues Injustice ...........
    [Show full text]
  • The First BSUH LGBTQ+ Inclusion Conference 2019 Tuesday, 26Th February 2019 11.30 to 17.00 Brighton Racecourse the First BSUH LGBTQ+ Inclusion Conference 2019
    The First BSUH LGBTQ+ Inclusion Conference 2019 Tuesday, 26th February 2019 11.30 to 17.00 Brighton Racecourse The first BSUH LGBTQ+ Inclusion Conference 2019 Agenda Doors Open / Registration 11.30 Stalls open – Networking, Knowledge & Inspiration Zone Vlogging with Ali Hannon – Premier Hall Lunch service begins (hot buffet) – Grandstand Hall 11.45 Coffee/tea – Networking, Knowledge & Inspiration Zone Conference Begins – Premier Hall 13.00 Welcome Alan McCarthy, BSUH Chair Opening Speech 13.15 ‘Leadership for Inclusion’ Dame Marianne Griffiths, BSUH CEO Keynote Address 13.40 Pete Mercer, Stonewall Q&A Session 14.15 Alan McCarthy, Marianne Griffiths, Pete Mercer Introduction to Workshop Session / LGBT History Month 14.30 Nick Groves, LGBTQ+ Network Convenor 14.50 Comfort break Workshop Session – Grandstand Hall 15.00 ‘Journey to True North: Follow the Yellow Brick Road’ 15.30 Tea/coffee service begins Reflections on the Workshop Session 16.15 Denise Farmer, BSUH Chief Workforce & OD Development Director ‘Ask Ali’ / Second Keynote Address 16.20 Ali Hannon, Communications Professional & Comedy Performer Closing Remarks and Next Steps 16.45 Marianne Griffiths, BSUH CEO Delegates Depart Don’t forget to hand in your: 17.00 • Conference Evaluations • ‘What can I do’ / The Fab Five: Big LGBTQ+ Anthems Quiz Cards – Prize Draw 2 The first BSUH LGBTQ+ Inclusion Conference 2019 Notes for Delegates Diverse Voices We’d also love to hear from delegates as part of the The LGBTQ+ umbrella includes many, diverse voices and vlogging and short video interviews during the day, perspectives. We have tried to reflect a range at today’s but these are of course voluntary.
    [Show full text]
  • Upcoming Dates for Your Diary
    From: < @stonewallscotland.org.uk> Sent: 18 April 2019 16:33 To: < @uws.ac.uk>; < @uws.ac.uk> Subject: RE: Stonewall Scotland - Upcoming Dates for your Diary The source of this email is EXTERNAL to UWS Hi Thank you for your email and for introducing me to – nice to meet you! I will update our systems here. – you will begin to receive our Stonewall email newsletter as the University of West of Scotland is a Stonewall Diversity Champion. I am your main point of contact at Stonewall Scotland, and I will also be emailing you updated and will be in touch with the support that we can offer you. It would be really great to arrange a meeting so that I can talk through the Diversity Champions programme and the benefits that it brings UWS. I understand that it is the first week in your new role, so just let me know when in the next few weeks you may want to meet to discuss this. I am happy to come through to the university. In the meantime, I attach the outline information about the programme. I look forward to meeting you in person soon! Best Wishes (and I hope you both have a nice festive weekend) Stonewall Scotland From: < @stonewallscotland.org.uk> Sent: 17 April 2019 13:18 Subject: Stonewall Scotland - Upcoming Dates for your Diary The source of this email is EXTERNAL to UWS Good Afternoon, I hope you are well. I just wanted to get in touch with you with some information about some upcoming dates that may be of interest of you, and to inform you of some work that Stonewall is doing this spring/summer that you will be able to engage with.
    [Show full text]
  • (DEI) Program and Equity Audit the City of West Linn, Oregon
    BerryDunn A PROPOSAL FOR A 4722 North 24th Street, Suite 250 Phoenix, Arizona 85016 Diversity, Equity, and Inclusion (DEI) 207-541-2200 Program and Equity Audit Seth Hedstrom, Principal [email protected] Michelle Kennedy, Project Manager TO BENEFIT [email protected] The City of West Linn, Oregon Proposal Submitted On: May 19, 2020 before 5:00 p.m. May 19, 2020 Mr. John Williams, City Manager City of West Linn 22500 Salamo Road West Linn, Oregon 97068 Dear Mr. Williams: Berry Dunn McNeil & Parker, LLC (BerryDunn) is pleased to submit our proposal in response to the City of West Linn's (the City's) Request for Proposals for a Diversity, Equity, and Inclusion (DEI) Program and Equity Audit. We have read the solicitation, understand its contents, and agree to the terms and conditions therein. Our proposal is a firm and irrevocable offer valid for 120 calendar days from the proposal due date of May 19, 2020. BerryDunn is a certified public accounting and consulting firm with a Government Consulting Practice dedicated to serving state, local, and quasi-governmental agencies. We are a Limited Liability Company (LLC) formed in 1974 with 48 principals and 21 owners, each holding an equal share of the firm’s ownership. We have experienced sustained growth throughout our 46-year history. Our firm is headquartered in Maine with our servicing office in Phoenix, Arizona. We provide consistent, high-quality services to our clients in all 50 states, including local governments in the State of Oregon (the State), and in Canada. We are confident that we are best fit to serve the City and ask that the following key attributes are considered as you evaluate firms to partner with: • The City will benefit from our hands-on experience and our track record which includes work with more than 300 public-sector clients.
    [Show full text]
  • Chair Charlotte Hitchings Trust Headquarters Bath NHS House
    Avon and Wiltshire Mental Health Partnership NHS Trust Bath NHS House Combe Park Bath BA1 3QE 29 July 2021 Freedom of Information/RFI-2339 Thank you for your request for information from Avon and Wiltshire Mental Health Partnership, NHS Trust. Please find below our response to your questions. Section 1(1) of the Freedom of Information Act 2000 (FOIA) entitles you to be provided with any information ‘held’ by a public authority. The Trust is not obligated to create information to respond to a request, only to provide information that is already held, unless an appropriate exemption applies. We have dealt with your request in accordance with your ‘right to know’ and are pleased to respond. You requested: Please provide any information that you hold answering to any of the following descriptions: 1. Any application you made in 2019 or 2020 to be a "Stonewall Diversity Champion" or to be included on Stonewall's "Workplace Equality Index," including any attachments or appendices to those applications. Please redact personal details if necessary. No contact / communication was made during 2019. An application was made in 2020 to be a member of Stonewall’s Diversity Champions Program at a cost of £2,500 + VAT. 2. Any feedback you received in 2019 or 2020 from Stonewall in relation to either application or programme. During 2020 an application for membership of Stonewall’s Diversity Champions Program was signed on the 29/02/2020 which outlined the proposal of the membership. This application was accepted by Stonewall. (See attached) 3. Any other communication you have received from Stonewall in 2019 or 2020 unless privileged or otherwise exempt from disclosure (but if you claim privilege or exemption in relation to any material, please say in broad terms what the material is and the basis on which you claim to be entitled to withhold it).
    [Show full text]
  • Sexual Orientation: a Practical Guide for The
    A practical guide for the NHS Sexual orientation DH INFORMATION READER BOX Policy Estates HR/Workforce Commissioning Management IM & T Planning/ Finance Clinical Social Care/Partnership Working Document Purpose Best Practice Guidance Gate Reference 9755 Title Sexual orientation: A practical guide for the NHS Author Department of Health/EHRG Publication date February 2009 Target audience PCT CEs, NHS Trust CEs, SHA CEs, Foundation Trust CEs, Directors of PH, Directors of Nursing, NHS Trust Board Chairs, Special HA CEs, Directors of HR, GPs Circulation list Description This document gives practical advice to enable NHS organisations to address their responsibilities relating to sexual orientation and employment or healthcare delivery Cross reference N/A Superseded Docs N/A Action required N/A Timing N/A Contact details Equality and Human Rights Group Department of Health Skipton House 80 London Road London SE1 6LH 020 7972 5097 for recipient’s Use Sexual orientation: A practical guide for the NHS Contents Foreword 2 Executive summary 3 Section One: Context 4 Part One – Legal requirements and policy implications 5 Part Two – How the legal requirements are the same as other equality strands, and how they differ 14 Section Two: Process – How to work with staff and patients 18 Part One – Understanding the needs of lesbian, gay and bisexual staff 19 Part Two – Assessing and implementing policies, practices and procedures for staff 24 Part Three – Involving lesbian, gay and bisexual staff 29 Part Four – Understanding the needs of lesbian, gay
    [Show full text]
  • Inclusion and Diversity
    Inclusion and Diversity Inclusion and Diversity Annual Monitoring Report April 2015 - March 2016 AUTHORS: Debbie Jones and Philip Makin WWL I&D Annual Monitoring Report 2015/16 Page 1 of 34 Executive Summary TITLE: Inclusion and Diversity Annual Monitoring Report - April 2015 to March 2016 PURPOSE OF REPORT: This report summarises the progress the Trust has made in the key areas of inclusion and diversity during the last 12 months (2015/16), highlighting both key achievements and outcomes. This report provides a summary of headline data in relation to staff and patient demographics. This report provides assurance to the Board of how the Trust is meeting the requirements of the Public Sector Equality Duty, summarising the priorities for the year ahead. EXECUTIVE SUMMARY: Over the last 12 months, the Trust has seen substantial progress in embedding inclusion, diversity and human rights into core business activity. A number of key outcomes have been achieved over the last 12 months. Staff Engagement nd Local Health Economy E&D * 2 Disability Focus Group held Collaborative Group established * BME Coaches / Mentors WWL / Wigan CCG / Bridgewater / 5 introduced Boroughs / Wigan Council / GMP * Staff Stories (context & outcome) Working jointly to promote equality, * BME Reps on Interview share good practice and maximise Panels pilot launched economies of scale. * Trust Wide Mediation Service (launched to help combat violence, abuse, harassment and bullying) Calendar of Events Awareness of protected Training characteristics throughout the year * Hosted England’s 2nd biggest Trans Equality Event * Advancing & Managing Diversity in the Workplace * I&D Champions Programme * E-Mandatory Module * Dual Sensory Awareness Training Patient Engagement Positive feedback In-Patient Experience Survey Wigan Access Committee Partnership Working Manchester Pride Improved Access Hate Crime Awareness Week * Two additional easy read patient information leaflets.
    [Show full text]
  • Diversity Strategy 2010-13
    Diversity Strategy 2010-13 Progress Report 2011-12 Foreword by Helen Kilpatrick Two years into our 3-year diversity strategy, I am delighted to present you with this progress report charting our collective achievements over the last 12 months, and our priorities for the coming year. As the department‟s diversity champion, I have seen first-hand how far we have come over the last few years. This has been a particularly challenging period of transition with the department undergoing continuing and far reaching change, as we prepare ourselves and the organisation for the future. The Home Office Board has always been keen to ensure that we retain a diverse workforce with diverse skills to enable us to be a high performing and flexible organisation that works in partnership and promotes equality in everything we do. It is encouraging therefore to note that during the last year, although we reduced staff numbers by 3,400 posts, we have succeeded in maintaining a diverse workforce at all levels of the organisation. We have an increased representation of women, minority ethnic staff and staff with a disability in the senior civil service (SCS) and grades 6 and 7, as well as, an increased representation of lesbian gay bisexual (LGB) people in grades 6 and 7. In recent months, we have seen much change. Some is due to organisational restructuring but there have also been revisions to how we meet our statutory obligations. We have put in place policy equality statements to replace equality impact assessments - a positive move towards reducing bureaucracy while continuing to hold the business to account on demonstrating due regard to the public sector duty.
    [Show full text]