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DID YOU KNOW?
| Back To Categories | | Learning & Skills | | | | Q. | Dimensions of Equality | | A. | Source: DIUS – Department for Innovation, Universities and Skills
Note: Extracts taken directly from the DIUS Skills Strategy executive summary document.
As part of their legal duty to promote equality, Government departments and other public bodies are required to assess the likely impact of new policies on people disadvantaged by disability, ethnicity and gender. We considered it essential to include issues of age too.
In relation to the four dimensions of equality covered, the Equality Impact Assessment (EQIA) considers:
- the current legal position
- the principal sources of relevant evidence
- illustrative headline facts
- key issues and inequalities requiring attention in the context of the Skills Strategy
- criteria for making an assessment of impact.
As far as possible, the assessment also considers the impact of policies on people who span more than one equality group and who consequently can experience multiple disadvantages because of the interplay of complex factors.
The Equality Impact Assessment (EQIA) covers 23 policy strands, assessing each one separately for its impact on age, disability, ethnicity and gender equality. The assessments are entirely based on performance data and other evidence, drawn from a variety of sources including LSC management information. The policies covered in the EQIA are:
Meeting The Skills Needs of Employers
- The Train to Gain Service
- Trade Union role in skills and training
- Colleges working with employers
- Investors in People
Skills for sectors: a stronger employer voice
- The Skills for Business Network
- Skills Academies and the development of specialist networks
- Industrial Training Boards
Skills for Adult Learners
- Skills for life
- Level 2 qualifications as a platform for employability
- Level 3 skills and qualifications
- Adult Learner Accounts
- Apprenticeships for adults
- Preparing for the 2012 London Olympics and Paralympics
Skills opportunities for all- helping individuals to help themselves
- Information, advice and guidance
- Skills Coaching and Skills Passports
- Supporting offenders’ access to learning and skills
- Personal and Community Development Learning
- Adult Learning Grant
- Learner Support Funds
- Career Development Loans
Reforming the supply of training and skills
- Demand-led funding for adult learning
Partnerships for delivery
- Regional skills partnerships
- Celebrating skills success |
| | | | Q. | The Skills Strategy | | A. | Source: DIUS – Department for Innovation, Universities and Skills
Note: Extracts taken directly from the DIUS Skills Strategy executive summary document.
The Government’s strategy for adult skills is set out in the White Papers Skills: Getting on in business, getting on at work (March 2005), and Further Education: Raising Skills, Improving Life Chances (March 2006), and is currently being developed further in the light of recommendations by the Leitch Review of Skills Prosperity for all in the Global Economy: world class skills (December 2006). Its overall purpose is:
- to ensure that employers have the right skills in their workforce to support the success of their businesses.
- to ensure that individuals have the skills they need to be both employable and personally fulfilled.
- to ensure that the UK, in an increasingly competitive and globalised market-place, is a world leader in relation to the skills of its people.
The Government’s aim is that the Skills Strategy should help reduce inequalities in relation to skills and employment. From an ethical standpoint the promotion of equality is an end in itself, but there are also good business reasons for doing so. The aims of the Skills Strategy outlined above will not, in practice, be achieved without a strong focus on issues of age, disability, ethnicity and gender.
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