Equality and Diversity Impact Measures (EDIMs) Aide Memoire What are EDIMs?  EDIMs are ‘Equality and Diversity Impact Measures’  They are essentially a set of targets (usually quantified) aimed to address identified variation between different groups of clients  Typically, a contract will have a set of Direct Delivery-level and Subcontractor-level EDIMs which are monitored by the BI team/operational staff  Suppliers also need to set and work to Supplier-level EDIMs which are monitored internally and by operational staff during the year  They have clearly defined actions that set out ‘how’ the quantified target will be achieved. Why do we set EDIMs?  To ensure all clients have equal opportunity to access our services and achieve success with learndirect  As stated in our Equality and Diversity Vision, all learners/clients ‘will be supported to achieve equal chances of success and opportunities for progression’  To ensure any imbalance or evident variation in client group participation or performance is not as a result of unfair or unequal access, treatment or opportunity to learndirect services  To develop and share best practice in supporting particular client groups engage in learning and achieve personal success  It is a requirement of Merlin that ‘processes are in place to monitor and promote diversity and equality throughout the supply chain’ and that ‘equal opportunities data is collected, analysed and used within the supply chain’  It is an expectation of Ofsted that ‘providers evaluate any significant variations in the achievement of different groups of learners’. learndirect will apply the same level of importance to monitoring learner/client participation and success and setting EDIMs to narrow gaps in variation in all delivery, irrespective of whether it could be inspected by Ofsted or otherwise How are EDIMs set?  From thorough analysis of past and current client data and in consideration of: - Higher level averages - Contractual targets - Trends - Proportions  This year (2013-14) for Employability contracts, we are focusing on setting EDIMS (where appropriate) from analysis of data in 3 client groups; Ethnicity, Gender and Disability What type of EDIMs can you set?  Client data is characterised by a set of ‘categories’ and ‘measures’  Client categories are groupings of a range of fields. Typically, we focus on 5 client categories when monitoring client data; Age, Ethnicity, Gender, Disability and Learning Difficulty 1  Client measures provide us with key information on clients e.g. number of Starts, number of Leavers, Success rates, Withdrawal rates, Job outcomes etc. We use measures as a basis for EDIMs  There are generally two types of EDIMs, those focused on: 1. Occupancy (e.g. Starts, Leavers, In Learning etc figures) 2. Performance (e.g. Success rates, Retention rates, Job outcome rates etc)  Typically, EDIMs are: - To increase X by X% - To reduce X by X% - To monitor the X of X client group to ensure all X clients achieve X  This year (2013-14) for Employability contracts, we are focusing on setting Occupancy-based EDIMS only (where appropriate) Where should EDIMs be recorded?  Suppliers must record EDIMs and related actions on their Supplier Improvement Plan. Progress towards achieving these should also be recorded on the Improvement Plan Key points to keep in mind when identifying EDIMs:  It is recognised that there are outside influences and factors that can impact participation of client groups e.g. demographic profile of local community, employer staff profiles, profile of unemployed people seeking work etc. Therefore, it is recognised that there will be higher proportions of certain groups than equal and proportionate occupancy across all client groups. However, it is important to ensure that higher proportions are not an ‘imbalance’ i.e. that certain groups are under-represented as a result of delivery methods, times and durations of learning, staff attitudes, travel and childcare support which prohibit them from accessing learning. EDIMs may be set to increase representation of certain client groups with actions that focus on taking ‘positive action’ and/or evaluating initial stages of client engagement  Additionally, it is not expected that all clients achieve the exact same level of outcome (where relevant) e.g. for success, jobs, retention etc. learndirect uses a 5% tolerance level when comparing client outcomes across client groups. Where the figure for a client group is more than 5% towards the negative end of the scale (e.g. for success rates, a rate 5% lower than the average) could indicate possible variation that needs to be addressed  It is important that EDIMs are based on identified ‘trends’. Trends are continual patterns that are out of sync with the average. This involves analysing client occupancy or performance over time e.g. In Year data and End of Year data from previous years. This will ensure the EDIM you set is working to address evident gaps not random anomalies  It is important to keep in mind the proportions of client groups. When using percentage comparisons, small client numbers can be negatively affected by a few individual clients. Consider using actual numbers than percentage figures if setting an EDIM focused on a small client group How can EDIMs be achieved? Setting EDIMs is one half of the process in working to narrow gaps in client occupancy and performance, achieving them is the other. Suppliers should translate their EDIMs into actual actions on their Improvement Plan. Below are some examples of actions developed by suppliers of steps to achieve planned targets: 2  Include agenda item of discussing and sharing examples of supporting clients with mental health on the E&D committee (then dyslexia, visual impairment, physical disability at following meetings)  Develop posters to attract more males into learning (e.g. Daddy reading time, managing home finances, helping children with homework)  Set up new monthly report that lists clients of targeted groups for staff to report individual progress, concerns, useful practice etc  Develop and display specific client case studies to promote success and achievement of particular client groups  Develop maths additional learning materials using our client data to promote our client profile and levels of client success  XXX to share lessons learned from deaf awareness training with colleagues at next Team Day  Develop flash cards for tutors of key questions and techniques to support clients with common difficulties Below are some helpful tips and recommendations which suppliers could adopt to support successful achievement of their EDIMs:  On identification of better rates of withdrawal and/or achievement of specific client groups, investigate reasons behind these to determine if there is any best practice either in managing or supporting specific groups of clients that could be shared across the piece  Assess whether staff have the knowledge and importantly confidence in supporting clients with particular needs or difficulties. Encourage staff to be open in disclosing any gaps in skills or worries in supporting particular client groups. Ensure there is at least annual or (ideally) twice yearly refresh of staff awareness of how to adapt workstation and PC set up, alternative support methods and adaptions that clients with particular needs find helpful, local support networks and organisations that can provide specialist help etc. It is important staff are confident in knowing how to contribute to achievement of EDIM targets  Appoint staff members as equality champions or ask tutors to take ownership of a key EDIM (considering their skills and knowledge) and work across all centres to support its achievement  Share progress in achieving EDIMs with staff. Share experiences of lessons learned working with particular clients  Involve clients. Consider running a client focus groups or surveying clients (particularly those you are targeting) for their views and suggestions on methods of support and delivery to implement changes that would support achievement of your EDIMs  Recruit (former) clients to act as Learning Ambassadors and work with individual clients who are at a higher risk of disengaging from their learning programmes  Secure an E&D Calendar and promote key holidays and celebrations by producing wall displays, setting new screen savers, using social media and intranets, inviting cultural food offerings etc 3  Conduct an Equality Impact assessment on any (new) delivery model or incentive scheme you (plan to) offer to ensure no groups of people are potentially or actually negatively impacted in being able to access and/or participate. Where this is identified, you should change the delivery model or scheme accordingly or detail any support mechanisms to remove or minimise any adverse impact. 4