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One of the key targets for the Executive’s Strategy “Closing the Opportunity Gap” is getting 16/18 year olds 187_GARA (2003) into work rather than on benefit. However research within the BME communities shows that many BME young people of that age do go to college after school. The critical point for them is actually after the age of 25 (including university graduates). Given that Scotland’s anti-poverty and social inclusion strategy relies on targeting resources to the poorest and most disadvantaged communities in line with the Scottish Index of Multiple Deprivation, it is significant that the indices framework was developed without factoring in ethnicity. In GARA’s response to Glasgow City Council’s Children Service Plan (March 2005), they argue that if planners rely on this index without any additional reference, it is likely that black and minority ethnic communities will continue to be excluded. In an earlier report on Housing and Young People 187 GARA stated: “ there is a dearth of statistical information about the position of young black people and their housing situations in Scotland and there is need for the key players to work together to plug gaps in intelligence where they exist.” Case Example 14 – Health Initiatives to Improve Data Collection 188 Recommendations, Results, Research 5: 2001 Census: Housing and young black people in Glasgow. 188_www.show.scot.nhs.uk Telephone: +44 (0) 7917086987. 189_www.isdscotland.org The Scottish Health Statistics website 189 acknowledges that there has been a lack of detailed information on equality and diversity in Scotland and that information on ethnicity has not been collected routinely. What is required at this moment is detailed person-based information to allow specification of the scope and scale of the problem facing NHS Scotland organisations, to inform the design of solutions to address these problems and to support NHS Scotland in its aim to be a culture that operates and promotes equality and diversity in all its business areas. As a result NHS Scotland (through NRCEMH) has developed a programme to: - - - assess the extent of health inequalities and monitor the impact of efforts to reduce them; establish the extent to which health service provision is culturally appropriate and monitor changes; and help NHS Scotland account to the public for equality and diversity within health. They have developed an “Equality & Diversity Information Programme” which has consists of six strands: 1. Classification Standards Define and implement the ethnicity and socio-cultural associated data standards to be used in all NHS Scotland systems for monitoring ethnicity and diversity in health. 2. Technical Provide and implement a specification of requirements for use by NHS Scotland systems to ensure the correct and consistent recording and reporting of equality and diversity in health; to be used to modify computer systems in use across Scotland.
improving government service delivery to minority ethnic groups Chapter 3: Scotland Research Findings 100_101 190_CRE (2002) A Guide for Education Authorities and Schools in Scotland: Non statutory Code of Practice. 191_Information from GCC Education department 17.10.05. 192_Local Government Scotland Act 2003: Community Planning; Statutory Guidance. 3. Patient Focus Public Involvement Ensure that NHS staff and all ethnic groups across Scotland willingly consent to give more personal information about themselves. 4. Training Train appropriate staff in data collection procedures, analysis and management of equality and diversity information. 5. Research and Development Develop and implement national evidence base for health & ethnicity and other diversity groups. 6. Human Resources Develop and implement ethnic monitoring of staff in partnership with the Scottish Executive Human Resource Partnership & Employment Practice. Education The Race Relations (Amendment) Act 2000 requires that schools and Education Authorities monitor pupil attainment levels by racial group. The guidance also suggests that it would be useful in the analysis of this data to also monitor rates of exclusion, racial harassment and bullying, curriculum, teaching and guidance (including language and cultural needs), punishment and rewards, support, advice and guidance and parental involvement in the school. 190 In many local authorities some of these systems are still being developed. There was an issue of the incompatibility of the software; for example, incidents of bullying could be monitored but there was a difficulty in disaggregating racist incidents. In many areas this has now been addressed. In Glasgow City Council racist incidents in schools are tracked and the information is published annually. They also track by ethnicity: attendance, free meals entitlement, and national assessment levels in relation to the 5-14 curriculum. They are also developing tracking for Scottish Qualification Agency exam results and have started to record stages of English language acquisition in relation to bi-lingual learners. 191 Engagement The legislation The Local Government Scotland Act 2003 provides guidance for the Community Planning Process and sets out a framework for making public services responsive to the needs of communities. The two main aims of the process are to ensure: - - people and communities are genuinely engaged in the decisions made on public services which affect them; allied to a commitment from organisations to work together, not apart, in providing better public services. 192 The Act places a duty on local authorities to initiate and facilitate Community Planning in their respective areas and to involve all the relevant local public, private, voluntary and community bodies. The Act also requires that those bodies involved in Community Planning should encourage equal opportunities and it requires that local authorities should use their facilitation role to ensure that equalities objectives are mainstreamed into the process.
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IMPROVING GOVERNMENT SERVICE DELIVE
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About this publication This is the
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One of the innovative elements of t
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CHAPTER 4: IRELAND RESEARCH FINDING
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Executive Summary 8_ title EXECUTIV
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Chapter 1: Context 26_27 CHAPTER 1:
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It states that the long term, high
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Demographics 78 Overview of Migrant
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Figure 2: National Insurance Number
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Methods A questionnaire was designe
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- - - The Conduct of Employment Age
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Page 58 and 59: esearch; however, it appeared that
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As discussed above, there is a lack
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- - - - - - - Existing UK migration
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“ …the four As that the previou
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Appendix 1: Research Project Struct
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Appendix 2: List of Organisations I
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Appendix 3: Recommended Data Collec
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Glossary 166_167 Glossary 267_Scott
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Acronyms 170_171 Acronyms280 280_In
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This research has been carried out
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