16 to 18 local curricula guidance: equality impact assessment
A equality impact assessment for developing 16 to 18 local curricula guidance.
In this page
Overview
This proposal is expected to have a moderate positive impact on equality, particularly in improving access, participation and progression for learners aged 16 to 18. It supports the development of broad, inclusive local curricula that should provide a broader range of academic and vocational pathways.
There are existing risks that may affect different groups of learners (particularly those living in rural areas, from disadvantaged backgrounds, or with additional needs) from being able to access certain learner pathways, however these will not be worsened by this proposal and should in many cases, be improved.
Consultation on this guidance highlighted barriers for learners being able to access local provision, including transport availability, digital exclusion and differences in prior attainment. There is a risk that these issues will more greatly affect learners with protected characteristics, however, it is not the guidance or policy itself that will create these risks. Instead, the proposal seeks to limit and mitigate these by setting expectations that Medr work with curriculum planners to form inclusive 16 to 18 local curriculum offers that support the aim that every young person, regardless of their background, ability, or ambition, has a meaningful pathway into further and higher education, training, and (or) employment.
Promoting Equality
The 16 to 18 local curricula guidance actively promotes equality in a number of ways and places a key focus on supporting a more accessible, inclusive and collaborative post 16 education system by expanding opportunities across academic and vocational pathways, supporting learners with different needs and starting points, and ensuring progression routes for all.
The guidance highlights the importance of making a broad curriculum offer available to learners, including an appropriate range of courses below Level 3 to help support a wider range of learners to continue to participate in further education and to make progress at the pace that is right for them. This can also support learners progressing from pre-16 EOTAS provision or Pupil Referral Units (PRUs) into further education, particularly where they are not yet ready to undertake Level 3 qualifications in Year 12.
The guidance also highlights that broader local curriculum offers can help to remove participation barriers for learners with Additional Learning Needs (ALN) who wish to continue their education within mainstream settings. This may be through an increased breadth of local offer, through availability of online solutions or through a range of courses below Level 3 being available.
Young people with significant barriers to engagement, who are being supported through the Youth Engagement and Progression Framework, will also benefit from inclusive post-16 courses that will re-engage them and enable them to move forwards onto an appropriate progression route.
Collaboration will be an integral part of increasing the breadth of local curriculum offers and this guidance sets out the importance of this.
In its strategic plan, Medr has committed to ensuring that people from underrepresented groups, including those with ALN are supported to access learning that is right for them, by promoting a person-centred approach. Medr has a strategic duty to promote equality of opportunity and participation in tertiary education. This proposal supports that duty through a person centred approach to curriculum planning and delivery. Medr will need to ensure that the needs of learners with ALN are factored into decision-making. In forming 16 to 18 local curricula, Medr should work with curriculum planners so that learners with ALN can access courses aligned with their education to date within mainstream settings.
Record of Impacts by protected characteristic
| Protected characteristic or group | What are the positive or negative impacts of the proposal? | Reasons for your decision (including evidence) | How will you mitigate Impacts?
|
|---|---|---|---|
| Age | Positive | The primary impact is on learners aged 16 to 18. The proposal is expected to have a positive impact by improving access to education and progression routes at this key transition stage. This policy only applies to 16 to 18 Pathways and local curricula as identified in the Learning and Skills Measure 2000. | Not applicable: this proposal is only expected to have positive impacts for this protected characteristic. |
| Disability | Positive | This proposal is expected to have a positive impact on learners with disabilities, who will benefit from a broad, learner-centred local curricula in the same way as any other learner. This proposal is also expected to have a positive effect on learners with ALN. The guidance highlights the importance of widening the breadth of offer, including courses below Level 3, to enable learners with ALN to continue with their studies in mainstream settings, as they continue to develop the skills they need to progress onto their chosen pathways. Medr’s obligations apply to schools and FEI settings; they do not extend to special needs settings as they are not funded or registered by Medr. | Not applicable: this proposal is only expected to have positive impacts for this protected characteristic. |
| Gender Reassignment | Neutral | Our proposal is based on helping all learners to access their chosen pathway, enabling them to progress onto higher education or employment. The proposal is not gender specific. | Not applicable. |
| Pregnancy and maternity | Neutral | No direct impacts have been identified. However, broader local curriculum offers and flexible delivery approaches may support some young parents to remain engaged in education and training. | Not applicable. |
| Race (including ethnic minorities, Gypsies, Roma and Travellers, migrants, asylum seekers and refugees) | Neutral | The proposal is intended to improve access to post-16 pathways for all learners. While no specific impacts have been identified for particular ethnic groups, improving access to a broader range of pathways and progression opportunities may benefit learners who face barriers to participation or progression in education. | Not applicable. |
| Religion, belief and non-belief | Neutral | Our proposal is based on helping all learners to access their chosen pathway, enabling them to progress onto higher education or employment. The proposal is not religion or belief specific. | Not applicable. |
| Sex / Gender | Neutral | Our proposal is based on helping all learners to access their chosen pathway, enabling them to progress onto higher education or employment. No element of this proposal is expected to impact learners based on their sex or gender. | Not applicable. |
| Sexual orientation | Neutral | Our proposal is based on helping all learners to access their chosen pathway, enabling them to progress into further and higher education, training, and (or) employment. No element of this proposal is expected to impact learners based on their sexual orientation. | Not applicable. |
| Marriage and civil partnership | Neutral | Our proposal is based on helping all learners to access their chosen pathway, enabling them to progress into further and higher education, training, and/or employment. No element of this proposal is expected to impact individuals based on their marriage status. | Not applicable. |
| Children and young people (up to the age of 18) | Positive | This proposal is expected to have a positive impact, improving the quality, breadth and accessibility of local curricula, and supporting progression into further and higher education, training, and (or) employment. | Not applicable: this proposal is only expected to have positive impacts for this group. |
| Low-income households | Direct positive and potential for some indirect negative impacts. | The proposal is expected to have a positive impact by improving participation and progression opportunities. However, learners from low-income households may face additional barriers, including transport costs and limited access to digital resources. This has been highlighted by some respondents to the consultation. | Collaboration between providers, improved local access to provision, and continued use of public facilities (for example, libraries) will help mitigate digital and access barriers. Financial support systems (for example, EMA) will continue to support participation.
|
Human Rights and UN Conventions
| Human Rights | What are the positive or negative impacts of the proposal? | Reasons for your decision (including evidence) | How will you mitigate negative Impacts?
|
|---|---|---|---|
| Protocol 1: Article 2 ‘No person shall be denied the right to education’ | The proposal has a positive impact on the right to education by improving access to a broad and inclusive range of learning opportunities and supporting progression pathways. No adverse impacts on Convention rights have been identified.
| The guidance strengthens the availability and accessibility of education provision and supports participation across a diverse learner population. | Not applicable |
EU/EEA and Swiss Citizens’ Rights
The proposal is not expected to have any negative impacts on the rights of EU, EEA or Swiss citizens protected under the Citizens’ Rights Agreements.
- Residency rights: not affected
- Access to education and services: maintained
- Equal treatment: no differential impact identified
- Workers’ rights: not affected
The policy supports continued access to education and services on an equal basis.