Strategies for Promoting Equality and Diversity in Higher Education

This report delves into the critical aspects of equality and diversity within the educational landscape. It begins by analyzing the benefits of fostering an inclusive and diverse learning environment, emphasizing the importance of treating all learners equally, irrespective of their backgrounds, to enhance participation and outcomes. The report then outlines specific actions, such as encouraging interaction and providing equal communication opportunities, that can help in valuing individual learners and promoting equality. Furthermore, it explores effective communication strategies tailored to meet diverse learner needs, including those with disabilities. The report also addresses actions that can undermine equality and diversity, providing recommendations for modifying learning situations and structures to ensure inclusivity. A reflective account evaluates the impact of promoting equality and diversity, examining how behavior impacts organizational culture and how collaboration with other agencies can promote diversity, ultimately protecting learners from harm. The report underscores the necessity of continuous self-evaluation, adherence to policies, and engagement in training to enhance teaching practices and foster an inclusive environment.

Equality and Diversity

Table of Contents
Table of Contents.............................................................................................................................2
Introduction......................................................................................................................................3
Task A (Research report).................................................................................................................3
a) (1.1, 1.2 & 1.3) Analysis of benefits of promoting equality and diversity.........................3
b) (2.2) Actions which help valuing individual learners........................................................4
c) (2.3) Explanation of good practice in providing individual learners with information.....4
Task B (Personal account)...............................................................................................................5
a) (3.1) Communication strategies used to promote equality and diversity...........................5
b) (4.1) How actions can undermine equality and diversity...................................................5
c) (4.2) Recommendations for modifying learning situations and structures........................6
Task C (Reflective account).............................................................................................................6
a) (5.2) Evaluation of impact promoting equality and diversity............................................7
b) (3.2) How behaviour impact organisational culture...........................................................7
c) (3.3) How working with other agencies can promote diversity.........................................7
d) (2.1) How this can protect learners from risk of harm.......................................................8
Conclusion.......................................................................................................................................8
References........................................................................................................................................9

Introduction
To create a productive, interactive and innovative teaching and learning environment it is
important that all the learners are treated equally irrespective of their caste, religion, sex, race
etc. This help in enhancing the participation of learners in learning process along with improving
their results by building an efficient environment (Bowl, 2018). In this report the benefits of
inclusive and diverse learning environment will be discussed along with the actions and
communication strategies which can help in achieving the same. Further a reflection is produced
to demonstrate the ways in which benefits of such environment are achieved.
Task A (Research report)
a) (1.1, 1.2 & 1.3) Analysis of benefits of promoting equality and diversity
Equality relates with ensuring that everyone is given equal opportunities to grow and
develop without discriminating them based on their characteristics. Diversity on the other hand is
related with respecting the differences among people by associating positive value to their
differences. In order to create an effective teaching and learning environment it is important that
all the learners are treated equally and given equal chance of learning and demonstrating their
capabilities and skills so that their personal and professional development can be achieved. It is
important that Equality Act, 2010 is followed so that an inclusive and diverse teaching and
learning environment can be created which can help in making the code of conduct of teachers
ethical. It can also help in ensuring that all the learners are given equal chances of evolving and
improving themselves so that highly creative, integrated and healthy environment can be created
(Abankina and Zinkovsky, 2016). The other act that can be implemented are Children Act, 2004,
Disability discrimination act, 1995 etc. which can also be applied in the learning environment.
The benefits of such an environment like it helps in reducing social and economic barriers, helps
in developing children and help in their learning process without discrimination, builds a strong
community, is morally correct, helps in increasing the innovative and creative thoughts among
the students which is important for national growth and development etc. Thus creating an
inclusive and diverse environment is essential in all the spheres of life and also help in building a
strong cohesion among people (Kirton and Avdelidou‐Fischer, 2016).

b) (2.2) Actions which help valuing individual learners
It is important that various actions are taken by the teachers in enhancing the learning
process of students and also valuing each individual learner so that equality and diversity can be
promoted:
 Encouraging interaction among learners: Through increased interactions, strong bonds
can be created among learners which can help in improving their respect towards each
other which can create a healthy environment (Civitillo and Noack, 2017).
 Giving equal chance to all the learners for two-way communication: The teachers must
give equal chance to all the students irrespective of their characteristics so that they can
ask questions and enhance their learning process (Mikkonen and Kääriäinen, 2017).
 Increasing group activities: Through increased group activities learners can better know
each other which can help them in integrating and in promoting equality among them.
 Establishing an environment where differences are respected: It is important that the
teachers establish a learning environment where learners are treated equally without bias
like giving equal chance to all to participate in class activities, giving grades to learners
based on their performance and not on their characteristics, giving equal punishments to
learners if they misbehave etc.
c) (2.3) Explanation of good practice in providing individual learners with information
In order to maximise effective learning among learners it is important that correct and
accurate information is provided to them with the use of efficient communication methods and
strategies so that their learning can be enhanced. It is also important that the needs of individual
learner are identified so that effective communication method can be used in delivering
information (Murray, 2016). This will also help in enhancing the way in which learning
objectives is achieved. Use of handouts, study materials, multimedia learning, auditoriums etc.
can be used so as to deliver information among learners. It is also important that the students
who face difficulties in learning due to their physical or mental or psychological disabilities are
also effectively addressed through the use of effective communication strategies so that better
delivery of information can take place.

Task B (Personal account)
a) (3.1) Communication strategies used to promote equality and diversity
Various communication strategies can be used to promote equality and diversity in learning
environment:
Communication
Strategies
Use
General Handouts These handouts can help in proving equal information to all the
learners who are healthy and do not face any disability. These can
help in giving equal learning opportunity to them irrespective of
their age, sex, caste etc.
Strategy for learners who
are deaf
Use of e-mails, messaging, hearing aids, loops etc. can be done so
that the learners who are deaf can also be given the same
information which is provided to others (Rees and Smith, 2017).
Strategy for learners who
are blind
Voice recognition software packages, Braille keyboards, electronic
note taking devices can be used in this case of learners.
Strategy for learners who
have physical disabilities
Depending on the level of physical disability in learners they can be
provided with learning materials so that their learning can be
enhanced
b) (4.1) How actions can undermine equality and diversity
Following are the actions that can undermine equality and diversity:
Actions How can they be improved
Discriminating based on personal
characteristics of people like age, sex,
disability etc.
The importance of people’s rights and acts
needs to be recognised in accordance with the
legislation, policies and procedures so that all
can be treated equally.
Not providing equal chance to everyone to
participate in their growth and development
which can hinder their progress (Alexander and
Weekes-Bernard, 2017).
It is important that the beliefs, preferences and
choices of people are respected regardless of
diversity among individuals so that equality
and diversity can be promoted.
Behaving in a way which can affect the This can be prevented by identifying such

promotion of equality and diversity. behaviours both at individual level and the
level of others so that appropriate actions can
be taken and all can be included and diversity
can be promoted.
c) (4.2) Recommendations for modifying learning situations and structures
Following are the recommendations that can help in improving learning situations and structures:
Recommendation How it can be implemented
Policies It is important to form policies in guideline with government regulations so
that equality and diversity can become the integral part of the learning
structure. These policies must be checked regularly and the help of external
moderators can also be taken so that inclusiveness and diverseness can be
increased (Klein, 2016).
Information to
stakeholders
The stakeholders must be given information regarding the way in which
equality and diversity is promoted in the institution.
Equipments Such equipments can be used which can help in promoting such
environment.
Legislations It is essential that there is continuous compliance with human rights and
equality legislation.
Task C (Reflective account)
Reflection is important so that self-evaluation can be done which can help in identifying
personal strengths and weaknesses so that corrective measures can be taken in order to improve
the weak areas which can help in continuous growth and development. This can also play an
important role in continuous improvement of personal skills and behaviours so that personal
goals and objectives are effectively achieved. I can record my lessons and review them so that i
can find any discrepancies in delivering lessons; i can get regular feedback from my colleagues
and learners so that i can identify my strengths and weaknesses. I can then implement
recommendations so that i can improve my behaviour, communication skills, attitude etc. so that
i can help in promoting equality and diversity.

Thus through regular reflection i can identify my personal areas of weaknesses so that
continuous development can take place in my teaching skills. I can follow the rules and policies
which help in promoting inclusiveness and diversity in learning environment and take training
and development programmes so that i can further enhance my skills and behaviours and
contribute positively in valuing diversity. Senior management can also arrange for workshops so
that can present different cultures so that diversity can be promoted. I can also access e-learning
programmes so that i can further improve on promoting such an environment.
a) (5.2) Evaluation of impact promoting equality and diversity
I can implement various practices which can help me to promote equality and diversity
among learners like following the policies of institute and legislations which are stipulated by the
government. I can keep myself updated on these policies and ask the internal and external
moderators to analyse my teaching methods so that further improvement can be made. I can ask
the learners to give me feedback on my capabilities in creating an effective learning atmosphere
where all are treated equally and diversity is respected so that i can make efficient improvements
in my actions. Also feedback from colleagues and senior management can also help in in
evaluating myself in promoting equality and diversity.
b) (3.2) How behaviour impact organisational culture
My behaviour can impact the organisational culture as my actions and behaviour can help
the promotion of equality and diversity in the institute so that an effective learning culture can be
created. This can also help in improving the performance of learners along with enhancing the
brand image of institute in market which can help in further attracting more diverse crowd so that
better learning can take place. Thus my behaviour and the way in which i provide equal
opportunities to learners irrespective of their unlawful differences can help in improving the
confidence of learners in the institute. It will also enhance the quality of learning in the institute
through cohesion among students which can have good impact on the society as a whole.
c) (3.3) How working with other agencies can promote diversity
Other agencies can help in promotion of diversity in the institute like having workshops
delivered through different agencies can help in learning various skills among learners and in
overcoming learning difficulties. Police forces can also be invited to deliver workshops so that
they can teach about various legislations which help in promoting diversity in society. Also

various other agencies like guest speakers from different professional backgrounds, Citizens
Advice Bureaux (CAB) Law Centres, local authorities, counsellors can also be invited by me so
that the importance of promoting diversity can be well understood by learners.
d) (2.1) How this can protect learners from risk of harm
It is important that i must foster a greater understanding between individuals and diverse
groups so that they can learn about how they can contribute towards society. Promoting equality
and diversity can protect learners from various harms like getting bullied by fellow learners
because of diverse characters, getting neglected which can lead to unfulfilled needs and wants of
learners; it can affect their confidence and self-esteem in the class which can affect their learning
process etc. I can help in minimising these risks by effectively promoting diverseness and
inclusiveness in the learning environment so that the all learners can get equal access to the
facilities of learning which can help in their personal and professional development. This can
also help me in being satisfied with my own skills and behaviour so that i can gain success in my
work and develop a successful career.
Conclusion
From the above report it can be concluded that equality and diversity plays an important
role in a learning structure and must be promoted effectively so that better learning can be given
to learners which can help in their development. It is also important that the legislations which
can help in increasing equal behaviour and diversity are implemented so that better learning
atmosphere can be generated. It is also important that the teachers reflect on their behaviour so
that equal treatment to learners can be given irrespective of their diverseness.

References
Books and Journals
Bowl, M., 2018. Differentiation, distinction and equality–or diversity? The language of the
marketised university: an England, New Zealand comparison. Studies in Higher
Education, 43(4), pp.671-688.
Abankina, I., Aleskerov, F., Belousova, V., Gokhberg, L., Kiselgof, S., Petrushchenko, V.,
Shvydun, S. and Zinkovsky, K., 2016. From equality to diversity: Classifying Russian
universities in a performance oriented system. Technological forecasting and social
change, 103, pp.228-239.
Kirton, G., Robertson, M. and Avdelidou‐Fischer, N., 2016. Valuing and value in diversity: the
policy‐implementation gap in an IT firm. Human Resource Management
Journal, 26(3), pp.321-336.
Mikkonen, K., Elo, S., Miettunen, J., Saarikoski, M. and Kääriäinen, M., 2017. Clinical learning
environment and supervision of international nursing students: a cross-sectional
study. Nurse education today, 52, pp.73-80.
Murray, N., 2016. Dealing with diversity in higher education: awareness-raising and a linguistic
perspective on teachers’ intercultural competence. International Journal for Academic
Development, 21(3), pp.166-177.
Civitillo, S., Schachner, M., Juang, L., van de Vijver, F.J., Handrick, A. and Noack, P., 2017.
Towards a better understanding of cultural diversity approaches at school: A multi-
informant and mixed-methods study. Learning, Culture and Social Interaction, 12,
pp.1-14.
Rees, G. and Smith, P. eds., 2017. Strategic human resource management: An international
perspective. Sage.
Alexander, C. and Weekes-Bernard, D., 2017. History lessons: Inequality, diversity and the
national curriculum. Race Ethnicity and Education, 20(4), pp.478-494.
Klein, U., 2016, January. Gender equality and diversity politics in higher education: Conflicts,
challenges and requirements for collaboration. In Women's Studies International
Forum (Vol. 54, pp. 147-156). Pergamon.