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A4QH KX"#JvP9.=k=?pQ|JXkV#-Ԓe$eYHWJ(R3#VY~*AssY#1wUTUd+.mm䳻%T)$r.UA(?7~: O> !5 x[7ɫz.uoo;9TlϢme_1M/oczGڵݴ)*$e$9&*B=/㷅|0k+ͱ]GknҡR grg/|ѯ'L"XI\E%i!'gT 7½c~ XSXKIYpȂA8z <5g1{+{%|I'?A ʡ?-#XrdvhDz+o&ׂ|3ٮ35uyow\I!v%g%ؑ㎝h…¿o?5/SĖ7%,ue-Il,QFT⽿VLH #KNđhwφ_MCOcתfٻ$o1+.qs((((((((((M 0Caolan80 r:Z&`g6$4P<3+t (  +.b+ )06*+   Equality Impact Assessment (EQIA) Template Form with Guidance for completing an EQIA Produced by Equality and Diversity Committee Date May 2015 (revised June 2019) Introduction The following guidance is intended to assist staff in undertaking an Equality Impact Assessment (EQIA). All areas of the University with responsibility for developing and revising policies, procedures and practices are required to implement the process set out below. An EQIA should be conducted for policies, provisions, criteria, functions, practices and activities, including decisions and the delivery of services, but is referred to as  policy, procedure or practice within the documentation. What is an Equality Impact Assessment? An Equality Impact Assessment (EQIA) allows the University to examine its policies, procedures and practices to ensure that they do not, advertently or inadvertently discriminate against anyone with a protected characteristic. EQIAs are a requirement of the University s general equality duty under the Equality Act 2010. The University has a general duty to have due regard to the needs to: Eliminate discrimination, harassment and victimisation. Advance equality of opportunity. Foster good relations between people who share a relevant protected characteristic and people who do not share it. An EQIA should be undertaken every time a policy, procedure or practice is produced, reviewed or revised. EQIAs should form part of the planning process in creating or revising a policy, procedure or practice as it can help identify potentially discriminatory issues which were not intended. The EQIA can also support a positive inquiry approach, particularly in relation to identifying and emphasising positive impacts. When does an Equality Impact Assessment apply? An EQIA applies where a decision is made that will impact on people such as our students, visitors and staff. Policies, procedures and practices exist at institution-level as well as School/Dept level. All policies, procedures and practices should be impact assessed whenever they are revised or when new policies/practices are introduced. A policy, procedure or practice should be subject to an EQIA if any of the following applies It affects primary or high level functions of the University It is relevant to the promotion of equality It is a policy or practice on which interested parties could reasonably expect the University to have carried out an EQIA What are the aims of an Equality Impact Assessment? Discrimination can occur due to a variety of unforeseen reasons. It may be the case that policy-makers sometimes unintentionally overlook or exclude certain protected groups by not specifically considering their needs. The EQIA is an effective tool to improve and enhance what we do, ensuring consideration for the needs of our students and staff and the wider community. An EQIA can enhance overall quality. At the same time, the potential for discrimination is reduced and awareness among those involved in policy development is raised. Most importantly, the University will be complying with legislation by identifying and actively designing-out discriminatory practice. Which groups should I consider? All the protected characteristic groups should be considered: age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. In addition, Queen Margaret University is committed to eradicating where possible disadvantage that occurs as a result of wider societal inequalities such as lower income levels. Who is responsible for doing an Equality Impact Assessment? University committees and decision making bodies are responsible for actively considering the general equality duty and ensuring that an EQIA has been carried out before approving/deciding on a new or revised policy or practice. All managers are responsible for mainstreaming equality into their areas and for assessing the equality impacts of policies, procedures and practices within their area of responsibility. The group or individual who are responsible for developing a policy, procedure or practice is responsible for undertaking the EQIA. Any individual or group responsible for a policy, procedure or practice must As part of the development and/or review of a policy, procedure or practice ensure that consideration is given as to whether or not an EQIA is required and, if so, ensure that an EQIA is undertaken. Ensure that the EQIA process and outcomes are recorded and the EQIA is submitted for publication. Ensure that any action identified by the EQIA process is taken and monitor the impact of the policy, procedure or practice. Make arrangements for the review of the policy, procedure or practice and associated EQIA. Additional support is available from the Equality and Diversity Committee who can offer advice however will not undertake the assessment for you. Equality and Diversity training is available via the University s eLearning platform. Examples of completed EQIA s are available from the Equality and Diversity Committee Intranet pages. How do I do an Equality Impact Assessment? The EQIA is not intended to be a lenghy process. It involves a group exercise, with the completion of the template before, during and after the meeting. The steps to go through are detailed in the pages below. The first stage is to agree the appropriate group and use the Equality Impact Assessment template to identify and discuss the issues. It is important to recognise that impact assessments are as relevant to areas such as teaching practices and course design as they are to policies and procedures at an institutional level. Who should be present at an Equality Impact Assessment? It is important that key members of the group that have proposed or developed the policy are present at an EQIA. A comprehensive understanding of the proposed policy, procedure or practice is essential to enable it to be assessed effectively. In some cases it may be appropriate also to have external stakeholders present. This can help to ensure that an independent (external) perspective is taken into account. Doing an EQIA does not need specialist knowledge or expertise, although sometimes you may want to invite people with specialist expertise to the assessment. The inclusion of students or members of the public from a range of groups during the development of the policy, procedure or practice will also help to ensure that the policy has taken account of a wide range of views. What evidence should be used to carry out the Equality Impact Assessment? Where available, evidence should be used to support the EQIA process. Prior to starting the EQIA data should be collected, where available, to inform the process. Data may include Service and/or survey feedback Student, staff or wider population data Experience of other organisational with similar activity Any other data relevant to the policy, procedure or practice undergoing EQIA Data gathered from relevant protected groups Practical Guidance in undertaking an Equality Impact Assessment EQIAs assess the impact of applying a new or revised policy, procedure or practice against the needs of the general equality duty. This means that any proposed new or revised policy or procedure must not discriminate unlawfully; must better advance equality of opportunity; and consider whether the policy or procedure will affect relations between different groups. This is called the general duty. The general duty must be considered alongside the protected characteristics. Step 1  Identify the Population Group The EQIA group should identify the different population groups who may be affected by the policy. These may include: The intended target group(s) Other groups who may be affected either intentionally or not People who are excluded from benefiting from the policy It is essential to formally consider the protected characteristics as this is required by legislation. These are noted on the template. Not all of these groups will be relevant for every policy. Group members should jointly define the relevant groups for the specific policy and note them on the template. In addition, you should also consider other excluded groups such as people receiving a low income. You may also consider groups of people not mentioned above but that you think may be particularly affected. It is possible that you may be proposing something that is aimed at a particular group and therefore will be excluding others (e.g. you may be proposing to set up a disabled women s-only sports class). This is permissible in certain limited exceptions. If you are unsure speak to the EDC. Step 2 - Impact The template is intended to help think broadly about the indirect and unintended effects of the policy as well as the direct intended ones. Below are a number of examples which aim to stimulate discussion. Potential impact does not have to be limited to the examples. Ideally both positive and negative impacts should be identified. Evidence should be used and noted on the form when used. This may mean that external stakeholders should be consulted. It is recommended that EQIA group members work individually for 10 minutes, noting down what sort of impact they think the policy could have on the template. The group should then discuss these ideas collectively. Some policies will have impacts on the whole population and these should be noted when identified. The group should try to specify whether the impact will be positive or negative or any uncertainty which requires further investigation. Further issues may be relevant for particular excluded groups. It is important not to make assumptions about people s needs but equally important to ensure that common needs are addressed. It would be impossible to note all the issues in detail and the following  Key Issues to Consider should act as key prompts to stimulate more intensive discussion. Key Issues to consider The list below is not an exhaustive list and is provided as an aid to stimulating discussion. The implications of combinations of protected characteristics should also be considered, for example, issues of relevance to women may vary once race, religion and age are taken into consideration. Issues to consider (where appropriate and relevant) may include the following: Overall: What are the aims of the policy and how do these relate to equality? Which aspects of the policy are relevant to which part of the general duty? To which of the protected characteristics groups is the policy relevant? Would any external stakeholders be helpful to involve? Is there evidence available about the experience of a particular protected characteristic group e.g. student statistics? Is there an opportunity in applying this policy, procedure or practice to foster good relations between people in any protected group and those who are not? Will it help to tackle prejudice and/or promote understanding? Is there evidence (or an expectation) of higher or lower uptake by any equality group(s)? If so, give details of the differences and the reasons for these (if known) Is any equality group excluded from participating in or accessing the service or functions? If so, why? Does the policy, procedure or practice create any barriers for equality groups? For example, because of the time when the service is delivered or because of restricted income? Gender Have arrangements been made to ensure that the needs of carers, usually but not exclusively women, are not overlooked? Is the language/image-used in promotional material inclusive and representative? Have you considered changing appointment times to accommodate the particular needs of those with childcare responsibilities, both male and female? Disability Are communication aids such as induction loops installed at reception areas? Is written information available in alternative formats such as Braille or on audio cd? Are staff aware of the multitude of hidden disabilities and the importance of not making assumptions? Is the language/images-used in promotional material inclusive and representative? Are the premises where the service is delivered accessible to wheelchair users? Race and Ethnicity If needed, have you made appropriate arrangements for ensuring that interpreters and translations can be arranged without undue delay? Is the language/images-used in promotional material inclusive and representative? What can you do to make the policy more inclusive? Sexual Orientation Are the needs of gay, lesbian and bisexual people accounted for? Is the language employed in the policy assuming heterosexism? Is the language/images-used in promotional material inclusive and representative? Could you do more to make the policy more inclusive? Religion and Belief Have you made appropriate arrangements for ensuring that interpreters and translations can be arranged without undue delay? Do staff know about the availability of vegetarian, kosher, halal meals and for prayer-breaks if required? Is the language/images-used in promotional material inclusive and representative? Is running water provided wherever possible? Do staff know about burial and death rites of specific cultural/religious groups? Age Have the needs of younger people been taken into account? Have the needs of older people been taken into account? Is the language/images-used in promotional material inclusive and representative? Could you do more to make the policy more inclusive? Marriage/Civil Partnership Could those who are married or in a civil partnership be impacted differently? Gender Re-assignment Have you considered the needs of transgendered people? Pregnancy and Maternity Do staff know about the facilities available for breast feeding mothers? Have the implications for staff on extended periods of leave been taken into account? Have arrangements for staff re-entering the workplace following extended leave been taken into account? Step 3  Recommendations Having identified the impacts, the group should identify ways in which the policy could be amended, or other action taken, to maximise positive and minimise negative impacts. The group should agree these suggestions or recommendations. See the table below for potential outcomes. Table 2  DecisionsNotesNo major changeEQIA demonstrates that the policy is robust and all evidence shows no potential for discrimination and that all the opportunities taken to promote equality have been taken. Need to document why that decision has been reached and evidence used. Adjust the policy You may simply remove or change that aspect of the policy which creates the unwanted impact without abandoning the policy.Or, you may introduce additional measures to reduce or mitigate the potential impact. Continue the policy despite potential for adverse impact of missed opportunities to promote equality. You will need to set out your justifications for doing this and it must be in line with the duty to have due regard. NB. There is no justification for direct discrimination, and indirect discrimination will need to be justified according to the legal requirements.Stop and remove the policy If the policy shows actual or potential unlawful discrimination it must be stopped and removed or changed It is likely that the EQIA group will have considered the following factors in agreeing and making recommendations: The aims of policy The evidence collected and the impacts this has revealed The result of consultation and involvement, formal and informal The relative merits of the different approaches Due regard to the need the promote equality The balance between different interests and best accommodation Sign Off and Publication The final copy of the template should be formally reviewed and agreed by the group. The final completed EQIA should be signed by the lead individual. It is good practice to do this immediately and also to review at 6 months to ensure that recommendations are implemented. Upon completion, a copy of the completed EQIA should be emailed to the Secretary of the Equality and Diversity Committee. In some cases, it may be appropriate for the EQIA to be sent to the EDC for review and approval, such cases are at the discretion of the Convenor of the EDC. QMU is legally obliged to demonstrate that we have undertaken equality impact assessments and completed templates will be published on the EDC website. Equality Impact Assessment Template  Equality Impact Assessment Template Once completed, please email to the Secretary of the Equality and Diversity Committee. This template uses the term  policy to apply refer to a policy, procedure or practice that is being assessed. It is a Word document to enable the table to be expanded to fit your text. Section 1 - Background Information Sessions 1 & 2 aim to provide a frame for the policy.Name of School, Division or Department Name of Person Responsible for the EQIA (normally the lead for the policy design/review)Names of Members of EQIA group  Section 2 - Policy Detail Name of policy to be assessed. Is this a new or an existing policy?NewrExisting rIf this is an existing policy, is there any existing data available about the policy that can be used in this assessment, such as user feedback?What is the aim or purpose of the policy? Does this policy have an impact on people? Who is intended to benefit from the policy and in what way? Does the policy provide opportunity to eliminate unlawful discrimination; better advance equality of opportunity; and positively affect relations between different groups? If not, how could this be improved?Who is responsible for the policy? Which Committees are required to approve the policy?Who are the main internal and external stakeholders in relation to the policy? Have they been asked to participate in this EQIA? What data was considered in reviewing the equality impact of this policy? Section 3 - Projected Equality Groups This session aims to look at what the impact may be on each of the groups. In which of the following equality areas are there concerns that the policy could have a differential impact?Before undertaking the assessment, ensure that you have a clear understanding of the purpose of the policy, procedure or practice, the context, the intended beneficiaries and the results aimed for. Bear in mind that the extent of EQIA should be proportionate to the relevance of the policy to equality. It may not be practicable or necessary to answer every question or address every potential scenario. Focus mainly on aspects of the policy that are most relevant to the question, to ensure most attention is given to the most important areas. Relate answers to consideration of the available evidence and address any gaps or disparities revealed, where feasible without disproportionate effort. For new policies, assess potential impact. Describe any action identified to address any issues highlighted. Where there is potential for adverse impact, but the policy, procedure or practice will still be applied, indicate the rationale for that decision.Protected CharacteristicIs there an impact?Rationale for decisionIs it likely that the proposal could have a positive or negative impact on minority ethnic groups? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to gender? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to disability? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to sexual orientation? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to their age? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to their religious belief (or none)? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to them being transgender? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact due to their marital or civil partnership status? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact on people during pregnancy and maternity? What evidence (presumed or otherwise to you have for this?)YesNoIs it likely that the proposal could have a positive or negative impact on people with dependants/caring responsibilities? What evidence (presumed or otherwise to you have for this?)YesNoAdditional Notes EQIA should relate to the intended outcomes of the policy and why there may be a differential impact. It may be that the purpose of the policy is to create a differential impact and encourage activity toward equality goals. This should be clearly expressed and should demonstrate that other groups are not adversely affected. When outlining adverse impact, a variety of evidence may be used to demonstrate why you think there may be a differential impact and this can come from sources outside of the EQIA. Section 4  Outcomes & Actions CommentsAdditional NotesAre there any risks associated with the policy (that may create a differential impact?) Risk adverse impact refers to what could happen if the adverse impact happened. What could happen if the differential impact of the policy is left unaddressed. If so, could these risks lead to an adverse impact on a protected group/s?If the policy s differential impact suggests an adverse impact, which equality group does this refer to?Can this adverse impact be justified, for example: on the grounds of promoting equality of opportunity for one protected groups or any other reason?Is the adverse impact acceptable in terms of the promotion of specific duties? ie there may be acceptable business reasons for the adverse impact.Have any actions been identified? 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