Lesoco Equality And Diversity
Student Satisfaction – Equality and Diversity within the College
(Lesoco) - Lewisham Way
Chloe Reilly-Mason
Student number: 31027124
Word Count: 1598
Acknowledgements
This report was conducted with support from students within Lesoco – Lewisham way. Their cooperation is both acknowledged and appreciated. Without them this report would not have been possible. Any conclusions, diagrams, or findings were based on analysis of results gained from student participation.
Lesoco – Lewisham Way Students.
Guided statement
This report sets out to establish levels of satisfaction amongst students with the college response to equality and diversity needs. This report responds to the educational purpose of report writing and …show more content…
specifically looks at age, in regard to equality and diversity.
Introduction…………………………………………………………………………………………………………………………….1
Methodology…………………………………………………………………………………………………………………………. 1
Findings…………………………………………………………………………………………………………………………………… 2
List of Diagrams………………………………………………………………………………………………………………………… 3
Discussion……………………………………………………………………………………………………………………………….. 4, 5
Conclusion………………………………………………………………………………………………………………………………. 6
Recommendation………………………………………………………………………………………………………………….... 7
Bibliography…………………………………………………………………………………………………………………………….. 8
Appendix…………………………………………………………………………………………………………………………………. 9
Abstract
A total of 25 questionnaires were created and handed out at random, to gather data in order to establish the levels of student satisfaction amongst students with the college response to equality and diversity, with relation to age. This report concluded that overall students were satisfied with the college approach to equality and diversity and felt the college done this at a level above satisfactory. Although, students felt that the college could do more as a means to promote age relating issues, by considering social clubs/events bringing people of various ages together. Other issues such as professionalism and communication from staff also arose, which could suggest staff may need training or to update training. Another point noted was that the LRC could do more to promote diversity, as a student realised that there were no Diwali books in there. Within the college student of all ages have different views and have had different experiences during their time at college. Every person should be treated as an individual, and should not be discriminated against for any reason.
Introduction
Everyone has a right to an education.
Under the United Nations Declaration of Human Rights, this is a basic human right. By law (in England and wales) the local authority is obliged to ensure that free education is available for 16-18 year olds and young people aged 16-19 (Equality and Human Rights Commission, 2014).
Lewisham College caters for people from 14-40+. This report examines the levels of satisfaction with the college response, to equality and diversity.
This report specifically looks at age, in regard to equality and diversity and therefore does not seek to determine other aspects of equality and diversity within the college -although other concerns did arise.
Methodology
In order to gather information in a standardised, objective manor, questionnaires consisting of both open and closed questions were produced then handed out at random, to students within the college as a means to gather information.
A total of 25 questionnaires were distributed, however, only 21 were returned for data analysis for this report. The questionnaires were handed out in both the library and foyer of the Breakspears building. Students were expected to fill out their questionnaires and hand them back in to the distributer once finished, however 4 students failed to hand theirs back …show more content…
in.
The questionnaires were both voluntary and anonymous.
Findings
From the results we can clearly see that overall students within Lesoco are generally satisifed to a level beyond sattisfacotry with the college response to eqality and diversity needs.
The results from the questionnaires showed that most 16-19 years olds said that overall the college has a good approach to equality and diversity. Majority of the 20-27 year olds that participated rated equality and diversity in the college good, or excellent. More than half the 28-39 year rated the college and diversity in the college good and none of the 40+ thought the college does a poor job at promoting equality an diversity (see figures R1-R5, for futher information).
Some boxes on the questionnaire were left blank, which may propose the idea that this report lacks consistency. 21/25 questionnaires makes it hard to generalise findings, for overall student satisfaction. However, replication of this method may be easy. Open ended questions allowed students to express other concerns, which highlighted other concerns.
List of Diagrams
Discussion
According to the results it is acknowledged that over 50% of the students who participated in the research of this report stated that they felt they had never experienced unfavourable treatment in relation to their age. Although, those who did feel that they were subject to age discrimination felt that it was not dealt with effectively.
College documents state that young people are ‘very happy to be at Lewisham Southwark College’ (LeSoCo, 2014), and listed ‘they are treated like adults’ as a reason for which they feel students are happy within the college setting (LeSoCo, 2014). A student said she has been ‘treated the same as everyone in her class, and that within her class are people within various age groups’, she continued to say that ‘it had more to do with academic abilities, -age discrimination was not an issue’.
However, one student part-time male student between the age of 16 and 19, stated that sometimes he feels like he is undermined because of his age, nevertheless he expressed that he feels the college facilitates his equality and diversity needs in accordance to he’s age, but said that communication from staff was not great. A female young learner (aged 16-19) also highlighted that she believed was she was spoken to in an ‘unreasonable manor’ by Library staff. Further to this another student believed ‘college is for adults/older people, it isn’t school no more, and felt she should be treated like an adult, as she is ‘expected to behave like one’. Which could suggest staff need extra training in communication.
The two 40+ learners that participated both had different views. One felt as if the LRC provides excellent support and information, especially as some word programmes were new to her, whereas the other learner felt that because of his age he is not given enough support during his studies, although he is older, he does still require assistance. Analysis of results indicated that some students ‘did not feel comfortable in the college environment’ and although majority of the participants were aware of college equality and diversity policies, some were unaware. The results suggest that lack of information may have adverse effects on a person’s college experience / views.
The college Age Equality Action Plan 2012 (which appeared the most recent, during data gathering) addresses the issue of staff requirements of their working lives, and implements that HR policies are flexible so that staff are more able to balance work with family requirements (LeSoCo, 2012). This report argues that this should be reconsidered to adapt to students and their family commitments. One student (28-39years) stated that sometimes she feels family commitments do not allow her to come in on time.
Over 75% of students that completed the questionnaire rated the question ‘overall which do you think best describes equality and diversity in the college?’ higher than satisfactory, answers commonly ranged from good-excellent by majority of the participants within different age groups.
Students also had an open comments box at the end of the questionnaire for any additional comments, which ‘no Diwali books’ was written. Although students overall decided that the college is meeting their expectations of responding to equality and diversity, this suggests that still more can be done.
Conclusion
Most students are aware of policies regarding equality and diversity however, some students feel that their age does have an effect on the way in which they are treated and/or the manner in which they are addressed by staff.
Although the main purpose of this report was to look at age related equality and diversity, it was acknowledged that problems regarding communication mostly occurred in the LRC and one student noticed that there were no Diwali books in the LRC which suggests the college could do more to ensure they cater for festivals of all religions.
From the results this report enables us to see that commonly people of various ages feel that the college responds well to equality and diversity needs. More than 50% of participants completing the questionnaire agreed that they had never experienced unfavourable treatment in relation to their age within the college. Though, students that did feel as if they had been subject to mistreatment in regard to their age felt that the situation was not dealt with effectively and lack of professionalism was noticed by more than one learner.
This report suggests that overall people are satisfied within the general college approach to equality and diversity. Students feel that the college does a job greater than at a satisfactory level to promote equality and diversity within the college
setting.
Recommendations
It is recommended to further promote equality and diversity in the college, as a means to increase student satisfaction within the college, additional things as such could be put in to place:
More social clubs
More events bringing people off all ages together
Staff communication training
(to enable staff to speak to students effectively within the college, appropriate to their age and maturity, without belittling students)
A weekly event in the college annual year to celebrate/highlight the difference in ages within the college and how students could help/support each other.
Family commitments should be considered with understanding, in relation to attendance/punctuality (particularly in older students or those with children).
Ensure that books in the library regarding religion or religious festivals promote all religions.
Bibliography
Equality and Human Rights Commission. (2014). Pre-Equality Act guidance. Available: http://www.equalityhumanrights.com/private-and-public-sector-guidance/guidance-all/pre-equality-act-guidance-0. Last accessed 1st Dec 2014
LeSoCo. (2012). Accessible learning for all. (AGE ACTION PLAN) Available: http://www.lesoco.ac.uk/study-at-lesoco/equality-and-diversity. Last accessed 3rd Dec 2014
LeSoCo. (2014). Unrivalled preparation for work or further study. Available: http://www.lesoco.ac.uk/courses-home-yp/16---18-studies. Last accessed 2nd Dec 2014.
Appendix
Age UK. (2014). Equality and human rights. Available: http://www.ageuk.org.uk/professional-resources-home/policy/equality-and-human-rights/. Last accessed 2nd Dec 2014.
Equality and Human Rights Commission. (2014). Pre-Equality Act guidance. Available: http://www.equalityhumanrights.com/private-and-public-sector-guidance/guidance-all/pre-equality-act-guidance-0. Last accessed 1st Dec 2014
John Milne. (1999). Questionnaires: Advantages and Disadvantages. Available: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/. Last accessed 1st Dec 2014
LeSoCo. (2012). Accessible learning for all. (AGE ACTON PLAN) Available: http://www.lesoco.ac.uk/study-at-lesoco/equality-and-diversity. Last accessed 3rd Dec 2014
LeSoCo. (2014). Unrivalled preparation for work or further study. Available: http://www.lesoco.ac.uk/courses-home-yp/16---18-studies. Last accessed 2nd Dec 2014.
R C Sharma Krishna Mohan (2002). Business Correspondence and Report Writing, 3e. 3rd ed. Tata McGraw-Hill Education. 154
(Lesoco) - Lewisham Way
Chloe Reilly-Mason
Student number: 31027124
Word Count: 1598
Acknowledgements
This report was conducted with support from students within Lesoco – Lewisham way. Their cooperation is both acknowledged and appreciated. Without them this report would not have been possible. Any conclusions, diagrams, or findings were based on analysis of results gained from student participation.
Lesoco – Lewisham Way Students.
Guided statement
This report sets out to establish levels of satisfaction amongst students with the college response to equality and diversity needs. This report responds to the educational purpose of report writing and …show more content…
specifically looks at age, in regard to equality and diversity.
Introduction…………………………………………………………………………………………………………………………….1
Methodology…………………………………………………………………………………………………………………………. 1
Findings…………………………………………………………………………………………………………………………………… 2
List of Diagrams………………………………………………………………………………………………………………………… 3
Discussion……………………………………………………………………………………………………………………………….. 4, 5
Conclusion………………………………………………………………………………………………………………………………. 6
Recommendation………………………………………………………………………………………………………………….... 7
Bibliography…………………………………………………………………………………………………………………………….. 8
Appendix…………………………………………………………………………………………………………………………………. 9
Abstract
A total of 25 questionnaires were created and handed out at random, to gather data in order to establish the levels of student satisfaction amongst students with the college response to equality and diversity, with relation to age. This report concluded that overall students were satisfied with the college approach to equality and diversity and felt the college done this at a level above satisfactory. Although, students felt that the college could do more as a means to promote age relating issues, by considering social clubs/events bringing people of various ages together. Other issues such as professionalism and communication from staff also arose, which could suggest staff may need training or to update training. Another point noted was that the LRC could do more to promote diversity, as a student realised that there were no Diwali books in there. Within the college student of all ages have different views and have had different experiences during their time at college. Every person should be treated as an individual, and should not be discriminated against for any reason.
Introduction
Everyone has a right to an education.
Under the United Nations Declaration of Human Rights, this is a basic human right. By law (in England and wales) the local authority is obliged to ensure that free education is available for 16-18 year olds and young people aged 16-19 (Equality and Human Rights Commission, 2014).
Lewisham College caters for people from 14-40+. This report examines the levels of satisfaction with the college response, to equality and diversity.
This report specifically looks at age, in regard to equality and diversity and therefore does not seek to determine other aspects of equality and diversity within the college -although other concerns did arise.
Methodology
In order to gather information in a standardised, objective manor, questionnaires consisting of both open and closed questions were produced then handed out at random, to students within the college as a means to gather information.
A total of 25 questionnaires were distributed, however, only 21 were returned for data analysis for this report. The questionnaires were handed out in both the library and foyer of the Breakspears building. Students were expected to fill out their questionnaires and hand them back in to the distributer once finished, however 4 students failed to hand theirs back …show more content…
in.
The questionnaires were both voluntary and anonymous.
Findings
From the results we can clearly see that overall students within Lesoco are generally satisifed to a level beyond sattisfacotry with the college response to eqality and diversity needs.
The results from the questionnaires showed that most 16-19 years olds said that overall the college has a good approach to equality and diversity. Majority of the 20-27 year olds that participated rated equality and diversity in the college good, or excellent. More than half the 28-39 year rated the college and diversity in the college good and none of the 40+ thought the college does a poor job at promoting equality an diversity (see figures R1-R5, for futher information).
Some boxes on the questionnaire were left blank, which may propose the idea that this report lacks consistency. 21/25 questionnaires makes it hard to generalise findings, for overall student satisfaction. However, replication of this method may be easy. Open ended questions allowed students to express other concerns, which highlighted other concerns.
List of Diagrams
Discussion
According to the results it is acknowledged that over 50% of the students who participated in the research of this report stated that they felt they had never experienced unfavourable treatment in relation to their age. Although, those who did feel that they were subject to age discrimination felt that it was not dealt with effectively.
College documents state that young people are ‘very happy to be at Lewisham Southwark College’ (LeSoCo, 2014), and listed ‘they are treated like adults’ as a reason for which they feel students are happy within the college setting (LeSoCo, 2014). A student said she has been ‘treated the same as everyone in her class, and that within her class are people within various age groups’, she continued to say that ‘it had more to do with academic abilities, -age discrimination was not an issue’.
However, one student part-time male student between the age of 16 and 19, stated that sometimes he feels like he is undermined because of his age, nevertheless he expressed that he feels the college facilitates his equality and diversity needs in accordance to he’s age, but said that communication from staff was not great. A female young learner (aged 16-19) also highlighted that she believed was she was spoken to in an ‘unreasonable manor’ by Library staff. Further to this another student believed ‘college is for adults/older people, it isn’t school no more, and felt she should be treated like an adult, as she is ‘expected to behave like one’. Which could suggest staff need extra training in communication.
The two 40+ learners that participated both had different views. One felt as if the LRC provides excellent support and information, especially as some word programmes were new to her, whereas the other learner felt that because of his age he is not given enough support during his studies, although he is older, he does still require assistance. Analysis of results indicated that some students ‘did not feel comfortable in the college environment’ and although majority of the participants were aware of college equality and diversity policies, some were unaware. The results suggest that lack of information may have adverse effects on a person’s college experience / views.
The college Age Equality Action Plan 2012 (which appeared the most recent, during data gathering) addresses the issue of staff requirements of their working lives, and implements that HR policies are flexible so that staff are more able to balance work with family requirements (LeSoCo, 2012). This report argues that this should be reconsidered to adapt to students and their family commitments. One student (28-39years) stated that sometimes she feels family commitments do not allow her to come in on time.
Over 75% of students that completed the questionnaire rated the question ‘overall which do you think best describes equality and diversity in the college?’ higher than satisfactory, answers commonly ranged from good-excellent by majority of the participants within different age groups.
Students also had an open comments box at the end of the questionnaire for any additional comments, which ‘no Diwali books’ was written. Although students overall decided that the college is meeting their expectations of responding to equality and diversity, this suggests that still more can be done.
Conclusion
Most students are aware of policies regarding equality and diversity however, some students feel that their age does have an effect on the way in which they are treated and/or the manner in which they are addressed by staff.
Although the main purpose of this report was to look at age related equality and diversity, it was acknowledged that problems regarding communication mostly occurred in the LRC and one student noticed that there were no Diwali books in the LRC which suggests the college could do more to ensure they cater for festivals of all religions.
From the results this report enables us to see that commonly people of various ages feel that the college responds well to equality and diversity needs. More than 50% of participants completing the questionnaire agreed that they had never experienced unfavourable treatment in relation to their age within the college. Though, students that did feel as if they had been subject to mistreatment in regard to their age felt that the situation was not dealt with effectively and lack of professionalism was noticed by more than one learner.
This report suggests that overall people are satisfied within the general college approach to equality and diversity. Students feel that the college does a job greater than at a satisfactory level to promote equality and diversity within the college
setting.
Recommendations
It is recommended to further promote equality and diversity in the college, as a means to increase student satisfaction within the college, additional things as such could be put in to place:
More social clubs
More events bringing people off all ages together
Staff communication training
(to enable staff to speak to students effectively within the college, appropriate to their age and maturity, without belittling students)
A weekly event in the college annual year to celebrate/highlight the difference in ages within the college and how students could help/support each other.
Family commitments should be considered with understanding, in relation to attendance/punctuality (particularly in older students or those with children).
Ensure that books in the library regarding religion or religious festivals promote all religions.
Bibliography
Equality and Human Rights Commission. (2014). Pre-Equality Act guidance. Available: http://www.equalityhumanrights.com/private-and-public-sector-guidance/guidance-all/pre-equality-act-guidance-0. Last accessed 1st Dec 2014
LeSoCo. (2012). Accessible learning for all. (AGE ACTION PLAN) Available: http://www.lesoco.ac.uk/study-at-lesoco/equality-and-diversity. Last accessed 3rd Dec 2014
LeSoCo. (2014). Unrivalled preparation for work or further study. Available: http://www.lesoco.ac.uk/courses-home-yp/16---18-studies. Last accessed 2nd Dec 2014.
Appendix
Age UK. (2014). Equality and human rights. Available: http://www.ageuk.org.uk/professional-resources-home/policy/equality-and-human-rights/. Last accessed 2nd Dec 2014.
Equality and Human Rights Commission. (2014). Pre-Equality Act guidance. Available: http://www.equalityhumanrights.com/private-and-public-sector-guidance/guidance-all/pre-equality-act-guidance-0. Last accessed 1st Dec 2014
John Milne. (1999). Questionnaires: Advantages and Disadvantages. Available: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/. Last accessed 1st Dec 2014
LeSoCo. (2012). Accessible learning for all. (AGE ACTON PLAN) Available: http://www.lesoco.ac.uk/study-at-lesoco/equality-and-diversity. Last accessed 3rd Dec 2014
LeSoCo. (2014). Unrivalled preparation for work or further study. Available: http://www.lesoco.ac.uk/courses-home-yp/16---18-studies. Last accessed 2nd Dec 2014.
R C Sharma Krishna Mohan (2002). Business Correspondence and Report Writing, 3e. 3rd ed. Tata McGraw-Hill Education. 154