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As a network of mostly specialist equalities organisations, HEAR  works across all equalities strands on issues that impact on all groups and populations in London that may experience marginalisation, discrimination or denial of human rights
HEAR’s Intersectionality Research report looks at the impact on a person’s life of having multiple protected characteristics and presents case studies of VCS organisations in London that are working in this area, which is called intersectionality

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Although designed to meet the needs of teachers in schools, the AFAN website contains many resources (designed to stimulate discussion, reduce intolerance, build mutual understanding, and encourage recognition of common values and unique differences) that will be useful to post-school education and training organisations.

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Religion and Belief
in Adult Learning:
Learner Views

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Religion and Belief
in Adult Learning:
Learner Views

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Report of 2012 FACES sector research into learners' views by Babcock research for the Skills Funding Agency (SFA). This is an important baseline study which contains reccommendations for all of us in the sector that are still relevant  and led the SFA to prioritise the religion, belief and non-belief protected ground for the final 3 years of its equalities grant funding programmes for the sector.

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"Religion, belief and non-belief impacts on customers' career decision making" - this is one of the findings of the EDIF supported project delivered by   Prospects Services in 2013/2014.  The project developed a guide for advisers and their managers.  The  activities in the guide such as case studies can be used in team meetings to generate discussion and consolidate learning. Topics covered include:

The Equality Act 2010 and types of discrimination as defined by the act

Key religions, faiths and beliefs in London

Atheism and secularism

Supporting customers to overcome barriers around faith and belief

Supporting customers with declaration

Changes in the law regarding third party harassment

Case law examples

Discussion points based on real cases

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With the support of equality and diversity champions, we provided training to National Careers Service (NCS) advisers in London to enable them to provide impartial, practical careers advice that takes full account of religion, belief and non-belief.

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http://www.equalitiestoolkit.com/content/all-one
Leicester College in partnership with St Philip’s Centre and with supported by EDIF, worked to challenge areas of prejudice and stereotyping perpetuated by extremist and racist groups, by developing the critical thinking of learners and staff. The project focused on the curriculum areas of construction and hospitality, engendering appreciation of religion/beliefs, celebrating diversity, and providing a safe space for staff and learners to talk about and address topical issues such as honour-based violence and forced marriage.

View the film below and project  case study at http://www.equalitiestoolkit.com/content/all-one

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All for One - One for All, Leicester College and The St Philips Centre.

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All for One - One for All. A film documenting an exciting project that was run in partnership with Leicester College and the St Philips Centre in Leicester. The project was designed to intergrate issues of faith, belief, non belief and culture into specific curriculum areas.

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Religious Literacy Leadership in Higher Education Programme

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Religious Literacy Leadership in Higher Education Programme

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This Programme aims to assist Higher Education leaders to develop outlooks and strategies that engage positively with faith, promoting universities as places that can lead and shape informed responses to faith in wider society. It will also focus on the experiences of staff and students from different religious backgrounds and foster good campus relations through improved engagement within, and between, different faiths and with others.

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The Working Men's College (WMC) SFA/ECU GPF project aimed to bring students and staff together in purposeful, mutually beneficial activities, to promote greater understanding and respect between various protected characteristics. While the project considered all protected characteristics, there was a greater emphasis on sexual orientation, gender identity, and religion and belief.
The video below is one of a number of resources developed by the project.  It explores the Faith in LGBT from different faiths' perspective.

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Uploaded by Lindsey Studholme on 2015-06-28.

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No Place for Hate: hate crimes and incidents in further and higher education: religion and belief 

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No Place for Hate: hate crimes and incidents in further and higher education: religion and belief 

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Reports of the NUS, 2012 study exploring the extent and nature of hate crime and incidents on campus related to religion and belief.

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One student-led project exemplifies the way students embrace the spirit of Ramadan.

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Talking to leaders about spiritual leadership: seeing it through to the shadows

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Talking to leaders about spiritual leadership: seeing it through to the shadows

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This think piece on spiritual leadership in further education is a collection of interviews with successful leaders from further education colleges. It aims to add to the debate about the qualities needed by educational leaders, and focuses in particular on the spiritual, moral and cultural aspects of leadership decision-making.

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Spirituality sits firmly in the national curriculum and is one of the aspects inspected by Ofsted. Yet many in educational settings shy away from engaging with it in their practice.

In the S-Word, John Wise (CEO of FBFE) and Mary Myatt (a lead Inspector for Ofsted) seek to open up discussion about what spirituality means for professionals in education.

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How can we improve the leadership of religion, belief and non-belief in the FACES sector?

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How can we improve the leadership of religion, belief and non-belief in the FACES sector?

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In 2014, the national network of equalities networks organised the Equalities Consultation Pop-Up Tour in which over the course of 10 days we heard from about 700 staff and learners.

Because we knew that other recent approaches to consulting and monitoring workforce equality and diversity in further education and skills had become a tale of ever diminishing returns and disengagement, our activities and methods deliberately pushed the boundaries, and sought to create the story in a way that people would (however uncomfortably) recognise and respond to,

The consultation was on behalf of the Education and Training Foundation (ETF).

We asked John Wise, CEO of FBFEto review what people said to us. His important expert observations recommendations for the ETF and all of us are shared in this graphic drawing:

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Religion, belief and non-belief in family learning

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Religion, belief and non-belief in family learning

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In this recording of their Spring to Equalities webinar, Learn Devon share resources and lessons learned from the SFA/ECU Good Practice Equality and diversity in family learning - religion and belief project .
The project:

consulted learners, family-learning providers in rural and urban communities, and external experts in religion and belief to increase understanding of the specific needs of learners within family-learning programmes.

developed and delivered a training programme in Devon for family-learning providers, and provided resources to enable providers to embed the training in their practice.

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religion belief and non-belief in family learning

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Spring to Equalities: Religion, belief and non-belief in family learning

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In this recording of an online session on 19 April 2016, Learn Devon share resources and lessons learned from the SFA/ECU Good Practice Equality and diversity in family learning - religion and belief project . The project consulted learners, family-learning providers in rural and urban communities, and external experts in religion and belief to increase understanding of the specific needs of learners within family-learning programmes.

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The antidote to Prevent: Bromley College - Developing a College Values Strategy 

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The antidote to Prevent: Bromley College - Developing a College Values Strategy 

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A guided tour to how Bromley College's SMT and staff developed their whole college values strategy.

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Developing a college values strategy - Bromley College

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Film contribution from Bromley College at the Festival of #Identies at City Lit on 10 and 11 May 2016

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This RSA research relates to schools but until there is a 'FE with Soul' equivalent will be of interest to FE and specialist colleges in particular.

The study concluded that despite schools’ legal commitment towards providing spiritual, moral, social and cultural education (SMSC), too many schools took a ‘scattergun approach’ that risked provision being ‘everywhere and nowhere’.

The report argues that despite an increase in school autonomy, deeper thinking about how to equip young people with the skills, attitudes, values and capabilities necessary to succeed in the modern world has been rendered far more difficult by the constantly changing terrain of policy initiatives.

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Our investigation found that the requirement of schools to develop the broader human qualities of their pupils has become side-lined due to the overwhelming pressure placed on them to deliver better exam results.
Engage with OUR research
Schools with Soul concludes that despite schools' legal commitment towards providing spiritual, moral, social and cultural education (SMSC), too many schools took a 'scattergun approach' that risked provision being 'everywhere and nowhere'.

Our report argues that despite an increase in school autonomy, deeper thinking about how to equip young people with the skills, attitudes, values and capabilities necessary to succeed in the modern world has been rendered far more difficult by the constantly changing terrain of policy initiatives.

1. Everyone involved in education in the UK should designate 2015-16 (the academic year after the next general election) as a "year of reflection" when:

No schools-related policies are announced by the Department for Education (DfE) or any other agency.

No schools are forced to become academies

No Ofsted inspections take place apart from re-inspections of those schools which have been judged inadequate.

No organisations publish any new policy proposals for schools

2. Ofsted should develop a more consistent and rigorous approach to the inspection of SMSC provision and outcomes.

3. The Department for Education should set up a small expert working party to develop clearer guidelines for SMSC in schools.

4. The National College for Teaching and Leadership should ensure that SMSC is more overtly built into any revisions made to the teachers' standards.

5. School governing bodies should take full ownership of a school's SMSC policy and where necessary, reshape a school's overall purpose and ethos.

6. School leaders should consider:

Building SMSC development into reporting systems for parents and students

Building SMSC into teachers' performance management systems

Using pupil premium funding to support the development of SMSC outcomes, linked to strategies for closing attainment gaps

7. Foundations and other funders should support the development of a simple SMSC 'auditing tool'.

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royal society for the encouragement of arts manufactures and commerce

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Schools with Soul: A new approach to Spiritual, Moral, Social and Cultural Education - RSA

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Our investigation found that the requirement of schools to develop the broader human qualities of their pupils has become side-lined due to the overwhelming pressure placed on them to deliver better exam results.

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Handling controversial discussion with learners

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Handling controversial discussion with learners

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In this recording of the Spring to Equalities webinar on SMSC: Fundamental British Values and Managing Controversial Discussion, Dr John Wise, of fbfe  explores the relationships between British values, college values and FE sector values in the context of similar requirements to deliver equality and diversity, and spiritual, moral ,social and cultural education found in the Ofsted Framework and the Prevent Duty . The implications of these developments for policy development and curriculum delivery are considered.

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Rasmussen College Developing Strategy for Value Creation Programme Overview | London Business School

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Developing a college values strategy 17.3.16

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Recording of the Spring to Equalities webinar by Dr John Wise on 17 March 2016, entitled 'SMSC: Developing A College Values Strategy'. The presentation slides are available in the resources collection on the equalitiestoolkit website http://www.equalitiestoolkit.com

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House of Lords and House of Commons Joint Committee on Human Rights has published a report on Counter-Extremism.  The report highlights the difficulties in defining extremism and the implications for community relations. The report and the news item relating to this can be accessed on the link below:

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Ministers 'struggle to define extremism'

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The government should reconsider its strategy on fighting extremism because it risks making the situation worse, a parliamentary group says.