KEEPING OUR LEARNERS SAFE Gower College 15th December 2016 Katy Burns, Education Consultant, ColegauCymru Carl Mather, Education Consultant, ColegauCymru 1 KEEPING OUR LEARNERS SAFE Aim: confidence, knowledge, skills and understanding OBJECTIVE 1: To place the programme within the context of a. Today’s Wales and UK society b. Counter-Terrorism and Security Act 2015 c. Revised Estyn CIF September 2015 3 OBJECTIVE 2: b) To ensure that learners in FE are challenged and supported in order to build resilience to the threat of extremism c) To ensure that adequate and appropriate resources are available to teachers in FE to implement the programme 4 OBJECTIVE 1 5 Extremism! – What extremism? We don’t have that problem here!! 6 British values democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. closed, fixed and intolerant attitude 7 Hate Crime Extremist attitudes & behaviour Sexual abuse Vulnerable Mental health issues self harm Learners Alcohol, drugs Human trafficking Domestic Violence Extremism is not an outsider – it is part of the wider picture of learner well-being and safeguarding intolerant Intolerance or prejudice can make us 9 Threats arising from extremism Mold, Flintshire 10 Welshman arrested on suspicion of attempting to leave the UK to fight ISIS (WalesOnline 20/09/16) Pembrey, Carmarthenshire 11 Islamic State 'recruiting sergeants' at work in Wales could have recruited Cardiff jihadis, security expert claims (Walesonline, 25/01/15) 12 Potential Threats roaming Welsh cities • People are not just radicalised online people who go around schools, campuses and Islamic community centres looking for people to recruit. teachers to be vigilant about “disillusioned” learners vulnerable to Teachers are there to discuss these issues in a democratic fashion. 14 15 ‘Show Racism the Red Card Wales’ campaign manager Sunil Patel said: “It is deeply worrying that racist hate complaints have increased dramatically since the EU referendum result.” (WOL 20/09/16) Consultation included a survey answered by 435 teachers saying that one in four teachers had come a racist incident at their school in the past 12 months Survey respondents called for anti-racism education integrated into the curriculum - 90% of teachers believed this was the way forward. 16 OBJECTIVE 1: Counter-Terrorism and Security Act 2015 17 CONTEXT & BACKGROUND: 2015 LEGISLATION ‘have due regard (in the exercise of its functions) to the need to prevent people from being drawn into terrorism’ *includes colleges and universities CONTEXT & BACKGROUND continued: The seven ‘specified authorities’: • Further education 19 Colleges should educate and challenge exemplify (British) core values opportunities in the FE curriculum 20 ACTIONS & EXPECTATIONS – FE SECTOR •Risk assessment (para 14) •Action plan (para 19) •External speakers and events (para 5) •Partnership (para 12) •Prevent training (para 20) •Welfare, chaplaincy and pastoral support (para 24) •IT policies (para 26) •Monitoring and enforcement framework (para 29) •PREVENT: To stop people becoming terrorists or supporting terrorism NON-CRIMINAL SPACE 22 THE 3 ‘I’ s OF PREVENT 1. Respond to the Ideological challenges of terrorism and the threat we face from those who promote it 2. Prevent Individuals from being drawn into terrorism and ensure that they are given appropriate advice and support 3. Work with sectors and Institutions where there are risks of radicalisation which we need to address. What does this legislation mean in an educational setting? Safeguarding and wellbeing enhance respect and resilience through shared *core values, supported by challenge and debate (critical thinking OBJECTIVE 1: 25 THE COLLEGE CURRICULUM how well learners show respect, care and concern for others keeps learners safe from the dangers of radicalisation and extremism Guidance for the inspection of further education from September 2015, Estyn THE IMPORTANCE OF CRITICAL THINKING http://think-global.org.uk/news/12925 need to be able to create a ‘safe space’ for all young people in a group to be able to take part in discussion, which may (and in fact often should) cover controversial issues.” 27 Estyn FEILI visit questions – September 2016 28 Estyn FEILI visit questions – September 2016 29 OBJECTIVE 2: b) To ensure that learners in FE are challenged and supported in order to build resilience to the threat of extremism c) To ensure that adequate and appropriate resources are available to teachers in FE to implement the programme (A) Institutional (B) Individual 30 Possession of May possess literature literature related related to extreme views to extreme views Underachievement Underachievement Experience Experience of poverty,of poverty, disadvantage disadvantage or or social social exclusion exclusion Extremist Extremist influences influences Global An event or An event series ofor series of traumatic traumatic events events Rejected by Rejected by peer, peer, faith faith or or social group social group or or family family Pressure from peers from Pressure peers associated associated with with extremism extremism Victim or Victim or witness to witness to race or race orhate religious religious hate crime crime What might ‘VULNERABLE’ look like? Conflict with family Conflict with over religious beliefs family over religious and/orand/or lifestyle beliefs lifestyle choices/extreme choices/extreme political views political views 31 Personal Personal Identity Identity confusion confusion Global or or national national Recent Recent political or religious religious conversion conversion Change in Change in behaviour and/or behaviour and/or appearance as a appearance as a result of new result of new influences influences These are examples of what vulnerability might look like – not an exhaustive list • ‘democracy, • the rule of law, • individual liberty and • mutual respect and tolerance for those with different faiths and beliefs’, 32 What the terms mean ARC Awareness Responsibility Communication Know your referral route 34 Induction & Tutorial Programme and the rationale for its development educate and challenge exemplify (British) core values opportunities in the FE curriculum 35 Critical Thinking & Problem Solving and the Welsh Baccalaureate Learners’ Skills Teaching & Learning • Critical thinking skills which will enable them to analyse and use research effectively Use of Digital Literacy in WB Project 36
© Copyright 2025 Paperzz