Glasgow Kelvin College
Equality Impact Assessment
Cessation of Partnership Activity with the Academy of Music
and Sound (Jun 2015)
Glasgow Kelvin College EQIA form [Version 2]
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Contents
Step 1 – Identification and Scope ............................................................................... 3
Step 2 – Research and Consultation .......................................................................... 4
Step 3 – Assessing the Impact ................................................................................... 6
Step 4 – Taking Action ............................................................................................... 6
Step 5 – Monitoring and Evaluation............................................................................ 8
Step 6 – Approval ....................................................................................................... 8
Appendix .................................................................................................................... 9
Glasgow Kelvin College EQIA form [Version 2]
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Practitioners conducting assessment
Name
Designation
Iain Abercrombie
Head of Faculty
Date
04-12-14
Step 1 – Identification and Scope
Brief description of the decision, policy or practice being assessed
The college has taken the decision to terminate the contractual agreement with the
Academy of music and sound as of 30th June 2015.
Aims of the decision, policy or practice?
As a consequence of the regionalisation of colleges in Scotland there has been a review
of curriculum provision ad estates utilisation within the Glasgow Region . One of the
outcomes of this review is a proposal to significantly cut the level of student activity at
Glasgow Kelvin College and as part of that there is a requirement for a reduction in the
creative industries curricular area.
Who is affected by the decision, policy or practice?
x
Students
Staff
Members of the public
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Step 2 – Research and Consultation
Outline evidence / research
This can include:
1. Quantitative data – Enrolment Data from AMS – Age/Gender focused Data
Query
2. Qualitative information – option of contract
3. Consider any relevant external evidence:
Regional reduction due to over provision 16 to 13% = 18.75 % of CCI in region
– outcomes data for music Performance would indicate that there is presently
over provision in this area of curriculum delivery.
What consultation has been undertaken on this policy or practices, including
consultation with those affected?
Contractual obligations in terms of notice period compliance have been adhered to with
the required six months’ notice of termination being applied.
Research Key Findings
The overarching curriculum review at Glasgow Level indicates the need for a
significant reduction in activity as a result of the analysis of BRES data related to the
activity levels across the region in Creative Industries.
Analysis of the information as a result of GKC evaluation and in particular outcome
and PCSR data would indicate that even within the college overprovision in the field
of music performance is a concern. Students are not able to access suitable and
auditable work outcomes as a result of a limited formal jobs market.
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The previous data held by legacy Stow College Management information system has
been analysed for the past three years and there are a number of key points to be
noted

The age range of the students tends to be generally in the 16-25 groupings

The gender split of the groups would show male students being the largest
gender group as a rule. The ratio of female to male students does change
ranging from 10% to 58%
Is there any evidence that different groups have, or may have, different
needs, experiences and priorities in relation to this policy or practice?
Protected Characteristic
Yes
Age
Disability
Gender
Gender reassignment
Marriage and Civil partnership
Pregnancy and Maternity
Racial group
Religion or belief
Sexual orientation
?
?
?
?
Glasgow Kelvin College EQIA form [Version 2]
Neutral
Potentially
Not
known
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Step 3 – Assessing the Impact
What impact could the proposal have on people who share protected
characteristics (positive, negative and/or neutral?) Please provide details
below.
Protected
Characteristic
Likely Impact
Age
Limiting course numbers for progression into FT education
and progression onto the next level of course.
Disability
Gender
Gender reassignment
Marriage and Civil
partnership
Pregnancy and
Maternity
Racial group
Religion or belief
Sexual orientation
Step 4 – Taking Action
Detail the actions you would take to remove or minimise any actual or
potential negative impacts identified, and to build positive impacts.
Pre Exit Guidance sessions to take place in the GKC campus buildings to be
programmed and recorded as part of the exit strategy put in place Feb 2015.
Analysis and potential for short term increase in course provision/numbers, in the field of
music and possibly other related fields (Music Business /Events Management ) to cope
with the impact of accommodating appropriate progression and managing expectations
of present AMS students.
Guaranteed interviews for any SCQF level 5/6 to level 7 candidates from AMS.
Glasgow Kelvin College EQIA form [Version 2]
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Glasgow Kelvin College EQIA form [Version 2]
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Step 5 – Monitoring and Evaluation
Identify how this policy will be monitored and any areas of concern
reported.
Exit Strategy has a monitoring element as part of it design and procedures.
Please present your EIA with recommendations for endorsement. All EIAs will be
published on the Portal and added to the current record of EIAs.
Step 6 – Approval
Identify outcome
A. Proceed –
 no potential identified for discrimination or adverse impact,
and:
 all opportunities to advance equality have been taken.
B. Proceed with adjustments to:
 remove barriers identified or
 better advance equality.
C. Stop and rethink as actual or potential unlawful discrimination has
been identified.
Approved
*Not Approved and Requires Further Information
Yes/No
*Please add Comments
Person(s) responsible
Name
Designation
Date
Signed ………………………………………………
Date ……………
Signed ………………………………………………
Date ……………
Central Monitoring
Once your EIA is complete:
1. add it to the EIA monitor on the Equalities Section of the Intranet
2. In Col A. Insert Title and Hyperlink Doc
NB: Finalisation of central monitoring & identification of compound impact will be
undertaken within Equalities Management.
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Appendix
Equality Act General Duty requires colleges to have due regard to the need to:
1.
a)
b)
c)
d)
Eliminate
discrimination,
harassment,
victimization; or
any other prohibited conduct
2. Advance equality of opportunity by
a) removing or minimising disadvantage
b) meeting the needs of particular groups that are different from the needs of
others
c) encouraging participation in public life
3. Foster good relations – tackle prejudice, promote understanding
Protected Characteristics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Age
Disability
Gender Reassignment
Marriage And Civil Partnership (applies only in relation to (1a) discrimination
in employment, not to learners)
Pregnancy And Maternity
Race
Religion Or Belief
Sex/ Gender
Sexual Orientation.
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