Equality, Diversity and Fair Treatment

Equality, Diversity and Fair Treatment

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Unit 3: Equality,
Diversity and Fair
Treatment
Scheme of Work & Assessment Brief
2021/2022 Academic Year
This document includes the Scheme of Work and
Assessment Brief for Law & Legal Systems. Please refer to
this document for further information regarding the
delivery of the module, learning outcomes, assessment
tasks and submission dates.

Course HND Public Services
Academic Year 2021/2022
Unit Number & Unit Title Unit 3: Equality, Diversity and Fair
Treatment
Assignment Author Adnan Mouhiddin
Assessors Pardis Asadi-Zeidabadi
Date issued 09/05/2022 IV Name and Date Jack Adams
Formative Submission Deadline Summative Submission Deadline
Group Deadline Group Deadline
All groups 03/06/2022 All groups 03/08/2022

 

Unit Descriptor
When working in the public services, it is important to be able to assess the legislative
provision for the protection of individuals against discrimination and to understand the
different procedures open to victims of unfair treatment both from an employee and a
public perspective.
Students will have the opportunity to critically evaluate organisational policies and
practices used to support equality, diversity and fair treatment within a public service
context. They will analyse research findings which look into specific policy
developments and the impact on service provision. Students will investigate how fair
treatment, equality and diversity has been approached by public services
organisations and the impact policy and legislation has had on the development of
service provision. Students will develop an understanding of why discrimination has no
place within the public services, both internally and externally.
This unit will support students’ progression in continuing higher education in degrees
such as Social Policy as well as supporting all roles within public sector organisations.

DGHE Policy and Regulations
This Scheme of Work must be read in conjunction with the assignment brief and relevant handbooks
and policies that outline regulations of the College. These are the Student Handbook, Assessment and
Internal Verification Policy, Academic Malpractice Policy, Attendance Policy, Academic Appeals Policy,
Student Complaint Policy, and Welfare Guide. Copies of these are available from College Management
and are published for your convenience on the College VLE Moodle. All policies regarding attendance,
academic misconduct and assessment regulations will be strictly enforced.
RESOURCE MATERIALS
The resource materials indicated in this section are not exclusive of other publications available.
Please be advised that all material needs to conform to copyright regulations.

Core Textbook KUMRA, S. and MANFREDI, S. (2012)
Managing Equality and Diversity: Theory
and Practice. Oxford: Oxford University
Press.
OtherReadingMaterial DANIELS, K. and MACDONALD, L. (2005)
Equality, Diversity and Discrimination: A
Student Text. London: CIPD Publishing.
MACDONALD, L. (2004) Equality, Diversity
and Discrimination: How to Comply with
the Law, Promote Good Practice and Achieve a
Diverse Workforce. London: CIPD
Publishing.
Journals • Crime, Law and Social Change
• Sociological Research Online (this is an
online only journal)
http://www.socresonline.org.uk
• Howard Journal
• Journal of Law and Society
• Social and Legal Studies
• Social Justice
• Social Problems
AuthorisedOnlineSources NatCen British Social Attitudes Survey
http://www.bsa-30.natcen.ac.uk/
British Sociological Association
http://www.britsoc.co.uk
Sociology Online
http://www.sociologyonline.co.uk/
Intute Sociology
http://www.intute.ac.uk/socialsciences/sociology/
National Statistics Online
http://www.statistics.gov.uk/

DAVID GAME COLLEGE
BTEC RQF HNC/D ASSESSMENT BRIEF
ASSIGNMENT BRIEF AND GUIDANCE

Purpose of this assessment
Thisassessmentisdesignedtoenablelearnerstoexplorethelegislativeprovisionfor
protectingpublicserviceworkersagainstdiscriminationandtounderstandtheroletrade
unionsplayinthisprocess.

 

Scenario
In2021,agroupofresearcherfromLondonSchoolofEconomics1 hasfoundthatethnic
minoritiesarelesslikelytofindgoodworkthantheirwhiteBritishcounterparts,evenwhen
bornandeducatedintheUK.ThisconfirmedpreviousresearchconductedbytheUniversity
of Oxford, which found that applicants from minority groups had to send 80% more
applicationstogetapositiveresponsefromanemployerthanawhitepersonofBritish
origin.Thesefindingsmatchtheoutcomeofafieldexperimentthatwasconductedbackin
1969.Inotherwords,employment discrimination didnotchangeinthelast50yearsorso.2
According to the Equality Act 2010, the following characteristics are protected
characteristics: age, disability, gender reassignment, marriage and civil partnership,
pregnancyandmaternity,race,religionor belief,sexandsexualorientation.
YouareanewlyappointedUNISONrepresentative,representingemployees/colleaguesat
the public service organisation of your choice (You must choose one public service
organisation).Choosingoneprotectedcharacteristic, youmustassesstheeffectiveness
ofyourorganisation’spoliciesregardingequality,diversityandfairtreatmentinorderto
understandhowyourmemberscanbenefitfromthis.
Task 1

1 Zwysen, W., Di Stasio, V. and Heath, A. (2021) ‘Ethnic Penalties and Hiring Discrimination: Comparing Results from
Observational Studies with Field Experiments in the UK’, Sociology, 55(2), pp. 263–282.
2 Siddique, H. (2021) Minority ethnic Britons face ‘shocking’ job discrimination. [online] the Guardian. Available at:
<https://www.theguardian.com/world/2019/jan/17/minority-ethnic-britons-face-shocking-job-discrimination> [Accessed 21
August 2021].

InyourrolewithUNISON,youarerequiredtosubmit a reportwhichincludesthefollowing
elements:
1- Analysethekeyconceptsassociatedtoequalityanddiversityandanalysethe
importanceofthemintermsofaccesstoemployment.
2- Identifyandanalyse majorequalityanddiversitylegislationthatarerelevantto
employment
3- Evaluatewhetherpoliciesandlegislationimplementedhaveenabledanequal,
diverseandfairpublicservice.
4- Investigate therole advisoryservicesinrelationtoequality,diversityandfair
treatment playto diversify publicserviceworkers. Here,makeareference to
relevantpolicy,legislationandtheroleoftradeunionssuchasUNISON;
5- Argue whyequality,diversityandfairtreatmentarecrucialintheworkplaceand
accesstojobs, andthebenefitsthiscanbringtopublicserviceworkers.
Remember,Youmustchoose one protectedcharacteristicandonepublicorganisation,and
applythem to the5elementsoftheassignmentbriefsetabove.
This provides evidencefor all learning outcomes
Wordcount:2,000 (+/– 10%)
Submission Format
Thefinalsubmission fortask1isintheformofa2,000 (+/– 10%) wordcasestudyanalysis.
Youarerequiredtomakeuseofappropriateheadingsandparagraphs. Allworkmustbe
supported with research and referenced using the Harvard referencing system. Use
appropriate case studies, legislation and policy, organisational examples and academic
theorytosupportyourfindings.
AllworktobesubmittedasArial12fontwith1.5linespacing. Writtenworkmuststate
thetotalnumberofwordsusedattheendofthepaper [beforethereferencelist].The
formatwillbe:Wordcount:1,899.
FinalsubmissionwillbeuploadedviaMoodletotherelevantsubmissionpoint03August
2022.Hardcopiessubmittedtothelecturerwillnotbeacceptedormarked.

 

Formative Task
You have the opportunity to receive feedback where you will be required to provide an
outline of your report of no more than 1000 words. This should be in a word
document and submit to Moodle on 03 June 2022.

The current Assignment Brief covers the following Learning Outcome

Grading Criteria
Learning
Outcomes		 Pass Merit Distinction Task
No.		 Evidence
LO1 Research
the key
definitions
and
characteristics
of
discriminatory
behaviour		 P1 Describe
the origins of
unconscious
bias, prejudice
and
discrimination.
P2 Explain the
importance of
understanding
unconscious
bias, prejudice
and
discriminatory
behaviour in
the public
services.		 M1 Analyse
the impact of
unconscious
bias,
prejudice and
discrimination
on public
service
operations.		 LO1 and LO2
D1 Evaluate
the impact of
unconscious
bias,
prejudice and
discrimination
on the
individuals,
victims and
perpetrators
within the
public
services
sector,
providing
examples of
the response
of public
sector
organisations
to legislative
requirements.		 1 Researched
definitions of
key concepts
associated to
discrimination
and bias and
the
application of
these along
with relevant
legislation to
the Stephen
Laurence
case.

 

LO2
Investigate a
range of
contemporary
legislation
that has been
implemented
to support
equality,
diversity and
fair treatment
in the public
services		 P3 Identify the
range of
legislation
designed to
implement
equality,
diversity and
fair treatment
in public
services.
P4 Investigate
the role of
advisory
services in the
relation to
equality,
diversity and
fair treatment
in public
service
employment.		 M2 Analyse
the impact of
legislation on
equality,
diversity and
fair treatment
in the public
services from
an employee
and customer
perspective,
with
reference to
case studies.		 O4
te
t
,
nd
on
ion
ual
se
LO3 Assess
the
effectiveness
of policies
that have
been
implemented
as a result of
legislative
changes
regarding
provision of
equality,
diversity and
fair treatment
in the public
services		 P5 Describe
the
development
of
organisational
policy, with
reference to
legislation and
the role of
trade unions.		 M3 Review
the impact of
organisational
policies on
employment
within the
public
services.
LO3 and L
D2 Evalua
the impac
of
legislation
policies a
working
practices
the provis
of fair, eq
and diver
public
services		 2 Organisational
policy,
legislation and
role of UNISON
in assessing
equality and
diversity in the
workplace and
how this can
benefit public
service
workers.
LO4 Review
how equality,
diversity and
fair treatment
can benefit
the work of
the public
services.		 P6 Explain
how equality,
diversity and
fair treatment
can benefit
the work of
the public
services.		 M4 Justify the
need for and
role of
equality,
diversity and
fair treatment
in the
workplace.

 

Student Achievements and Assessor Feedback
Student achievement and Assessor feedback for both formative and summative
submissions will be recorded within Grademark Turnitin via Moodle and will be available
for students to view as notified on Turnitin. Please use exclusively the grade
classification below.
Assessment Grading Scale
Grade Classification Numeric Value
(on Grademark)		 Grade Listed As
Distinction 75 D
Merit 65 M
Pass 45 P
Unclassified/ Referred 35 U
Alleged Academic Misconduct 0 SP

 

Student submission and declaration
The following declaration will be inserted in the Turnitin link for both formative and summative
submissions:
‘I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my
own work and all research sources are fully acknowledged using the Harvard system of references.
I certify that there are no personal or mitigating circumstances that have affected my work.’
By submitting such document, you acknowledge that your work is your own, and abides by the
DGHE code of conduct, and Pearson regulations.
Please note that in case of academic malpractice DGHE reserves the right to decline to accept the
work for assessment purposes, and/or conduct an investigation, which might result in an oral
presentation, oral or written exam, or any other appropriate form of examination. Further
information can be found in the academic integrity and misconduct policy, the assessment policy,
and the student handbook.