confidence to make constructive choices establish happy and fulfilling lives

Confidence to make constructive choices establish

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confidence to make constructive choices, establish happy and fulfilling lives and make a positive contribution to society. b. In addition to what is ordinarily taught in schools today, young people need to know more about equality and human rights, for example: to learn more about the Human Rights Act 1998 and the Equality Act 2010 (see also below); to learn more about the UN Convention on the Rights of the Child and other relevant international instruments; and to understand the social model of disability and the prejudices disabled people regularly face, as recommended by the Equality and Human Rights Commission’s 2012report Out in the Open: Tackling disability-related harassment. A manifesto for change . All of this they need to be encouraged, and supported, to put into practice in their school, college or university community. c. Schools and other education institutions should provide safe spaces and opportunities for respectful discussion. Every opportunity should be taken to challenge stereotypes and educate people away from prejudice. 4. Underpinning education should be a set of clearly articulated core values. CSIE suggests that these should include a clear statement about equality and diversity and a crystal clear expectation that respect for all others, by virtue of being human, is non-negotiable. a. Schools and other educational institutions should be supported to develop a culture of acceptance and respect, where pupils and staff can be open about every aspect of their identity and where nobody feels unsafe, belittled or looked down upon. b. CSIE is concerned that existing literature on “fundamental British values”, which are described as referring to “democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs” may serve to undermine the broader remit of the Equality Act 2010 which calls for equality and respect for people who have a wider range of protected characteristics (i.e. not only those who have different faiths and beliefs). CSIE recommends that the Department for Education clarifies its commitment to equality and issues more constructive guidance to schools on addressing all aspects of equality, including socioeconomic background. c. CSIE is further concerned that league tables and the raising standards agenda are having a negative impact on schools’ willingness to admit disabled pupils or those identified as having special educational needs.
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