Belfast Metropolitan College

EQUALITY SCREENING FORM

Background

Under Section 75 of the Northern Ireland Act 1998, the FE Sector is required to have due regard to the need to promote equality of opportunity:

between persons of different religious belief, political opinion, racial group, age, marital status or sexual orientation;

between men and women generally.

between persons with a disability and persons without; and,

between persons with dependants and persons without.

Without prejudice to the obligations set out above, the FE Sector is also required to have regard to the desirability of promoting good relations between persons of different religious belief, political opinion, or racial group.

Belfast Metropolitan College’s (Belfast Met) 2nd Generation Equality Scheme was approved by the Equality Commission in January 2012. The College is committed to equality screening all policy decisions.

Equality Screening

The College uses the tools of screening and equality impact assessment to assess the likely impact of a policy on the promotion of equality of opportunity and good relations.

The screening procedure should lead to one of two conclusions:

The policy being screened does not have a significant impact on equality of opportunity and therefore does not require an Equality Impact Assessment (EQIA)

The policy being screened has (or is likely to have) a significant impact on equality of opportunity and will require an EQIA.

Mitigation – Where an assessment (screening in this case) reveals that a particular policy has an adverse impact (or is likely to have an adverse impact) on equality of opportunity and good relations, a public authority must consider ways of delivering the policy outcomes which have a less adverse effect on the relevant Section 75 categories.

Policy Title:	Belfast Met Fees and Charges Policy 2023/24

Equality Screening Date:	20 Feb 2023

Screening Outcome (to be inserted

after the completion of this form):	Screened Out

Date submitted to the

Corporate Development:	February 23

1.0	Information about the policy

The Colleges of Further and Higher Education in Northern Ireland are committed to providing the highest quality of service to all our customers. If a customer is not satisfied with the quality of service provided they have the right to complain.

Aim and Description of the policy

The aim of this policy is to establish guidelines by which fees and charges may be levied for the provision of appropriate educational facilities and services. The College will therefore be able to recoup a reasonable proportion of expenditure while acting in a fair and equitable manner towards existing and prospective students and other customers. The policy is subject to an annual review.

The policy is restricted to those facilities and services where the College is able to operate some discretion in the levying of charges. Therefore, the policy does not relate to the following:

Any subsidies, bursaries or exemptions as offered by the Department for the

Economy (DfE), any other government agency or private benefactor;

Examination fees as charged by Awarding Bodies;

Financial support packages for students;

Loans and grants as made available from the Student Loan Company or

Education Authorities

Who owns and who implements the policy?

Head of Finance and Director of Corporate Services

1.1 Implementation factors

a) What are the factors that would detract from the achievement of the aims of the Policy (add; remove from the list; or tick as appropriate from the list below)?

Financial	☐

Legislation	☐

Communication	☒

Staff Development	☒

Consistent approach	☒

Other – please specify: -

What action is necessary to ensure that the aims/outcomes of the policy are met?

Ensure the policy content is communicated effectively to all aspects of the business relevant to this policy and the fees applicable for all areas.

Ensure that staff are aware and communicate the potential for reduced fees, to students who qualify for this, and that those who do not are made aware of payment plans which can be put in place to help reduce any financial burden. Students should also be made aware of our Student Finance teams who can help students avail of relevant funding opportunities.

1.2	Main stakeholders affected

Who are the internal and external stakeholders (actual or potential) that the policy will impact upon and who need to be consulted with as part of the equality consultation (delete or add as below as appropriate)?

Governing Body:	☒

Managers/staff:	☒

Trade Unions:	☐

Students/service users:	☐

Members of the public:	☐

Third Party Stakeholders:	☐

other, please specify: -

Detail in the box provided below any consultation that has taken place with stakeholders:

This policy has been in force for a number of years and is modified annually. This year fees have increased for the first time in several years. This has necessitated the need for a new equality screening exercise. Additionally, other fees which have been applied to courses and were undocumented have now been added to this policy appendix to improve transparency.

The increase in fees has been approved by the College’s Executive Leadership Team and been discussed at the College’s Admissions and Enrolment Group.

No external consultation has taken place.

The College has no discretion over the application of fees in certain cases as these are set externally by DfE and University collaborative provision is set by the awarding body. The College has discretion to apply a reduced rate to fees in certain circumstances where the student meets the specified criteria.

1.3	Other college policies that relate to this policy

Please outline all local College Policies and documents which relate to this policy:

Procurement of Goods and Services Policy

Risk Management Policy

Conflict of Interest policy

Whistleblowing Policy

Staff Code of Conduct Policy

Student Code of Conduct

Student Disciplinary Policy

Please state all Sector Policies and documents which relate to this policy: -

Complaints and Compliments Policy

Freedom of Information Policy

Data Protection Policy

1.4	Available evidence

Evidence to help inform the screening process may take many forms. Colleges should ensure that their screening decision is informed by relevant data. This can be obtained from EBS (quantitative data) or evidential/qualitative data (surveys, reports, conversations etc).

What evidence/information (both qualitative and quantitative) have you gathered to inform this policy? Specify details below.

College Student Equality Data

Courses which attract reduced fees broken down by equality dimensions

The provision of equality data is not mandatory upon enrolment and as a result there are gaps in our analysis but still sufficient information to assist in the equality screening of this policy.

1.5	Needs, experiences, and priorities

Considering the information referred to above, what considerations are essential to ensure those in the following categories can achieve fair participation in relation to this policy, and how does the College promote equality on the basis of each category?

(considerations may include access to courses (e.g., those with caring responsibility – action could be timetabling courses at different times, provision of crèche facilities, distance learning, use of Blackboard and technology); Some faith groups need prayer time which may fall during a lesson – Action to promote equality is to ensue Attendance policy incorporates permission for approved absences for students).

Religious Belief

Detail Needs, Experiences, and priorities to be considered

It would appear that the majority of those who avail of reduced fees are Muslim (923) followed by Roman Catholic (602) then other Christian (357). The courses applicable are predominantly GCSE and ESOL.

Detail actions to promote Equality for this category below: -

Mitigations are in place for those who may have difficulty with course fees.

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

The data demonstrates that students are aware of/availing of reduced fee opportunities.

Detail actions to promote Equality for this category below: -

Reduced fees will apply in the following circumstances:-

Anyone aged 19 or over on 1 July 2023 and in receipt of (or dependent on spouse / partner in receipt of)

Income Support

Income Based Jobseekers Allowance

Working Tax Credit (a threshold does apply)

Child Tax Credit

Guaranteed Pension Credit

Housing Benefit (Rates Relief) or Rate Rebate

Income Related Employment and Support Allowance

Universal Credit

Political Opinion

Detail Needs, Experiences, and priorities to be considered

Nothing specific to this policy.

Detail actions to promote Equality for this category below: -

Nothing specific to this policy.

Racial Group

Detail Needs, Experiences, and priorities to be considered

Since the UK left the EU, those who apply for courses and who are not from the UK and Ireland, who do not have Settled or Pre-settled Status, or who are not refugees or asylum seekers (some other categories apply as set out in the policy) will not be entitled to free FE and a reduced rate for HE courses. They must now pay the international fee rate.

Those who do not have English as a first language need guidance to understand the costs associated with their course and their entitlement to reduced fees. Also advice on how to access funding opportunities.

The majority of those who avail of reduced fees are White (2232), Black African (546) and other Asian (247). Predominantly this is for A/AS Levels and ESOL.

Detail actions to promote Equality for this category below: -

The decision to broaden the classification for ‘international’ students is not a College decision but something which is the outworking’s of the UKs departure from the EU and a requirement of the legislation introduced for the FE and HE sector. The College must adhere to this legislation.

This legislation and other supporting legislation has tried to mitigate the impact on this group as much as possible e.g those who were in the UK at the time of our departure from the EU and have applied for ‘Settled Status’ are still entitled to the same fees as home students. Concessions have also been applied for asylum seekers and refugees.

The College needs to consider the additional supports available to this cohort and signpost them Student Finance where they may avail of additional funding to help support their study.

The College staff must ensure that those from this category, especially those whose first language is not English, fully understand the fees associated with their course and how to obtain reduced fees. Staff must also ensure that they redirect applicants/students to the translation facility on the website or already translated documents to ensure they are fully aware of the associated costs.

Continue to promote the opportunity to avail of reduced fees and financial support.

Age

Detail Needs, Experiences, and priorities to be considered

Certain age groups may find the costs of courses prohibitive. There are a large number aged 16 – 19 who avail of a reduced fee for A Levels and the majority over 20 seek reduced fees for GSCEs, ESOL and other languages courses. Asylum seekers and refugees do not pay fees for ESOL courses but do pay for other courses e.g. GCSEs. The majority of these students are within the School of Academic and Continuing Education where A Levels sit. Reduced fees are available for most non-HE part time courses and a number of students seem to have benefitted from this within this School.

Detail actions to promote Equality for this category below: -

Mitigations are in place for those who may have difficulty with course fees.

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

Marital Status

Detail Needs, Experiences, and priorities to be considered

No specific evidence for this category however it may also be linked with caring responsibilities. The majority of students who avail of reduced fees are single (2593) or married (920).

Detail actions to promote Equality for this category below: -

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

Sexual Orientation

Detail Needs, Experiences, and priorities to be considered

No specific evidence for this category applicable to this policy. The majority of those availing of reduced fees are heterosexual (2377).

Detail actions to promote Equality for this category below: -

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

Men and Women generally

Detail Needs, Experiences, and priorities to be considered

No specific evidence for this category applicable to this policy however this might be linked to caring responsibility.

Reduced fees are pretty equally balanced between males and females (Female 2269 and Males 2245).

Detail actions to promote Equality for this category below: -

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

For people with or without a disability

Detail Needs, Experiences, and priorities to be considered

Those with a disability may find it more difficult to afford course fees.

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

Overwhelmingly, those who avail of reduced fees have a disability (4392 compared to those without a disability 225).

This could be as a result of the criteria applicable for reduced fees (see below and also copied above).

Detail actions to promote Equality for this category below: -

Reduced fees will apply in the following circumstances:-

Anyone aged 19 or over on 1 July 2023 and in receipt of (or dependent on spouse / partner in receipt of)

Income Support

Income Based Jobseekers Allowance

Working Tax Credit (a threshold does apply)

Child Tax Credit

Guaranteed Pension Credit

Housing Benefit (Rates Relief) or Rate Rebate

Income Related Employment and Support Allowance

Universal Credit

For people with or without dependants

Detail Needs, Experiences, and priorities to be considered

People with dependants may have financial struggles and may therefore find the payment of higher fees an issue. Those with dependants have availed of a reduced fee but the majority do not have dependants (4134 – child; 4481 – adult) compared to (483 child; 136 – adult).

Detail actions to promote Equality for this category below: -

Anyone who may encounter challenges with the fees will be advised of the ability to get a reduced fee or enter into a payment plan and also be advised by Student Finance of the financial support available to them.

Part 2

Introduction

Having collated relevant information in relation to Part 1, it is now necessary to use this information when making a decision as to whether there is a need to carry out an equality impact assessment.

In assessing the questions in Section 2 it will be necessary to determine the impact of the policy in respect of Section 75.

If the college’s conclusion is that there is a major in respect of one or more of the Section 75 equality of opportunity and/or good relations categories, then consideration should be given to subjecting the policy to the equality impact assessment procedure.

If the college’s conclusion is that there is a minor in respect of one or more of the Section 75 equality categories and/or good relations categories, then consideration should still be given to proceeding with an equality impact assessment, or to:

measures to mitigate the adverse impact; or

the introduction of an alternative policy to better promote equality of opportunity and/or good relations.

If the college’s conclusion is that there is no impact, i.e., none in respect of all the Section 75 equality of opportunity and/or good relations categories, then the College may decide to screen the policy out. If a policy is “screened out” as having no relevance to equality of opportunity or good relations, the College should give details of the reasons for the decision taken.

In favour of a ‘major’ impact

The policy is significant in terms of its strategic importance.

Potential equality impacts are unknown, because, for example, there is insufficient data upon which to make an assessment or because they are complex, and it would be appropriate to conduct an equality impact assessment to better assess them.

Potential equality and/or good relations impacts are likely to be adverse or are likely to be experienced disproportionately by groups of people including those who are marginalised or disadvantaged.

Further assessment offers a valuable way to examine the evidence and develop recommendations in respect of a policy about which there are concerns amongst affected individuals and representative groups, for example in respect of multiple identities (i.e., more than one equality category is impacted).

The policy is likely to be challenged by way of judicial review.

The policy is significant in terms of expenditure.

In favour of ‘minor’ impact

The policy is not unlawfully discriminatory and any residual potential impacts on people are judged to be negligible.

The policy, or certain proposals within it, are potentially unlawfully discriminatory, but this possibility can readily and easily be eliminated by making appropriate changes to the policy or by adopting appropriate mitigating measures.

Any asymmetrical equality impacts caused by the policy are intentional because they are specifically designed to promote equality of opportunity for groups of disadvantaged people.

By amending the policy there are better opportunities to better promote equality of opportunity and/or good relations.

In favour of none

The policy has no relevance to equality of opportunity or good relations.

The policy is purely technical in nature and will have no bearing in terms of its likely impact on equality of opportunity or good relations for people within the equality and good relations categories.

Taking into account the evidence presented above, consider and comment on the likely impact on equality of opportunity and good relations for those affected by this policy, in any way, for each of the equality and good relations categories, by applying the screening questions given overleaf and indicate the level of impact on the group i.e., minor, major or none.

2.0	Screening questions

1	What is the likely impact on equality of opportunity for those affected by this policy, for each of the Section 75 equality categories? (major/ minor/ none)

Religious Belief

Identify the level of impact on this category	None

Provide details of the impact on this category	No potential adverse impacts as these are mitigated by the ability to obtain reduced fees and financial support. This may need to be monitored.

Political Opinion

Identify the level of impact on this category	None

Provide details of the impact on this category	No potential adverse impacts if the mitigations are put in place as outlined above.

Racial Group

Identify the level of impact on this category	Minor

Provide details of the impact on this category	While there may be potential impacts these should be minimised by the mitigations that are put in place as outlined above but this may need to be monitored.

Age

Identify the level of impact on this category	None

Provide details of the impact on this category	No potential adverse impacts if the mitigations are put in place as outlined above.

Marital Status

Identify the level of impact on this category	None

Provide details of the impact on this category	No potential adverse impacts if the mitigations are put in place as outlined above.

Sexual Orientation

Identify the level of impact on this category	None

Provide details of the impact on this category	No potential adverse impacts if the mitigations are put in place as outlined above.

Men and Women generally

Identify the level of impact on this category	Minor

Provide details of the impact on this category	While there may be potential impacts these should be minimised by the mitigations are put in place as outlined above but this may need to be monitored.

With or without a disability

Identify the level of impact on this category	Minor

Provide details of the impact on this category	While there may be potential impacts these should be minimised by the mitigations are put in place as outlined above but this may need to be monitored. There is strong evidence that students are availing of reduced fees

With or without dependants

Identify the level of impact on this category	Minor

Provide details of the impact on this category	While there may be potential impacts these should be minimised by the mitigations are put in place as outlined above but this may need to be monitored. The majority of those accessing reduced fees do not have dependants.

2	Are there opportunities to better promote equality of opportunity for people within the Section 75 equalities categories?

Religious Belief	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

Political Opinion	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

Racial Group	Yes	No	☐

If you have answered Yes above please provide details in the section below:-

Ensuring the effective communication of options to avail of reduced fees, ensuring the student/applicant is paying the correct fee, and being advised of financial support available to help them during their course.

Age	Yes	No	☐

If you have answered Yes above please provide details in the section below:-

Ensuring the effective communication of options to avail of reduced fees, ensuring the student/applicant is paying the correct fee, and being advised of financial support available to help them during their course.

Marital Status	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

Sexual Orientation	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

Men and Women generally	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

With or without a disability	Yes	No	☐

If you have answered Yes above please provide details in the section below:-

Ensuring the effective communication of options to avail of reduced fees, ensuring the student/applicant is paying the correct fee, and being advised of financial support available to help them during their course.

With or without dependants	Yes	No	☐

If you have answered Yes above please provide details in the section below:-

Ensuring the effective communication of options to avail of reduced fees, ensuring the student/applicant is paying the correct fee, and being advised of financial support available to help them during their course.

3	To what extent is the policy likely to impact on good relations between people of different religious belief, political opinion, or racial group? minor/major/none

Religious Belief

Identify the level of impact on this category	None

Provide details of the impact on this category	Click or tap here to enter text.

Political Opinion

Identify the level of impact on this category	None

Provide details of the impact on this category	Click or tap here to enter text.

Racial Group

Identify the level of impact on this category	None

Provide details of the impact on this category	Click or tap here to enter text.

4	Are there opportunities to better promote good relations between people of different religious belief, political opinion, or racial group?

Religious Belief	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

If you have answered No above please provide reasons in this section:-

This is a Fee Policy which is predominantly guided by legislation

Political Opinion	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

If you have answered No above please provide reasons in this section:-

This is a Fee Policy which is predominantly guided by legislation

Racial Group	Yes	☐	No

If you have answered Yes above please provide details in the section below:-

Click or tap here to enter text.

If you have answered No above please provide reasons in this section:-

This is a Fee Policy which is predominantly guided by legislation

Part 3

3.0	Screening decision

Select below the outcome of the equality screening exercise

Option 1 (no impact) tick ☒

If the decision is not to conduct an equality impact assessment and mitigation is not necessary, please provide details of the reasons in the text box below: -

There are various options in place to mitigate the potential impact of this policy. Our Student Support teams are always in place monitoring the challenges faced by students and have ensured that funds are sought, where possible to help students who are facing financial difficulty. The Family Action Fund in particular has been hugely beneficial for a number of students and the Belfast Met Trust has also provided funding for students facing hardship.

There is evidence that students are availing of the reduced fee rate (see data) and staff across the College must continue to highlight this as an alternative.

There are various mitigating options available upon entry to support students in terms of the fees to so that this does not prevent them from pursing courses. The College also runs various courses which allows students to retain benefits. This is part of the College’s Widening Access and Participation programme.

If Option 1 is identified proceed to Part 4 of the form.

Option 2 (minor impact) tick

The decision is not to conduct an equality impact assessment, but the policy should be mitigated, or an alternative policy be introduced. Detail the reasons for this assessment in the text box below: -

If Option 2 is identified proceed to 3.1 Mitigation (minor impact).

Option 3 (major impact) tick

If the decision is to subject the policy to an equality impact assessment, please provide details of the reasons.

If Option 3 is identified proceed to 3.2 EQIA - Timetabling and prioritising

3.1	Mitigation (minor impact)

When the college concludes that the likely impact is ‘minor’ and an equality impact assessment is not to be conducted, the college may consider mitigation to lessen the severity of any negative equality impact, or the introduction of an alternative policy to better promote equality of opportunity or good relations.

Can the policy/decision be amended or changed, or an alternative policy introduced to better promote equality of opportunity and/or good relations?

If yes, give the reasons to support your decision, together with the proposed changes/amendments or alternative policy.

The actions to be taken forward to mitigate the impact of this policy decision are set out in the text box below: -

3.2	EQIA - Timetabling and prioritising

An EQIA is a mechanism, where existing and proposed policies are assessed to determine whether they have an adverse impact on equality of opportunity for the relevant Section 75 categories EQIA’s require the analysis of both quantitative and qualitative data.

Factors to be considered in timetabling and prioritising policies for equality impact assessment.

If the policy has been ‘screened in’ for equality impact assessment, then please answer the following questions to determine its priority for timetabling the equality impact assessment.

On a scale of 1-3, with 1 being the lowest priority and 3 being the highest, assess the policy in terms of its priority for equality impact assessment.

Priority criterion	Rating (1-3)
Effect on equality of opportunity and good relations
Social need
Effect on people’s daily lives
Relevance to a public authority’s functions

Enter priority rating in this section

Note: The Total Rating Score should be used to prioritise the policy in rank order with other policies screened in for equality impact assessment. This list of priorities will assist the public authority in timetabling. Details of the Public Authority’s Equality Impact Assessment Timetable should be included in the quarterly Screening Report.

Is the policy affected by timetables established by other relevant public authorities?

If yes, please provide details in the text box below: -

Part 4

4.1	Monitoring

Equality monitoring is a legal obligation under our Equality Scheme. Equality monitoring is more than data collection, it is also about analysing information that is relevant to, and necessary for, promoting equality of opportunity and good relations. Monitoring is an ongoing process, the objective of which is to highlight possible inequalities and why these might be occurring. Monitoring will allow the college to demonstrate that its services are accessible to all sections in the community and how it has adapted services to better meet the needs of specific users and community groups thereby widening participation.

More detailed guidance can be provided by the Internal Policies and Equalities Executive mcoffey@belfastmet.ac.uk 90265456 or through the Equality Commissions’ Monitoring Guidance.

The College should consider the guidance contained in the Commission’s Monitoring Guidance for Use by Public Authorities (July 2007).

The Commission recommends that where the policy has been amended or an alternative policy introduced, the public authority should monitor more broadly than for adverse impact (See Benefits, P.9-10, paras 2.13 – 2.20 of the Monitoring Guidance).

Effective monitoring will help the college identify any future adverse impact arising from the policy which may lead the college to conduct an equality impact assessment, as well as help with future planning and policy development.

As part of the monitoring qualitative and quantative data may be used.

Please state monitoring proposals in the section below: -

Table outlining organisational monitoring arrangements for this policy

What will be monitored?	What is the timescale?	Who will monitor the impact?
All categories but particularly Racial Group Disability Dependants	This policy is reviewed annually. Issues will be identified by out Finance Department for those who are facing difficulty paying fees and by our Student Support who look after student wellbeing and finance.	Head of Finance Corporate Development

Reporting on Monitoring (insert College arrangements in the section below)

Data will be collected during the review of the policy later in the year before the policy for 24/25 is approved.

Part 5

Signing off of Screening form for the policy.

Signed:	Laura Allen	Date: 20 February 2023

Signed:	David McDowell	Date: 20 February 2023