poor education could effect future goals and aspirations * Disability; unable to access certain services or activities * Poverty; poor health and hygiene, lack of activities and experiences being accessed * Housing; poor health, unable to develop fully. * Offending behaviour; convictions, effecting social ties and job opportunities * Health status; effect social ties, education, job opportunities * Personal choice; effect social ties, education, job opportunities, crime
QCF Unit 303 Principles of diversity, equality and inclusion in adult social care settings. Level 2 and 3 Certificate in Induction into Adult Social Care in Northern Ireland Outcome 1 Understand the importance of diversity, equality and inclusion 1. explain what is meant by diversity, equality, inclusion, discrimination 2. describe the potential effects of discrimination 3. explain the importance of inclusive practice in promoting equality and supporting diversity. Outcome 2 Understand how
ethical leadership as well as those of diversity and inclusion in the workplace. Select and identify one leadership theory or style that you believe best aligns with your own thoughts of what leadership means. You will use that theory or style to analyze your strengths and weaknesses. Describe the leadership characteristics you already possess. Then, describe at least two additional leadership characteristics you would like to develop. Explain how these characteristics will allow you to guide
Final draft Feb 2010 Title Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children
Governance and accountability Systems and processes to promote communication Partnership working and relationships Using person-centred practice to achieve positive outcomes Team leadership and management Managing resources Equality, diversity and inclusion Safeguarding and protection 5 8 9 10 12 14 16 17 1 Optional standards 9 10 11 12 Certificate References Personal development Change and growth Managing business Ensuring quality 18 20
and provision for early years education. 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. 1.3 Explain the post-16 options for young people and adults. 2.1 Explain the strategic purpose of: school governors senior management team other statutory roles e.g. SENCO
ASHA (Accredited Social Health Activist) in Hindi means ‘hope’ and is a special program initiated by the government of India for promoting suitable health care in rural parts of India. The program was launched in the year 2005 as a part of the National Rural Health Mission (NRHM) by the Ministry of Health and Family Welfare (MoHFW) in India (ASHA’s, 2016). The key aim of ASHA is “to work with the urban poor to bring about long-term and sustainable transformation to their quality of life” Some of
learning hours: Unit expiry date: Unit accreditation number: Understand the diversity of individuals with dementia and the importance of inclusion DEM 310 3 3 23 31/03/2015 Y/601/3544 Unit purpose and aim This unit is aimed at those who provide care or support to individuals with dementia in a wide range of settings. The unit covers the concepts of equality, diversity and inclusion that are fundamental to person centred care practice. Learning Outcomes The learner will: 1 Understand the concept of diversity
UNIT 12 PRINCIPLES OF DIVERSITY, EQUALITY AND INCLUSION IN ADULT SOCIAL CARE SETTINGS. 1) Understand the importance of diversity, equality and inclusion 1.1) Explain what is meant by :- Diversity- recognises that all though people have thing in common they are also different in many ways. Diversity therefore consists of visible and non-visible factors which include personal characteristics such as backgrounds culture, by recognising and understanding our individual differences and
Unit 503 – champion equality, diversity and inclusion 1.1 Explain the models of practice that underpin equality, diversity and inclusion in own area of responsibility There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability