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Ethics n Equality Complete

Ethics n Equality Complete

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Published by Sonya Ellen

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Published by: Sonya Ellen on Apr 25, 2010
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Claire HutchingsMontessori 2Equality and Diversity.27/03/09
Introduction:
As part of my Montessori course and professional practice development module I have
 
 been asked to do an assignment based on ethics and equality within the work setting. Inthis assignment I will discuss international perspectives on human rights, nationallegislation on social policies and I will also discuss the guidelines on the best practiceregarding equality and diversity in early childcare. I will carry out an assessment of myown work place on their policies in regard to the guidelines of best practice. I will thenevaluate, conclude and make any recommendations that I think necessary.
International perspectives on human rights:
In this era of globalisation, new forms of diversity co-exist with longstanding patterns of systemic discrimination in employment on the basis of gender, race, religion, ethnicity or culture, disability, aboriginal status or immigrant status. Several countries have respondedto discrimination by implementing affirmative action or employment equity policies.These proactive approaches seek to end and prevent discriminatory employment practicesand to work toward a workplace that is representative of the diversity of the labour market.The international human rights movement was strengthened when the United NationsGeneral Assembly adopted of the Universal Declaration of Human Rights on 10December 1948. Drafted as ‘a common standard of achievement for all peoples andnations', the Declaration for the first time in human history spell out basic civil, political,economic, social and cultural rights that all human beings should enjoy. It has over time been widely accepted as the fundamental norms of human rights that everyone shouldrespect and protect.International human rights law lays down obligations which States are bound to respect.By becoming parties to international treaties, States assume obligations and duties under international law to respect, to protect and to fulfil human rights. The obligation torespect means that States must refrain from interfering with or curtailing the enjoymentof human rights. The obligation to protect requires States to protect individuals andgroups against human rights abuses. The obligation to fulfil means that States must take positive action to facilitate the enjoyment of basic human rights.
National legislation and social policies:
Equal opportunities initiatives typically happen because the law has compelledorganisations to create a ‘level playing’ field in the workplace, They aim to ensure that
 
individuals are not discriminated on any of the 9 grounds of discrimination:
Gender
: A man, a woman or a transsexual person
Marital status
: Single, married, separated, divorced or widowed;
Family status
: A parent of a person under 18 years or the resident primary carer or a parent of a person with a disability.
Sexual orientation
: Gay, lesbian, bisexual or heterosexual.
Religion
: Different religious belief, background, outlook or none.
Age:
This applies to all ages above the maximum age at which a person isstatutorily obliged to attend school.
Disability
: This is broadly defined including people with physical, intellectual,learning, cognitive or emotional disabilities and a range of medical conditions.
The race ground
: A particular race, skin colour, nationality or ethnic origin;
Member of the Traveller community
: People who are commonly calledTravellers, who are identified both by Travellers and others as people with ashared history, culture and traditions, identified historically as a nomadic way of life on the island of Ireland.These grounds ensure that everyone can have equal access to employment andeducational opportunities and the different services that organisations provide. The law plays an important part in ensuring that the ‘rules of the game’ are fair.Diversity initiatives go further: they aim to take people’s diverse characteristics fully intoaccount to gain maximum benefit from their uniqueness as individuals. Consequently, itmakes sense that treating everyone the same is not necessarily going to work. Different people will have different aspirations, expectations, opportunities, responsibilities andneeds. Therefore, treating people fairly means recognising their differences, respectingthem and acting accordingly. In short, diversity is about valuing difference and respectfor people.
Direct discrimination – 
this means treating someone less favourably than another purelyon the grounds of their age, disability, race, sex etc and without justification. For example, not employing a woman because of concerns that she might want to start afamily. Another example would be not considering a disabled person without looking atwhether they meet the selection criteria and whether any reasonable adjustments can bemade.
Indirect discrimination – 
this means operating a practice, criteria or provision thatapplies to everyone but indirectly, whether intentionally or not, puts some groups or individuals at a disadvantage compared to others without justification on other grounds.For example, using word of mouth and informal networks as the primary source for senior academic appointments is likely to disadvantage groups who are currently under-represented at this level, e.g. black and minority ethnic (BME) candidates. Another example of indirect discrimination might be including a specific academic qualificationin the selection criteria which excludes those who have achieved an equivalent standardof knowledge and skill through another, equivalent route.
Best practice regarding Equality and diversity in early childcare settings:

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