Education

Race equality in schools
The largest topic of concern in the participant-feedback about education was related to experience of racist bullying at school allied to the poor preparedness of schools to tackle racism and cope with diversity. The research also highlighted the need for improved school-family relations as a foundation for promoting race equality. The study indicated that many parents are anxious about being seen as difficult or 'sticking out' in the school arena, resulting in a low profile of Black and Minority Ethnic parents at the school gates, in school activities and in diffidence about approaching the school with their concerns or to report racist bullying.

Reflecting on their experiences, the participants identified measures to address racism in schools and to improve school-family liaison:

• Building one to one relationships between ring-leaders and victims facilitated by skilled teachers.
• Clear positions on racism and diversity taken by schools and made understood by all pupils [and parents].
• Confidence building work with new pupils [and parents], explaining how they will be valued and supported.

As a result of its findings, the research has catalyzed plans by the Devon Children's Fund in partnership with the Devon Local Education Authority's English as an Additional Language Service to create a home-school liaison post, giving strength to school-parent collaboration in supporting Black and Minority Ethnic pupils.

Participants in the research also expressed the strong belief that education could start children off with positive attitudes, bringing about good race relations in future generations. This conviction was reflected in the result that the participants put awareness-raising in schools high on the list of recommendations for race equality priorities in Devon. The research participants also identified activities that would enable schools to take the lead on promoting race equality, namely:

• to include race equality competencies teacher recruitment
• Curriculum support materials designed for and used by teachers
• INSET training for teachers on use of curriculum materials and in dealing with race equality in the classroom
• Mainstreaming of race equality throughout the curriculum
• A whole-school approach to planning the promotion of race equality

English as an Additional Language (Adult Services and Service in Schools)
The census demographics outlined in Chapter 3 show that 50% of the Black and Minority Ethnic population in Devon have migrated from outside the UK. This highlights the importance of the 'English as an Additional Language' (EAL) services that work with children and adult learners.

The research also suggests particular ways in which the EAL Service could help people access the jobs market. It suggests that people who have 'good' conversational abilities need tailored help with language skills so that they can sell their skills during recruitment and operate in professional and skilled work with confidence. It also suggests that English language support is needed specifically to help drivers cope with Driving Standards examinations, in order to overcome rural exclusion.

There is also a need for language and adult education services to overcome barriers to reach itinerant restaurant workers and elderly proprietors to mitigate the vulnerability of this growing group of isolated elderly citizens. The study also identified a range of key factors impeding students' ability to benefit from language support and made recommendations for new approaches in the Adult Service in order to magnify learner achievement and accessibility of the Service (see detail within the handbook.) The research recognizes that the ability of the Service to address such recommendations is constrained by government prescriptions on curriculum. Moreover, both the EAL School's and Adult Education Services have the frustration of working under limited resources, limiting their outreach ability and their capacity to provide a range of locally accessible services addressing the range of learning and language related welfare needs. Therefore, whilst innovation in the voluntary sector to address language support is an option, the research findings advocate that higher level debate is needed about statutory sector curriculum.
The research indicates that the remit of the Services places them as key players in race equality work, meriting further investment. In addition, the research has also prompted proposals for creating support networks facilitated by community development workers, which would help to alleviate the burden which falls upon many EAL tutors of helping their adult students with welfare and advocacy needs where no other referral services exist. Welfare support and sign-posting burdens upon EAL staff could also be addressed by providing tutors with a reference/sign-posting pack in various languages which they could use to advise students and provide to students to take home (especially if it is available in appropriate languages). Such a pack could have information that is relevant paDevon, and also district and town/parish specific information. It could also be made available from District Councils, GPs, churches etc, and from Community Development Workers, thereby helping to improve advertising of the EAL & ACL services too.

Higher and Further Education
The research also noted that overseas students in higher and further education were especially vulnerable to experiences of racial prejudice, isolation, vulnerability and depression, with a negative impact on studies as a consequence. They are also less likely to report experiences of prejudice, general hostility and unwelcome reactions from other students. When courses are made open to foreign students, it follows that pastoral planning encompassing language support, emotional wellbeing and anti-racism measures should be part of the package: students bring their commitment to learning and their cash, education establishments should provide both teaching and a supportive learning environment. An imbalance in that compact is a formula for setting up students for failure.