British Values and Vocational Qualifications
The Prevent duty requires providers and practitioners to exemplify British values in their practice and to use opportunities to explore British values and to challenge extremism.
British values are defined as including:
“democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs” *
This includes complying with the Equality Act 2010 and preventing discrimination against those with protected characteristics:
Behaviour in the workplace
Effective learning takes place in classrooms and the workplace where there is tolerance and mutual respect as set out in the Equality Act and where those with the protected characteristics receive fair treatment, so that all are treated equally.
All providers should have a code of conduct which requires all students to behave with tolerance and mutual respect of others.
By maintaining these standards of behaviour in class, teachers and trainers will be promoting British values
Mutual respect and tolerance are essential to success in the workplace. If your students don’t show tolerance and mutual respect they will not work effectively with their colleagues and if they have contact with customers or clients they will find an alternative supplier if they are not treated with mutual respect and tolerance. This is an essential part of the training and education which students need to prepare them for the workplace. The Equality Act of 2010 also requires that no-one in the nine protected groups is discriminated against. There is case law which shows that the Equality Act rights are being enforced against businesses and the public sector.
The Law and Democracy
In vocational courses Health and Safety legislation will always be taught. This applies to all roles, tasks and workplaces including health and beauty, plumbing, land based studies, the sports industry, manufacturing, travel and tourism. This is a perfect opportunity to discuss British law in terms of Health and Safety Legislation. This will also be an opportunity to discuss employment law and the rights that employees have. This can provide a further opportunity to discuss how these laws have come about through the democratic system and as a result of the use of the democratic system to achieve change.
You might also discuss other forms of regulation and tax law. All of these can provide a further opportunity to discuss how these laws have come about as a result of the use of the democratic system to achieve change.
Examples for this might be:
Students will discuss their options after completing their courses. This provides an opportunity to refer to individual liberty to make choices about developing their careers or progressing in education.
The Prevent duty is not intended to stop students debating controversial ideas
If students make comments which could be regarded as extremist staff should encourage the students:
Staff should use opportunities to challenge extremist narratives through discussion with students. If staff do not feel confident in challenging extremist ideas with their students they should ask for support. This will normally be through the Safeguarding officer.
If students behave in a way which contravenes the equality and diversity aspects of the code of conduct which they have signed then this is a disciplinary issue e.g. refusing to work with a gay student or a student of a different ethnicity. It should be dealt with through normal provider disciplinary processes.
The Safeguarding team should be notified of examples where extremism has been challenged.
|Applying British values to your subject area: Example|
|British values||Exercise & Fitness level 2|
|Rule of Law||Health and Safety Law |
|Democracy||How have the laws come about e.g. pressure from the public for safe products. Trade Union pressure for Health and safety legislation.|
|Individual liberty||Choices in terms of employment and careers|
|Tolerance and mutual respect||Student code of conduct. Good working relationships and customer service. This can be explored through the employability section of the syllabus.|
For more information
Use the Education and training Foundation’s Prevent for FE and training Website: http://www.preventforfeandtraining.org.uk
** Equality Act, 2010: http://www.legislation.gov.uk/ukpga/2010/15/section/4