Hi Kirsteen,
My concern would be how culturally appropriate and sensitive are the tests
(particularly in relation to literacy). If a child from a refugee community
wants (or has to) go to that school what provisions are there for him/her,
if we assume that English is not their first language. No matter how bright
they are they may not be able to comprehend the questions.
What next citizenship tests for asylum/refugee children and 'Chav' test for
British children!! They are just as you say "narrowing" the access and may
be acting in a "institutionally racist" manner albeit 'unwittingly'. The
least you can advise them is for them to do a 'Race equality impact
assessment' on the proposed policy as it is likely to have an adverse affect
on the Black & Minority Ethnic (BME) communities.
I hope this helps.
Kind regards,
Dipen
-----Original Message-----
From: Kirsteen Coupar [mailto:[log in to unmask]]
Sent: 05 June 2006 17:40
To: [log in to unmask]
Subject: literacy and numeracy tests
Hi all, just a quick question
One of our schools is considering introducing literacy and numeracy testing
at
a pre-interview stage during the admissions process. This is a vocational
school and have traditionally done things quite differently from our other
schools.
Thankfully they have approached our Diversity Unit for advice, to ensure
that
this will not conflict with our equal opportunities policy.
I am slightly concerned that this is going down the wrong road, that instead
of widening access we would be 'narrowing' it. My worries are around the
issue of moving towards flexible entry criteria in order to allow access for
those members of society who may not have had the educational opportunities
prior to entry to higher education.
Does anyone else have similar issues or can lend some advice?
Many thanks
Kirsteen
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