Learning Together to Be Safe - A Toolkit to Help Colleges Contribute to the Prevention of Violent Extremism

8/8/2019 Learning Together to Be Safe - A Toolkit to Help Colleges Contribute to the Prevention of Violent Extremism

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LearningTogetherto be Sa eA toolkit to help colleges contribute to the prevention of violent extremism


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Learning Together to be Sa e

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Introduction 3

1 Understanding the issues 82 Leadership and values 143 Teaching, learning and the curriculum 214 Student support and challenge 265 Managing risk and responding to events 30

Annexes:1 Links between strategies impacting on Further Education 35

and Sixth Form colleges2 Key objectives and best practice in colleges 383 Further in ormation about extremism issues: use ul websites 42

4 Legal and contractual powers 455 The Al-Qaida single narrative 49

Contents


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In February 2008, the Governmentpublished guidance to local partners

on preventing violent extremism thatemphasised the importance o working with children and young people andencouraged local partnerships to engage

with schools and colleges. This toolkitsupplements that guidance, responding tocalls or more practical advice speci cally

ocused on the education context. It isthe product o discussions with youngpeople, teachers, local authorities, policeand community representatives across thecountry.

This toolkit seeks to:n raise awareness amongst colleges o

the threat rom violent extremist groupsand the risks or young people;n provide in ormation about what

can cause violent extremism, aboutpreventative actions taking place locallyand nationally and about where collegescan get additional in ormation and

advice;

n help colleges understand the positivecontribution they can make to

empowering young people to createcommunities that are more resilient toextremism, and protecting the well-being o particular students or groups

who may be vulnerable to being drawninto violent extremist activity;

n provide advice on managing risks and responding to incidents locally,nationally or internationally thatmight have an impact on the collegecommunity.

The purpose throughout is to support thecon dence and capacity o sta and toencourage local partnership working.

The ollowing key objectives are takenrom the consultation document issued

by the Association o Colleges and theDepartment or Innovation, Universitiesand Skills published in February 2008:The Role o Further Education Providers inPromoting Community Cohesion, Fostering

Shared Values and Preventing ViolentExtremism: Consultation Document.

Introduction


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Key objectives1 To promote and rein orce shared

values; to create space or ree andopen debate; and to listen to andsupport mainstream voices.

2 To break down segregation amongstdi erent student/learner communitiesincluding by supporting inter- aithand inter-cultural dialogue and

understanding and to engage allstudents/learners in playing a ulland active role in wider engagementin society.

3 To ensure student/learner sa ety andcolleges that are ree rom bullying,harassment and intimidation.

4 To provide support or students/learners who may be at risk andappropriate sources o advice andguidance.

5 To ensure that students/learners andsta are aware o their roles andresponsibilities in preventing violent

extremism.

The effects of terrorism and violent extremism have an impact

on everyone in society, including young people. Young people from all backgrounds need to be empowered to discuss matters relating toterrorism and preventing violent extremism on their own terms.

We need more support for teachers who are dealing with such sensitive subjects. As a Muslim myself, todeal with extremism, we have to incorporate all faiths in these discussions. Teachers should be givensupport and materials which they canuse to achieve this.

Usman Nawaz, aged 18, Member UK Youth Parliament or Rochdale

This toolkit complements similarguidance aimed at schools and issuedin October 2008.


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Aims o the toolkitWho the toolkit is orThis toolkit is or all general FurtherEducation and Sixth Form colleges inEngland. A version is also available

or schools.

The nature and extent o the threat rom violent extremism will vary across thecountry. However all communities area ected, whether directly or indirectly,and in an increasingly interconnected

world it is important that young peopleare equipped with the knowledge andskills they need or the uture regardlesso where they go to college. It is there oreimportant that all colleges are aware

o the issues and consider what actionsare appropriate, in conjunction withlocal partners.

In a college context the ve strandsare to:1 understand how an extremist narrative

which can lead to harm can bechallenged by sta in colleges; sta and

other students can model to studentshow diverse views can be heard,analysed and challenged in a way which

values reedom o speech and reedomrom harm;

2 understand how to prevent harm to students by individuals, groups orothers who promote violent extremism incolleges and communities, and managerisks within the college and respond tospeci c local or national incidents;

3 understand how to support individuals who are vulnerable strategies tosupport, challenge and protect;

4 increase the resilience o studentsand o college communities through

helping students acquire skills andknowledge to challenge extremist views,and promoting an ethos and values thatpromote respect or others;

5 use teaching styles and curriculumopportunities which allow perceivedgrievances to be aired, explored and

demonstrate the role o confict resolutionand active citizenship.


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Colleges will already be contributing to thegoal o preventing violent extremism. Forexample, colleges can build on work theyalready do in:n promoting the Every Child Matters (ECM)

outcomes or all students;n promoting student well-being, equalities

and community cohesion;n building the resilience o the college,

working with partners, to preventstudents becoming the victims or causeso harm;

n working with other agencies andbuilding community networks o support

or the college.

The toolkit provides practical advice tocolleges in ve areas. These are:

1 Understanding the issues2 Leadership and values3 Teaching, learning and the curriculum4 Student support and challenge5 Managing risk and responding to events


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A tiered approach:

Targetedactivities relatedto preventingviolent extremism

- Use curriculum to challenge extremist narratives- Allow space or debate and increase sta con dencein discussing controversial issues

- Understand local issues and tensions with help romlocal authority and police

- Develop a network o community contacts and linkswith mentors and role models

Universal actions

- Promote ECM outcomes, community cohesion,equalities and well-being

- Implement e ective anti-bullying policies- Focus on narrowing the attainment gap or all groups- Encourage active citizenship and learner voice- Links with amilies and local communities

Support toindividuals

- Provide e ective student support processes- Raise sta awareness on key issues- Form good links with amilies, police and other

partners to share in ormation- Access external support rom statutory or voluntary

organisations


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1 Understanding the issues This section addresses the need orcolleges:n to understand the nature o the

threats (at a local and national level);n to be aware o the activities

happening locally and nationally toprevent violent extremism and howcolleges can contribute;

n to understand how the experiencesaced by some students, amilies and

communities may contribute to theprocess o radicalisation and support

or extreme violence.

Understanding the threatnationally and locallyNational threatsThe Government assesses that the UKis a high priority target or internationalterrorists aligned with Al-Qaida and islikely to remain so or the oreseeable

uture. In practice this means a threat romBritish nationals and UK-based terrorists

as well as rom oreign terrorists planningattacks rom abroad.

The majority o violent extremist networksare located in major urban conurbationssuch as London, Greater Manchester andthe West Midlands. However recent arrestsin Bristol and Exeter also demonstrate that

violent extremists are widely distributedacross the UK.

Experience suggests there is no typicalpro le o UK-based violent extremistsinfuenced by Al-Qaida. They can come

rom a range o geographical areas, romdi erent ethnic and cultural backgroundsand include a number o converts toIslam. The nature o support or violentextremist activity varies but can includeradicalising others, training, undraisingand procurement o support or terroristactivities. Training can include outwardbound type courses to encourage bondingeither in the UK or in camps operated by

Al-Qaida overseas.


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In addition to the severe threat posed by Al-Qaida infuenced groups, dissident Irishrepublican terrorist groups who oppose theNorthern Ireland peace process still pose athreat to British interests. Other UK-basedextremist groups including racist and

ascist organisations and ar right extremistgroups also pose a threat to public orderand the British multicultural way o li e.These groups o ten aspire to campaigns o

violence against individuals, amilies andparticular communities and, i unchecked,may provide a catalyst or alienationand disa ection within particular ethniccommunities. Evidence suggests that theroute to violent ar right extremism o tenbegins with organisations seeking torecruit young people and even arrangingspeci c training activities that includeencouraging the use o guns and knives.

The Security Services appraisal o terroristthreats currently acing the UK can be

ound at:www.mi5.gov.uk/output/terrorism.html

A list o the groups or movements thatespouse the use o violence and meet theconditions or being banned proscribed under terrorism legislation, is at:http://security.homeo ce.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groups
http://www.mi5.gov.uk/output/terrorism.htmlhttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://security.homeoffice.gov.uk/legislation/current-legislation/terrorism-act-2000/proscribed-groupshttp://www.mi5.gov.uk/output/terrorism.html


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As a country, we are rightly concerned to protect children and

young people from exploitation inother areas. We need to do the same in relation to violent extremism. As I speak, terrorists are methodically and intentionally targeting young people and children in this country. They are radicalising, indoctrinating and

grooming young, vulnerable people tocarry out acts of terrorism. This year,we have seen individuals as young as 15 and 16 implicated in terrorist- related activity.

Director General o the SecurityService, Speech to the Society o

Editors Annual Con erence,5 November 2007 The local pictureThe challenge rom violent extremismand activities o di erent groups will

vary across the country. It is important

that colleges understand and keep up to

date with speci c local issues a ectingtheir communities. Local authorities andpolice will be able to help colleges gain anoverview o current local issues.Colleges can also help local authoritiesand police understand tensions a ectingtheir students. Colleges will observe orhear how communities are eeling, may

witness an event that has happened, orbe aware that something might happen .In all these three types o situation,in ormation rom colleges is important tohelp the local authority or police gain a

whole community view and so protectyoung people rom harm or causing harm.Colleges, in conjunction with localauthorities, the police and other agencies,should agree appropriate mechanisms

or sharing in ormation relating tothreats or community tensions. Thiscould be as part o existing local tensionmonitoring arrangements. As part o this,colleges should ensure they are ul llingtheir statutory duty to record and report

racist incidents .i - Local in ormation available


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What is the Government doing toprevent violent extremism?

The Government has a Prevent strategyas part o its overall approach to counteringterrorism with the aim o preventingpeople becoming terrorists orsupporting violent extremism .

The Prevent strategy has ve strandsdesigned to address the actors thatresearch suggests can cause people tobecome involved in Al-Qaida associated

violent extremism. The ve strands o thestrategy are:

n challenging the violent extremistideology and supporting mainstream

voices;n disrupting those who promote violent

extremism and supporting institutions where they may be active;

n supporting individuals who are beingtargeted and recruited to the cause o

violent extremism;

n increasing the resilience ocommunities to violent extremism;

n addressing grievances , both genuineand perceived, that ideologues areexploiting. These can stem romnational or international issues orexample relating to oreign policy,or perceptions o distorted mediarepresentation, or be based on localperceptions o inequality or experienceso racism or community confict.

Activities are taking place at a local,national and international level undereach o the strands, in partnership withcommunity organisations. Many o theseactivities are ocused on working withyoung people. More detail is available inguidance to local partners published inFebruary 2008:http://security.homeo ce.gov.uk/news-publications/publication-search/prevent-strategy/
http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/http://security.homeoffice.gov.uk/news-publications/publication-search/prevent-strategy/


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In addition to the Prevent strategy, there isa range o policies, locally and nationally,to tackle racism and inequalities and topromote cohesion and inter- aith relations.These include activities to prevent youngpeople rom joining ar right organisations,o ten alling under the umbrella opreventing hate crime.

A strong civil society is one that is not afraid to critique but whichhas people with the skills and dispositions to engage in this without violence.

Professor Lynn Davies, Educating Against Extremism, Trentham Books,

2008 Roles o local agencies and partnersThe February 2008 guidance encourageslocal areas to have a preventing violentextremism action plan with activitiesacross all ve strands o the strategy.

These will involve a range o partners

led by the local authority, the police andother statutory and voluntary agenciesand include the active involvement olocal communities. The range o activities

will vary depending on the scale o thechallenges in the local area.

All local authorities are monitored againsta National Indicator measure o theiractivity to build resilience to violent

extremism, including the extent otheir partnership working. Some localauthorities have included this as one otheir priority indicators in their Local

Area Agreements (LAA).

Colleges should be included in localpartnership working on the preventiono violent extremism and on promotingcommunity cohesion. Local authorities,the police and other partners can alsobe a source o support and advice orcolleges on issues concerning extremismand engagement with local communityorganisations.

i - Local in ormation available


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Violent extremism key pointsn Extremists use persuasive narratives

to attract people to their cause ,based on a particular interpretation ordistortion o history, politics or religion.Education can play a power ul role inencouraging young people to challengeideas, think or themselves and takeresponsibility or their actions.

n There is no obvious pro le o aperson likely to become involvedin extremism, or single indicator owhen a person might move to adoptviolence in support o extremistideas . The starting point or colleges,as in all learning, is knowing theirstudents, listening and responding totheir changing needs. I members osta do have concerns about behaviourpatterns, they should seek advice

rom other partners and use theirpro essional judgement to consider

whether a young person might be atrisk. To this end, colleges should have

in place appropriate procedures or

members o sta to raise such concerns,perhaps including a designatedindividual to liaise with partners.

n The particular risks to studentsand or college communities romextremist groups will vary acrossthe country . Colleges should seekadvice rom their local authorities andthe police (via their college liaison policeo cer or sa er neighbourhood team)on their local context and make suremechanisms are in place to keep abreasto local issues.

n There will be a range o activitiestaking place in local areas aimedat the prevention o violent extremism

which may be relevant to colleges orthe college community. Local authoritiescan help individual colleges to becomeinvolved in local partnership workingand understand what resources andprojects are available locally.


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This sets out practical advice on howcolleges can contribute to preventing

violent extremism through:n speci c leadership roles including

developing local partnerships ;n a values-based approach.

Further Education colleges are typicallyleaders in their community. Not just ineducation but as institutions that can driveeconomic development and regenerationthrough their presence, participation andleadership. While their core role is todevelop the talent and innovation capacityo this country, the ocus must extend

beyond the purely vocational and includethe ability to engage with the socialchallenges our society aces.

This brings a responsibility or colleges toengage with some o the more challengingaspects o community li e. In some areas,this can include working with communities

to develop resilience to those ideologiesthat promote hatred and violence.

Underpinning the ethos o a college whichplays a positive role in preventing violentextremism are speci c values andleadership strategies .

These should be developed, understoodand shared by leaders at all levels in thecollege governors, the senior leadershipteam and all sta in their leadership roles and then made explicit to students, parentsand the community served by the college.The learner voice, parent and communityengagement processes o the college canin orm college improvement planning, sel -evaluation and policy review.

2 Leadership and values


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- is based on the promotion o human rights,equalities and reedoms under the law

- promotes critical scholarship andin ormed moral purpose in engagingstudents with local, national and

international issues and grievances- recognises and meets the social and

emotional learning needs o students andsta

- promotes a shared culture o opennessand pluralism in the college and with

the wider community, regardless o thespeci c status, location or aith a liationo the college

- promotes a strong sense o belonging,shared community care andresponsibility or others

Possible college actions- creating explicit value statements that are

inclusive o all students - reviewing curriculum and student participation and support processes

- developing critical personal thinking skills and using curriculum opportunities including small group work

- developing an emotional literacy agendain tutorials

- exploring and promoting the diversity and shared values between and within

communities - challenging Islamophobia, anti-Semitismor other prejudices

- ocusing support on those at risk o being isolated

- building ties with all local communities,seeking opportunities or linking with

schools and other colleges

In preventing violent extremism college leaders need to:i) Uphold a clear ethos which:


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- challenges any behaviours which harmthe ability o individuals and groupsto work together and models ways torecognise grievance and repair harm

Possible college actions- using anti-bullying strategies to minimise

hate and prejudice-based bullying - using restorative approaches to repair

harm caused

College action: evaluate the evidence which would demonstrate to students, sta andthe community the colleges commitment to these principles.

- upholding the right to equality under thelaw by people regardless o gender, age,race, belie , class, ability or disability,sexual orientation

- promoting the use o due processes toresolve disagreement and to protect the

vulnerable

- modelling participatory andrepresentative democracy by engagingand examining views expressed

- including clear statements in the inductiono students, sta , governors and in thecurriculum

- ensuring air processes which protect those harmed or a ected

- modelling reedom o speech throughlearner participation strategies, whileensuring protection o vulnerable students

and promoting critical analysis o evidence

ii) Promote the core values o a democratic society and model the processes by:


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- modelling positive problem solvingPossible college actions- promoting active citizenship to model

how perceived injustice can be peace ully challenged

- developing restorative approaches toresolve personal con icts and so repair harm caused

College action: review the policies and practice or students and sta whichencompass democratic values.

- to build sta awareness o local issues

- to provide the sa e place or discussion which can deal with grievances

- reviewing routines or briefng and engaging sta and governors on local

issues

- developing teaching skills or dealing withcontroversial issues

- providing opportunities or small groupsupported discussion

iii) Build sta understanding o their roles and con dence in their skills:


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- to promote the well-being o studentsincluding when vulnerable to grouppressures linked to violent extremism

- to play relevant roles in targeted andspecialist provision

- in responding to events which a ect thecollege, students or local communities

Possible college actions- raising awareness amongst sta o

student support processes - en orcing sa e behaviours in the use o

the internet

- ensuring relevant sta are engaged inlinking with local provision

- promoting opportunities or in ormed discussion- directing students and sta to sources

o help

College action: review pro essional development needs or sta to build capacity orpreventing violent extremism.

- openness to hearing and understandingtensions within the communities servedby the college

- promoting ways or students, sta and parents and others to channel concerns tothose who can help

iv) Deepen engagement with the communities the college serves by:


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- being an active partner in communityleadership (with other college leaders,statutory agencies and with communitygroups)

- encouraging students as citizens tosupport the vulnerable and to usedemocratic and law ul vehicles or protest

- respect ul engagement with amilies andcommunity groups which also, when

necessary, challenges unacceptable viewsand models ways to solve problems

Possible college actions- reviewing how the college and local

authority partners are engaged in support or di erent communities

- developing links with local aithcommunities and supplementary colleges

- seek to be represented on local Prevent partnerships

- modelling how students can express their views, or example on media coverageo local or national issues, or throughinvolvement with local decision making

processes

- developing college partnership inunderstanding o community issues and

fnding respect ul ways to promote collegevalues to local communities

College action: evaluate and develop processes or community engagement by thecollege especially with communities that may be vulnerable because o prejudice or

where there are communication barriers.


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In contributing to the prevention o violentextremism, college leaders should workin partnership with other schools andcolleges, the local authority and otheragencies, including the police:n to understand local issues, share

knowledge about support andprevention;

n or speci c teaching and learning

activities and pro essional developmentstrategies;n or individual case support,

sa eguarding, prevention programmes,amily strategies, community sa ety and

tension monitoring.

College action: evaluate college links with local partners and agencies andensure contact points or advice andsupport are clearly identi ed.


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This section sets out how collegescan contribute to preventing violentextremism through:n a curriculum which is adapted to

recognise local needs, challengeextremist narratives and promoteuniversal rights;

n teaching and learning strategies

which explore controversial issuesin a way which promotes criticalanalysis and pro-social values;

n the use o external programmesor groups to support learning whileensuring that the input supports thecollege goals and values.

In using teaching, learning and thecurriculum to build resilience to violentextremism, colleges can build on whatthey already do to:n use naturally occurring opportunities

within vocational and academic courses

to create student knowledge and tochallenge in ormation prejudices;

n help students to develop the skillsneeded to evaluate e ectively anddiscuss potentially controversial issues;

n use spaces or students to discussopenly issues that concern them,including exploring their own identitiesand how these relate to the diversityo the society in which they live;

n provide opportunities or students to

understand, meet and engage withpeople rom di erent backgrounds in ways which promote the common values while recognising diversity o values within communities;

n provide act sheets that challengedistributed in ormation on race,gender, religion.

Violent extremists use narratives thatmix act or selected act with assertions,subjective opinion and emotion to justi ytheir actions and promote violence. Violentextremist narrative does not allow oralternative interpretations and denies

contradictory actual evidence or analysis.

3 Teaching, learning and the curriculum

L i T h b S


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Violent extremism, and racial or hate-driven discrimination o all orms, alsorelies on sustaining and exaggeratingdivisions in society, o ten by exploitingpeoples ears or lack o understandingo others.

Education in a democracy shouldencourage each issue to be criticallydiscussed and debated on its own merits

with proper intellectual and ethical rigour.It should also promote the rights o citizensto law ul protest.

The curriculumThe core aim o the curriculum is toproduce students who are:

n responsible citizens which includesunderstanding identity, valuing diversity,

working co-operatively to promotepositive change;

n con dent individuals whichincludes developing independence, sel -awareness and moral judgements;

n success ul learners which includesdeveloping enquiring minds, andengaging with the big issues oour world.

i) Cross-curricular dimensionsThree cross-curricular dimensions cancontribute particularly to preventing

violent extremism:

n media and technology becoming

critical users o media messages;n global dimension and sustainable

development becoming globalcitizens;

n identity and cultural diversity becoming com ortable with sel identityin a plural community.

ii) Developing relevant skillsThe development o personal, learningand thinking skills supports studentsin resisting the messages o violentextremists, in particular the skills oindependent enquiry and e ectiveparticipation:



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n independent enquirers evaluatingevidence to take reasoned decisions

while recognising the belie s o others;n e ective participators responsible

participants to engage issues and helpimprove college and community.

Teaching and learning strategiesThe Ajegbo report Identity and Diversity:

A Curriculum Review (DCSF 2007)highlighted that engaging young peoplein sometimes controversial but deeplyrelevant issues will excite them, involvethem, develop their thinking skills andboth raise standards and make our countryan even better place.

E ectively addressing controversial issues will also help to challenge misin ormed views and perceptions amongst students,challenge commonly held myths and buildunderstanding and appreciation aboutothers. This requires:n questioning techniques to open up

sa e debate;n con dence to promote honesty about

pluralist views;n ensuring both reedom o expression

and reedom rom threat;n debating undamental moral and

human rights principles;

College action: identi y skillsdevelopment needs and opportunities.

Possible examples:- a cross-college ocus on developing

critical skills in managing harm ulmedia and internet in ormation aboutparticular communities;

- a college theme to model how peace ul

action has achieved results at localnational or international levels.



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n promoting open respect ul dialogue;n a rming the multiple dynamic identities

we all have.

Using external programmesand groupsEngaging with external speakers,programmes or groups can be an e ective

way o building awareness and skills oyoung people and encouraging debate. Forexample, theatre and drama productionsare o ten a power ul stimulus or learningabout controversial issues.

The Khayaal Theatre Companysproduction Hearts & Minds is atheatre-in-education production orschools and colleges which aims toencapsulate some o the dilemmas anddiscourses occupying the hearts andminds o young Muslims, includingissues o extremism:www.khayaal.co.uk/

The GW Theatre Company productionOne Extreme to the Other, aimed atyoung people aged 14-25, includes acomprehensive multimedia ollow-uppackage including a major website toin orm urther discussion and lead ingood practice:www.gwtheatre.com/

Which criteria should colleges use orselecting programmes or groups?n What evidence is there to validate the

approach used? This might be available

rom published evaluations, othercolleges or the local authority.

College action: review sta con dencein the core approaches to dealing

with controversial issues and de nepro essional development needs.

http://www.khayaal.co.uk/http://www.gwtheatre.com/http://www.gwtheatre.com/http://www.khayaal.co.uk/


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n Is the programme explicitly aligned withthe values which the college promotes?

n

Is it clear how the preparation, activityand ollow-up (including evaluation) willtake place to ensure e ective learning?

n I using local groups to support learningaround issues o politics, ethnicity or

aith are the adults clear about thecollege expectations and, as needed, dothey have CRB checks?

n What ollow-up personal or learningsupport is available or individuals orgroups as needed?

College action: use customised localin ormation and advice rom other

colleges, local authorities or othersources to identi y local available groups who can engage with colleges.

i - Local in ormation available



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This section addresses how collegescan support the wel are o individualsand groups o students through:n using normal college student support

approaches but, when relevant,being con dent to seek urthersupport;

n using in ormed pro essional judgement to implement strategies inindividual cases;

n drawing on wider support rom thecommunity and other local partnersto work with individuals or groups ostudents.

ResponsibilitiesThe pro essional standards or teachers,contractual and sa eguarding rameworks

or all adults working with childrenand young people, and the Every ChildMatters outcomes or young people allrequire the exercise o a duty o care and,

where necessary, the taking o actions

or sa eguarding and crime prevention.This includes challenging unacceptablebehaviour such as racism or bullyingthat can impact on the well-being oindividuals or groups o students.

Understanding what is happeningThe starting point or colleges ensuringthey are ul lling their duty o care willbe knowing their students and the widercommunity, and listening and respondingto their changing needs, and supportingthose who may be vulnerable to beingdrawn into violent extremist activity.

There are a number o signs or behavioursthat colleges may come across that maycause sta concern and which would

require them to use their pro essional judgement to determine whether aresponse is needed. Sta will need totake into consideration how reliable orsigni cant signs are and whether thereare other actors or issues that couldindicate vulnerability.

4 Student support and challenge



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What college sta might seeor hear about:

n gra ti symbols, writing or artworkpromoting extremist messages orimages;

n students accessing extremist materialonline, including through socialnetworking sites;

n parental reports o changes inbehaviour, riendship or actions andrequests or assistance;

n partner colleges, local authorityservices, and police reports o issuesa ecting students in other colleges;

n students voicing opinions drawn romextremist ideologies and narratives;

n particular individuals or groups which espouse more rigid doctrinal/ideological and adversarial viewsgaining ascendency in collegesocieties or in ormal association;

n use o extremist or hate terms toexclude others or incite violence.

Challenge and support processesResponses could be in-college actions ( or example removing hate-related gra ti,challenging views expressed throughclassroom discussion or supportingstudents through normal student wel arestrategies) or involve external agencies to ascertain whether there are otherrisk actors to be taken into account anddetermine an appropriate support plan.

It may be that a student is acing multiplechallenges in their li e, o which exposureto extremist infuences is just one. Thecollege should contribute to a multi-agencyassessment where appropriate in line withthe local authority protocols.

Colleges may wish to identi y a member osta this may be the designated membero sta or sa eguarding who can act asa source o advice or other members osta and lead on engaging with externalpartners.


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Barking and Dagenham project tosupport students at risk o joining

ar right organisationsThe project worked with 40 youngmale students with attitudes whichcould be characterised as inward-looking, having a strong geographicalidentity and holding racist views.Mentors were used to providerole models and to assist youngmale students to develop positiveresponsible sel -images.

Outcomes:n a move away rom extreme ar

right views;n decrease in race/ aith incidents;n reduction in youth crime;n improvement in community sa ety.

Problem solving and repairing harmSupport to meet individual or group needsis o ten well developed within a college.Students also need to be helped to developtechniques or personal support, resolvingconfict and repairing harm.

Helping students and adultsaccess supportStudents, parents and amilies, collegesta and other pro essionals engaging

with colleges may need to have accessto personal advice and understand whothey can turn to or support in relation topreventing violent extremism issues.

College action: review problem solvingand personal support available orstudents, sta and parents.



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This section helps colleges:n to respond to events which could

have an impact on the collegecommunity;

n to ensure they are aware o andmanaging potential risks to studentsand the wider college communitye ectively.

Managing risks Although there are very ew instances oyoung people being exposed to extremistmessages within colleges this is a risk o

which colleges need to be aware. Riskscould arise rom:

n harm ul infuences on students orexample rom sta , parents, externalgroups or other students;

n inappropriate use o ICT systems;n external groups using college

premises.

Examples o legal and contractual powersthat may be relevant to preventing violentextremism are set out at Annex 4.

Harm ul infuences on studentsCollege sta , including temporary sta ,may express views, bring material intothe college, or use or direct studentsto extremist websites, or act in other

ways that are counter to the pro essionalstandards expected o sta or potentiallyagainst the law. In such an event theyshould be subject to normal pro essionaldisciplinary procedures and i necessarycolleges should ensure that behavioursare taken up with the local authority andpolice. The Independent Sa eguarding

Authority (ISA) rom 2009 (currently the

Vetting and Barring Scheme) may alsoneed to be in ormed.

Colleges should review:n whether the colleges recruitment

and induction material (including orgovernors) makes explicit the role o all

sta in keeping students sa e rom harm;

5 Managing risk and responding to events



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n how pro essional standards or teachers(set out by Li elong Learning UK) arepromoted and rein orced;

n whether personnel processes ensure airtreatment o all sta ;

n whether the colleges duty to reportracial incidents is exercisedsystematically.

Accessing inappropriate contentthrough the use o ICTWebsites and social networking sites areimportant vehicles or violent extremists topromote their message and to encourageengagement.

Colleges should do all that they can topromote e ective and responsible use oICT and to prevent sta or students romaccessing illegal or inappropriate materialthrough college ICT systems, including

having appropriate monitoring systems in

place with recourse to police and otherpartners as necessary.

College action: review relevant collegepersonnel policies and processes.

College action: review the ICT policyand practice to:- ensure that hardware and so tware

systems used in the collegeare accredited through Bectasaccreditation schemes: http://schools.becta.org.uk/index.

php?section=is&catcode=ss_to_es_ pys_ c_03These require providers toblock illegal content and at least 90%o inappropriate content. The de nitiono illegal content that Becta uses includesracist and hate material, and materialthat promotes violence or attack onindividuals or institutions on the basiso religious, racial or gender grounds;

- review the Acceptable Use Policy othe college or students and sta toensure that use o material related to

violent extremism is prohibited; andensure students, sta and governorsare clear on the policy, monitoring

practices and the sanctions;

http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pys_fc_03


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External groups using collegepremises or acilitiesThere have been examples o groups linked

to violent extremism trying to use collegepremises or campaigning or other events.Colleges should be aware o this risk andensure that the college or local authoritylettings policy sets out the values o thecollege and makes clear that any group

whose aims are counter to those valuesmay not hire the acility.

It is recommended that colleges liaiseearly with the local authorities or policeto check the bona des o groups i theyhave any concerns. This will then allowtime or sensitive handling o particularapplications or use o college premises.

Responding to events Violent extremism is unlikely to a ectmost colleges directly. However somecolleges and their communities havebeen a ected by:

n national incidents such as the 7/7bombings (which had a particularimpact on colleges in London andLeeds);

n international politics linked to events

such as the invasion o Iraq, thesituation in A ghanistan, Somalia orother scenes o confict;

n domestic political events in othercountries relevant to particulardiaspora communities within the UK;

n local counter-terrorism operations and

related community tensions;

- ensure that sta , students and parentsare aware o the issues regarding

risk and responsible use andare discerning and discriminatingconsumers o online in ormation.

College action: review the college andlocal authority lettings policy and ensure

that sta managing college lettingsknow where to seek advice.



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n media reports on political or aithgroups which are seen as biased;

n high pro le trials o those accusedo terrorist related o ences.

Colleges need to understand theircommunities to be aware o what mayimpact on students and be preparedto respond.

Events in the local, national orinternational newsIn the a termath o an event or an incidentcolleges may choose to undertake wholecollege, year group or class-based sessionsto promote opportunities or in ormeddiscussion including:

n getting the acts clear evidence versus rumour;n understanding motivations;n promoting human rights and legal

protection reedom o speech anddue process to raise grievances.

Colleges should also ensure personalsupport is in place or sta and studentsmost a ected by incidents.

Local authority and partner servicesmay be drawn on or:n advice brie ngs or support rom police

or other agencies;n educational psychology service

support or college leaders inresponding to incidents;

n individual student case work;n corporate services or media

management;n human resources support or sta issues.

College action: review the collegeemergency plan including post-eventactions to ensure appropriate processes

or supporting students and sta areincorporated.



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Luton Sixth Form College activelyencourages debate amongst students,

with a Debating Society that exploresa very eclectic range o topics and notducking di cult issues, such as the

actors surrounding Barack Obamaselection as the rst black President,US infuence around the world and

whether hip hop is a positive aspecto youth culture. It is managedand supported by a member osta and the college will o ten putteams orward in external debatingcompetitions.

Students involved in these debates getbrie ed and supported in developing

their arguments and presenting thesee ectively. Students bene t romhaving their eyes opened to di erent

ways o thinking about issues as wellas nding unexpected common ground.Recent controversial events, such asthe situation in Gaza and the right orclergy to membership o the BNP, willbe on the agenda a ter hal -term whenthe Society restarts a ter its mid-winterbreak or A and AS module exams.



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Annex 1: Links between strategies impacting onFurther Education and Sixth Form collegesKey objectivesDIUS/AoC guidance

February 2008

Shared valuesTo promote and rein orceshared values; to createspace or ree and opendebate; and to listen to and

support mainstream voices

Five strands oPreventing Violent

Extremism Toolkit

- sta and other studentscan model to studentshow diverse views canbe heard, analysed andchallenged in a way

which values reedomo speech and reedomrom harm

- understand how anextremist narrative

which can lead to harmcan be challenged bysta in colleges

- use teaching styles andcurriculum which allowgrievances to be aired,explored and demonstratethe role o confictresolution and activecitizenship

Prevent strategy Government action

on Preventing ViolentExtremism*Challenging the violentextremist ideology andsupporting mainstream

voices



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Key objectivesDIUS/AoC guidance

February 2008

Break down communitysegregationTo break down segregationamongst di erent studentlearner communities

including by supportinginter- aith and inter-culturaldialogue and understandingand to engage all students/learners in playing a ulland active role in widerengagement in society

Sa ety o learners To ensure student/learnersa ety and colleges thatare ree rom bullying,harassment and intimidation


Extremism Toolkit

- increase the resilience ostudents and o collegecommunities throughhelping students acquireskills and knowledge to

challenge extremist views,and promoting an ethosand values that promotesrespect or others

- understand how tosupport individuals who are vulnerable strategies to support,challenge and protect


on Preventing ViolentExtremism*Increasing the resilienceo communities to violentextremism



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Key objectivesDIUS/AoC guidance

February 2008

Support or learners To provide support or students

/learners who may be atrisk and appropriate sourceso advice and guidance

Roles andresponsibilities o staand students To ensure that students/learners and sta areaware o their rolesand responsibilities

in preventing violentextremism


Extremism Toolkit

- understand how tosupport individuals

who are vulnerable strategies to support,challenge and protect

- understand how tosupport individuals

who are vulnerable strategies to support,challenge and protect


on Preventing ViolentExtremism*Supporting individuals whoare being targeted andrecruited to the cause o

violent extremism

Addressing grievances, bothgenuine and perceived, thatideologues are exploiting.These can stem romnational and internationalissues or examplerelating to oreign policy,

or perceptions o distortedmedia representation;or be based on localperceptions o inequalityor experience o racismor community confict

*The Prevent strategy also includes:disrupting those who promote violent extremism and supporting institutions wherethey may be active which does directly impact on college-based activity.



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1 To promote and rein orce sharedvalues; to create space or ree andopen debate; and to listen to and

support mainstream voices.i) Promoting ECM outcomes,community cohesion, equalities andwell-beingCollege policies are checked to ensurethey emphasise the shared values o apluralist society. Tutorial and inductionactivities encourage engagement anddiscussion o these values.

Activities are planned in the college yearto promote community cohesion.

The outcomes or Every Child Matters arecustomised or relevance to the 14-19age group and integrated into the tutorialprogramme. Curriculum is designed aroundopportunities to deliver ECM outcomes.

ii) Encouraging active citizenship andlearner voiceLearner voice strategies are resourced

to encourage involvement o students atall levels o college activity. Strategiesmodel the democratic process andencourage learners to take responsibility

or their actions. Best practice in learnerinvolvement in course team planningmeetings, the governing body, starecruitment panels and lesson observationschemes are planned or.

iii) Using curriculum to challengeextremist narrativesStudents are motivated to engage in the

wider curriculum when it is deliveredthrough naturally occurring opportunities.

Managers ensure that courses are plannedto integrate the Every Child Mattersagenda. Students are encouraged to debateissues o community cohesion in relation totheir main subject area. Course planning inareas without ethnic or religious diversityemphasise that uture employment willbe within an increasingly global economy

Annex 2: Key objectivesand best practice in colleges



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and society. Schemes o work demonstratea wide range o teaching and learningactivities including the use o debate

and discussion to solve problems and aircontroversial issues.

2 To break down segregationamongst di erent student/learnercommunities including by supportinginter- aith and inter-cultural dialogueand understanding and to engageall students/learners in playing a

ull and active role in widerengagement in society.

i) Gain understanding o local issuesthrough contacts with the localauthority and police

The tutorial programme is plannedto include involvement o inter- aithcommunity leaders and access to a rangeo political views.

Tutorial planning allows time to discuss world events that impact on the collegecommunity.

ii) Developing a network o communitycontacts and links with mentors androle models including amilies

Student services in colleges maintain anetwork o contacts locally religiousand community leaders, local politicians,

voluntary organisations and young peoplesadvice and counselling services. Thisnetwork is used to support course teamsin curriculum delivery and tutorial co-ordinators in their annual planning cycle.

Police liaison o cers are used to rein orcepositively shared values and equality otreatment under the law. Key incidentalerts are established with the police anda college contact so that the college canreact quickly to local fashpoints and plan

a strategy o intervention and di usion.College risk strategy includes action in theevent o a major incident either nationallyor locally that could a ect its student body.

Opportunities are used to place studentsin work placements in communityorganisations that help to oster adeeper understanding on inter- aith



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and intercultural issues. Colleges modelnational and local democratic processesto gain representation on student

union bodies and course committees.Consideration on refecting the religiousand ethnic diversity on studentrepresentative bodies should be given. Thismight include training or representationand mentoring courses or students.

Links with amilies need to be strong.Colleges need to develop strategies tocommunicate with parents and guardiansand also recognise the importance o theextended amily in some communities.Newsletters targeted at parents providea good communication network andconsideration needs to be given to

translation into the parents rst language where there is a need. These newsletterscan also be used to encourage parentalparticipation in college events. Openevenings are advertised widely toencourage participation.

3 To ensure student/learner sa ety andcolleges that are ree rom bullying,harassment and intimidation.

i) Implement e ectiveanti-bullying policiesInduction o students makes clear re erenceto anti-bullying policies. Bullying isaddressed swi tly and clear lines oresponsibility are established to protectlearners.

ii) Focus on narrowing theattainment gap or all groupsCollege improvement strategies makeclear re erence to the connection betweenattainment and ul lling lives. Strategiesare in place to support underper orming

learners. Attendance policy ensures thatpoor attendees are targeted or support.

4 To provide support or students/learners who may be at risk andappropriate sources o adviceand guidance.



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i) Provide e ective studentsupport processes

At risk procedures target learners

who are vulnerable to pressuresto be involved in criminal violence.

Mentoring schemes are established toprovide support rom student peers.

5 To ensure that students/learnersand sta are aware o their rolesand responsibilities in preventingviolent extremism.

i) Allow space or debate andincrease sta con dence indiscussing controversial issuesSta are trained to understand andengage in issues where communities andindividuals might have historical or culturalgrievances. Local and national sourcesare used to develop resources to supportsta to counter prejudice and biasedin ormation. Materials are developed tosupport tutorial sta .

The promotion o diversity is considereda priority and a high pro le and ismaintained throughout the year.



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Preventing violent extremismThis short booklet explains theGovernments plans or countering violent

extremism to protect the security o theUK in the long term: www.dcs .gov.uk/publications/violentextremism/I you have any questions or would liketo discuss the role o childrens servicesor schools in this area, please contact:community.cohesion@dcs .gsi.gov.uk

Managing con icting rights and issues o discrimination: promoting good relationships within the college community (AoC and QIA: January 2007) providesguidance on how to deal with situations

where di erent groups have confictingrights: http://excellence.qia.org.uk/page.a

spx?o=equalityanddiversityresourcesEducating against extremism by LynnDavies, Birmingham University. Looks atthe processes that can lead individuals toextreme belie s or the use o violence andsuggests ways in which education can help.

The Security Service website providesin ormation on the radicalisation processand on extremist groups including Al-

Qaida: www.mi5.gov.uk/output/al-qaidas-ideology.htmlThe Improvement and Development Agency(IDeA) which supports local authoritieshas a web resource available on theKnowledge section o its website dedicatedto preventing violent extremism which

provides updates on policy, use ul linksand in ormation: www.idea.gov.uk/idk/core/page.do?pageId=7890410The US-based Anti-De amation Leagueprovides in ormation on graphic andnumerical symbols used by ar right groups:www.adl.org/hate_symbols/Unsere.asp

Annex 3: Further in ormation aboutextremism issues: use ul websites

http://www.dcsf.gov.uk/publications/violentextremism/http://www.dcsf.gov.uk/publications/violentextremism/http://[email protected]/http://excellence.qia.org.uk/page.aspx?o=equalityanddiversityresourceshttp://excellence.qia.org.uk/page.aspx?o=equalityanddiversityresourceshttp://www.mi5.gov.uk/output/al-qaidas-ideology.htmlhttp://www.mi5.gov.uk/output/al-qaidas-ideology.htmlhttp://www.idea.gov.uk/idk/core/page.do?pageId=7890410http://www.idea.gov.uk/idk/core/page.do?pageId=7890410http://www.adl.org/hate_symbols/Unsere.asphttp://www.adl.org/hate_symbols/Unsere.asphttp://www.idea.gov.uk/idk/core/page.do?pageId=7890410http://www.idea.gov.uk/idk/core/page.do?pageId=7890410http://www.mi5.gov.uk/output/al-qaidas-ideology.htmlhttp://www.mi5.gov.uk/output/al-qaidas-ideology.htmlhttp://excellence.qia.org.uk/page.aspx?o=equalityanddiversityresourceshttp://excellence.qia.org.uk/page.aspx?o=equalityanddiversityresourceshttp://[email protected]/http://www.dcsf.gov.uk/publications/violentextremism/http://www.dcsf.gov.uk/publications/violentextremism/


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Teaching, learning andcurriculum resourcesDEA Global dimension

A guide to resources which support globaland intercultural understanding:www.globaldimension.org.uk/1001 Inventions

A resource that looks at the heritage thatthe Muslim community shares with othercommunities in the UK, Europe and acrossthe World: www.1001inventions.comOx am Global citizenship guides:teaching controversial issues Strategies and activities to help teachersaddress controversial issues: www.ox am.org.uk/education/teachersupport/cpd/controversial/

Teachernet Teaching about controversial issues Guidelines or handling controversial

issues, both in the classroom and inin ormal conversations with students,drawing on recent publications inthis area: www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/

Commission or Racial Equality De eating organised racial hatred In ormation to challenge common mythsabout people rom minority groups:www.equalityhumanrights.com/Documents/Race/Employment/De eating_ organised_racial_hatred.pd

The Holocaust Centre and HolocaustEducational TrustOutreach programmes and teachingmaterials to educate young people aboutthe Holocaust and lessons to be learned oncombating prejudice and racism:www.holocaustcentre.net andwww.het.org.uk/content.php

http://www.globaldimension.org.uk/http://www.1001inventions.com/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.holocaustcentre.net/http://www.het.org.uk/content.phphttp://www.het.org.uk/content.phphttp://www.holocaustcentre.net/http://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.equalityhumanrights.com/Documents/Race/Employment/Defeating_organised_racial_hatred.pdfhttp://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/http://www.1001inventions.com/http://www.globaldimension.org.uk/


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QCA Respect or all A range o whole college and subject-related guidance and resources on valuingdiversity and challenging racism throughthe curriculum:www.qca.org.uk/qca_6753.aspxTeachernet - Racism, anti-Semitism and Islamophobia Links to a variety o resources to supportthe college work orce in tackling issues oracism, anti-Semitism and Islamophobia:www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/Muslim Youth HelplineFaith and culturally sensitive counsellingservice to Muslim youth aged 16-25:www.myh.org.uk

Radical Middle WayIn ormation, resources and events aimedat articulating a relevant mainstream

understanding o Islam that is proactiveand relevant to young British Muslims:www.radicalmiddleway.co.ukDiversity and Dialogue

An online directory o projects andresources aimed at bringing youngpeople rom di erent aiths and

backgrounds together:www.diversityanddialogue.org.ukAll Faiths and None (AFAN)The AFAN website provides resourcesto enable learners and sta to developan understanding o other worldviews.

AFAN contributors have been working

with b eRegional Development O cersto run sta development days in collegesaround the country:www.a an.uk.net/

http://www.qca.org.uk/qca_6753.aspxhttp://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.myh.org.uk/http://www.radicalmiddleway.co.uk/http://www.diversityanddialogue.org.uk/http://www.afan.uk.net/http://www.afan.uk.net/http://www.diversityanddialogue.org.uk/http://www.radicalmiddleway.co.uk/http://www.myh.org.uk/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/developing/racismantisemitism/http://www.qca.org.uk/qca_6753.aspx


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Annex 4: Legal and contractual powersIssueInstitute or Learning Code

o Pro essional Practice

Legal and contractual powersThe Code o Pro essional Practice de nes the pro essional

behaviour which, in the public interest, the Instituteexpects o its members throughout their membership andpro essional career. In publishing the Code, the Institute isable to maintain and promote its standards o pro essionalconduct, ensuring continued public con dence. In retainingmembership, members recognise their ongoing obligationsunder the Code and agree to abide by and be bound by it,and any other rules o membership.

Members alleged to be in breach o the Code will be subjectto disciplinary investigation. In applying or and retainingmembership, members o the Institute agree to be bound bythe Disciplinary Procedures.

The Institute can only investigate concerns relating tomisconduct by its members (or that they have been cautioned

or convicted or a relevant o ence) and any such concernsmust relate to the pro essional behaviour o the member.

Any alleged breach o the standards may trigger aninvestigation and other action under the colleges owndisciplinary procedures:

www.if.ac.uk/__data/assets/pd _ le/0016/4903/I LCodeo Pro essionalPractice.pd

http://www.ifl.ac.uk/__data/assets/pdf_file/0016/4903/IfLCodeofProfessionalPractice.pdfhttp://www.ifl.ac.uk/__data/assets/pdf_file/0016/4903/IfLCodeofProfessionalPractice.pdfhttp://www.ifl.ac.uk/__data/assets/pdf_file/0016/4903/IfLCodeofProfessionalPractice.pdfhttp://www.ifl.ac.uk/__data/assets/pdf_file/0016/4903/IfLCodeofProfessionalPractice.pdf


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IssueCollege behaviour policy

Searching or andcon scation oinappropriate items

Use o orce

Legal and contractual powersIn setting a college behaviour policy, governors working

with Principal, sta and students can set a ramework which supports the values it wishes to promote.

Under section 85B o the Further and Higher Education Act 1992 (inserted by the Violent Crime Reduction Act2006), the Principal o an FE institution or an authorisedmember o the college sta has a statutory power to searcha student or his/her possessions without consent i thereare reasonable grounds or suspecting the student is inpossession o a weapon. Speci c guidance on searchingstudents or weapons is available:www.teachernet.gov.uk/docbank/index.c m?id=11454

Section 85C o the Further and Higher Education Act1992 enables a member o sta to use reasonable orce incertain de ned circumstances to prevent an o ence or thecontinuation o one; to prevent personal injury or damageto the property o any person (including the student);and to prevent anything which prejudices the maintenanceo good order and discipline at the institution.

http://www.teachernet.gov.uk/docbank/index.cfm?id=11454http://www.teachernet.gov.uk/docbank/index.cfm?id=11454


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IssueNuisance or disturbance

on educational premises

Freedom o speech

Legal and contractual powersSection 85A o the Further and Higher Education Act 1992

provides that any person who without law ul authorityis present on premises to which this section applies(including premises o an FE institution) and causes orpermits nuisance or disturbance to the annoyance opersons who law ully use those premises (whether ornot any such persons are present at the time) is guiltyo an o ence. The section empowers a police constableor a person authorised by the appropriate authorityto exercise this power, to remove rom the premises inquestion any person whom he has reasonable cause tosuspect o committing, or having committed, an o enceunder this section.

Section 43 o the Education (No 2) Act 1986 providesthat all those concerned in the government o Further

Education institutions are to take reasonably practicablesteps to ensure that reedom o speech within the law issecured or members, students, employees and visitingspeakers. The duty includes ensuring, so ar as reasonablypracticable, that use o premises, including those occupiedby the students union, is not denied on account o belie sor policies. Governing bodies are to issue and keep up todate codes o practice on conduct and procedures to be



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Issue

Preventing use o violentextremist websites

Legal and contractual powersollowed by members, students and employees in

connection with the organisation o meetings andother activities; and compliance with the codes(together, i need be, with disciplinary measures) isthe responsibility o those concerned in the governmento the establishment.

The college can require students and sta to abide by Acceptable User Policies which make clear that accessingsuch sites is unacceptable. Using college computers toemail terrorist publications to others might constitutea criminal o ence.



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Al-Qaidas ideology claims that the(alleged) impoverished state o theMuslim world today is the result o a

Zionist-Christian alliance against Islamdating back to the crusades. They usea single narrative linking a particularinterpretation o history with a numbero current grievances some o whichmay be quite widely shared by Muslimsand non-Muslims alike to build up apicture o a global conspiracy againstMuslims. These include perceivedinjustices (e.g. Palestine); oppositionto military intervention (e.g. in Iraq or

A ghanistan); the treatment o Muslimprisoners at Guantanamo; local perceptionso discrimination (e.g. a view that stopand search rules are not operated airly).

They assert that the solution is to eradicateWestern infuences rom the Muslim worldand replace existing governments with

a single political entity ruling over allMuslims and adopting Islamic law a return to the historical Caliphate.

Al-Qaidas members adopt an extremeinterpretation o Islamic teaching whichthey believe places an obligation onbelievers to ght and kill to achieve theiraims. Most Muslims and the worldsleading Islamic scholars reject this position.Europes leading Islamic scholars havedeclared that under no circumstancesdoes Islam permit terrorism and thekilling o civilians. Terrorism is in directcontravention to the principles o Islam

and the vast majority o Muslims remainaith ul to these teachings.

Annex 5: The Al-Qaida single narrative



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Al-Qaida strongly opposes Westerninfuences and ideas that it regards asun-Islamic. Notably, it is explicitly opposed

to democratic principles. It claims thatdemocracy is a rival religion and thatprinciples such as reedom o speechand reedom o religion are equivalent toapostasy, punishable by death. Al-Qaidasopposition to un-Islamic ideas extends tocondemnation o Muslim religious practiceso which they disapprove. In particular,

Al-Qaida supports a narrow interpretationo Sunnism, the largest denomination oIslam, and is violently opposed to otherIslamic denominations which it regards asin del, as well as to Sunni Muslims whomit regards as insu ciently pious.

Some other undamentalist groups,sometimes re erred to as Islamist, alsooppose Western values, seek strict

adherence to Islamic law, and share thepolitical aim o the restoration o theCaliphate. However, they do not agree thatthere is religious justi cation or the use o

violence to achieve these aims.

Al-Qaida relies on audiences lacking anin-depth knowledge o the issues and onthe spread o misin ormation. It ignores

actual evidence contrary to its claimsabout the role o Western powers (e.g.military intervention to protect Kosovan

Albanian Muslims or aid to Palestinianpeoples) and glosses over the act thatthe majority o the victims o extremist

violence are ellow Muslims.


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