Diversity, Equity and Inclusion

Dubai College is oversubscribed for entry at every age group and we admit students meritocratically on the basis of their academic attainment in our admissions test. Prioritising admissions for British passport holders has long since been consigned to the past. Our admissions process is now nationality-blind but we do not currently employ any form of affirmative action or positive discrimination. We do, however, offer access arrangements and reasonable adjustments in line with the UK Equality Act 2010.

Access arrangements are agreed before the entry assessment. They allow candidates with specific needs, such as special educational needs, disabilities or temporary injuries to access the assessment and show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the UK Equality Act 2010 to make ‘reasonable adjustments’.

In most cases it will not be reasonable for adjustments to be made to assessment objectives within a qualification. To do so would likely undermine the effectiveness of the qualification in providing a reliable indication of the knowledge, skills and understanding of the candidate.

Students at Dubai College are regularly appointed to various leadership positions within the school. These include the Head Boy, Head Girl, Deputy Head Boy, Deputy Head Girl and the Prefects in addition to the Students Learning Leaders, House Captains and the heads of various committees and societies such as the Charity Committee and the Keynes Society.

The prefects are elected annually by student and staff vote. Year 12 and Year 13 students and the teaching staff have one vote each, which means that the students have around two and a half times more votes than the teachers. Candidates apply for the position of prefect and film a short video outlining their ‘campaign manifesto’. Votes take place after the videos are broadcast and we operate a simple ‘first past the post’ system.

Once the prefects have been elected, they can then apply for the position of Head Boy or Head Girl. The Head Boy, Head Girl, Deputy Head Boy and Deputy Head Girl are also elected by student and staff vote. Year 12 and Year 13 students and the teaching staff have one vote each. Candidates apply for the position of Head Boy or Head Girl only and film a short video outlining their ‘campaign manifesto’. Votes take place after the videos are broadcast and, again, we operate a simple ‘first past the post’ system.

In the event of a dead heat, the Head has the casting vote. Our democratic election process is nationality-blind and we do not currently employ any form of affirmative action or positive discrimination. We do ask each new cohort of student leaders if they would like to review the election process annually.

Students are appointed to other positions such as Student Learning Leaders, Heads of House and the heads of various committees and societies following a written letter of application and an interview by the current student incumbents with support from a supervising member of staff. Appointments are made on the basis of merit. Our appointment process is nationality-blind and we do not currently employ any form of affirmative action or positive discrimination.

Following consultation with the Parent and Alumni Diversity and Inclusion Working Party, we continue to recruit the most highly qualified staff for the positions available within College without employing any form of affirmative action or positive discrimination. Recruiting staff to international schools can be challenging. With the rate of growth in British schools overseas it has often been estimated that we would need to recruit every teacher in England by 2030 if we hope to fill the schools.

However, in addition to statutory questions about child protection and safeguarding we do ask all applicants to articulate their stance towards the promotion of diversity, equity and inclusion in schools as part of the recruitment process. Only those applicants who demonstrate their full support for a whole school approach to diversity, equity and inclusion will be appointed.

We are currently updating our recruitment materials and the Join Us pages of the website to ensure that Dubai College is seen as a safe, supportive and attractive workplace for employees of any background.

Additionally, we have written our first comprehensive DEI Policy and staff continue to undertake training on the UK Equality Act protected characteristics.

We assign great value to the voice of our students both past and present.

We recognise that students are often afraid to report biased-related incidents in any school or college. Numerous research studies have shown that most young people are afraid to tell parents and school leaders about these issues. They may be fearful of retaliation from classmates, afraid of being ostracized by their peer group, fear that they will get in trouble themselves, or simply believe that nothing will be done to fix the problems. Consequently, we have initiated the school’s first bias-related incident reporting mechanism tootoot.co.uk. The service allows students to report any incident in school using an anonymous platform, accessible only to senior staff. Only the Head can reveal the identity of the student in cases of threat to life.

Furthermore, we have employed the Olweus Bullying Victim Questionnaire as part of a broader suite of practices to prevent bullying and promote greater inclusivity within our diverse student body. Coupled with resources from learningforjustice.org in the US we continue to train all staff and students in the Speak Up Culture which we aim to instil within the College. Diversity without inclusion can lead to disharmony and it is important that we remain active in promoting an open and respectful culture that challenges excluding behaviours of any kind.

We have appointed the school's first DEI Coordinator who set up the Belonging Society.   

The student focused Belonging Society meets as a whole about once a term and then more regularly with each year group in order to discuss more relevant issues to each particular year.  Our DEI Coordinator is in attendance to support the students’ suggestions for how to foster and promote diversity, equity and inclusion at Dubai College within the context of the UAE.

To date students have arranged celebrations for Diwali, National Day, Christmas and Chinese New Year as well as helping to coordinate International Day in school. 

Students have also filmed video examples for our Speak Up At School training for Year 7 students as well as producing content for a Middle School Anti-Bias Training workshop.

The Parent and Alumni Diversity & Inclusion Working Party brings together supportive parents and alumni of Dubai College. Acting as advocates for diversity and inclusion and leading by example, the working party shares the inclusive educational goals of the College and provides advice and support to the Head and the College community. The society provides thoughts and recommendations to the Head for how to foster and promote diversity, equity and inclusion at Dubai College within the context of the UAE.

Members are committed:

• to nurture an understanding and acceptance of the importance of diversity, equity and inclusion for the College and its significance within the past, present and future of the College;
• to lead by example and educate others about the importance of diversity, equity and inclusion within education;
• to advise on diversity, equity and inclusion initiatives proposed by the College;
• to assist in the enhancement of diversity, equity and inclusion by recommending speakers, events and initiatives within the College;
• to consider current, and recommend new, policies and guidelines for the College;
• to ensure that all discussions undertaken in the College’s name are consistent with the College’s mission, values and strategic priorities; and
• to monitor progress towards any diversity, equity and inclusion goals.