Public Consultation

Strategy for

ULSTER SCOTS Language, Heritage and Culture

JULY 2012

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Contents

MINISTERIAL FOREWORD 3

EXECUTIVE SUMMARY 4

PART 1: INTRODUCTION 6

PART 2: CONTEXT AND VISION 8

PART 3: AIMS, OBJECTIVES AND STAKEHOLDERS 13

PART 4: AREAS FOR ACTION 16

PART 5: IMPLEMENTATION, MONITORING AND ACCOUNTABILITY 27

PART 6: EQUALITY IMPACT ASSESSMENT (EQIA) 29

PART 7: CONSULTATION QUESTIONS 45

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Ministerial Foreword

I am very pleased to endorse this draft Strategy for the Ulster Scots language, heritage and culture. As an active Irish learner, I recognise and appreciate the importance of Ulster Scots language, heritage and culture. Language, heritage and culture are important to all of us; they give us a sense of place and help us to understand who we are and have confidence in our identity. Surveys have been used to estimate the numbers of people who can speak Ulster Scots as well as indicating support for those who wish to learn and use the language. Given our rich cultural mix we need to develop and strengthen the Ulster Scots language, heritage and culture. This Strategy builds on the commitments in the Good Friday Agreement and the St Andrews Agreement. For many years, Ulster Scots language, heritage and culture has been sustained by dedicated individuals, volunteers and communities working together locally often with little recognition or support from government. The future development of Ulster Scots language, heritage and culture depends on the commitment of everyone in the Ulster-Scots sector, the Ulster Scots Agency, the Ministerial Advisory Group Ulster Scots Academy, the wider community, government departments and the Executive. This Strategy seeks to promote increased awareness about Ulster Scots and ensure that the needs of the Ulster-Scots community in education, broadcasting and accessing public services are met. It also recognises the tourist and economic potential of Ulster Scots and seeks to develop and exploit this potential. The Strategy’s success depends upon the support of those in the grass roots Ulster-Scots communities. People in these communities keep the language and traditions alive passing the rich cultural mix on to the next generation. We must encourage and proactively support them in this work to ensure the sustainability of this unique dimension of our rich cultural mix. Carál Ní Chuilín MLA Minster of Culture, Arts and Leisure

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Executive Summary

In its Programme for Government 2011-2015 the Executive has included a Strategy for the Ulster Scots language, heritage and culture as a key building block under Priority 4 ‘Building a Strong and Shared Community’. The purpose of this public consultation exercise is to publicly seek views and feedback on the content of this draft Strategy which provides aims, objectives and areas for action to proactively protect, enhance and develop the Ulster Scots language, heritage and culture. Full public consultation with all relevant stakeholders is critical to ensure that the draft Strategy is developed in as comprehensive and wide ranging a way as possible. The key aims of the draft Strategy are to:

� create a framework where the Ulster Scots language, heritage and culture can flourish and be shared and enjoyed;

� protect and support the development and learning the Ulster

Scots language, heritage and culture; and

� promote wider understanding and recognition of the Ulster Scots language, heritage and culture.

The draft Strategy has the following objectives:

� increase educational provision of all aspects of Ulster Scots language, heritage and culture;

� increase access to Ulster Scots language media including online

material; � promote the economic benefits of the Ulster Scots language,

heritage and culture; and � promote research in relation to the Ulster Scots language,

heritage and culture. Key areas for action to protect, enhance and develop the Ulster Scots language, heritage and culture include Education; Media; Use of Language; Public Services; Culture.

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In order to ensure that the public consultation is as comprehensive and robust as possible the consultation period will be extended from the recommended 12 weeks to 20 weeks beginning on the 11 July and closing on the 27 November 2012. Those responding to the consultation are asked to consider the key consultation questions set out throughout this document and provide their views and opinions. For ease of reference, all questions are also set out at Part 7. Those responding can of course provide their feedback on any aspect of the draft Strategy in any format that best suits their needs. Part 6 of the consultation document contains an Equality Impact Assessment (EQIA) which suggests that bringing forward an Ulster Scots language, heritage and culture will not have any adverse impacts. Those responding are also asked to consider the EQIA and provide any further relevant information which they think might be useful in assessing the equality of impacts in relation to the 9 Section 75 categories or suggesting if there are other equality issues which should be addressed by the EQIA.

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Part 1: Introduction

Consultation process – How to Respond 1.1 This consultation document is designed to seek your views on the

Executive’s Ulster Scots, language, heritage and culture Strategy. The Strategy set out the aims, objectives and areas for action designed to enhance and develop Ulster Scots language, heritage and culture.

1.2 You can respond to the consultation online through the Department’s

website or by email or post. Responses should be returned no later than 5:00pm on Tuesday 27 November 2012.

Online: www.dcalni.gov.uk

Email: Consultations@dcalni.gov.uk

Post: Response Co-ordinator

Language Strategies Team Department of Culture, Arts and Leisure Level 7 Causeway Exchange 1-7 Bedford Street Belfast BT2 7EG

Telephone: 028 9051 5057 Textphone: 028 9052 7668

1.3 The consultation document is available on the website www.dcalni.gov.uk 1.4 Should you require this document in an accessible format such as Braille,

audio-tape or large print please contact the response co-ordinator at the email address or phone number above.

1.5 Once this initial consultation process has been completed and the

responses analysed, the Department may decide to contact some of the interested parties for more information or to clarify their consultation feedback.

1.6 The Department will publish a summary of responses following the

completion of the consultation process. If you would prefer your response to be treated as confidential, please let us know, stating your reasons clearly. Any automatic confidentiality disclaimer generated by your IT

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system will be taken to apply only to information in your response for which confidentiality has been specifically requested.

1.7 If we are asked to disclose responses under Freedom of Information

legislation, we will take any requests for confidentiality into account. However, confidentiality cannot be guaranteed.

1.8 We will handle appropriately any personal data you provide in accordance

with the Data Protection Act 1998. 1.9 For further information about confidentiality of responses, please contact

the Information Commissioner’s Office or see the Commissioner’s website at www.informationcommissioner.gov.uk

Equality Considerations 1.10 DCAL is conducting an Equality Impact Assessment (EQIA) as part of this

public consultation process. Details of the EQIA and how to respond are provided at Part 6 of this consultation document

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Part 2: Context and Vision

Historical context 2.1 Ulster Scots is part of a linguistic tradition which stretches back around

1400 years. The Scots language originated with the language of the Angles who arrived in Scotland about 600AD. During the Middle Ages this language developed until a distinct Scots language had evolved.

2.2 Population movements and cultural connections between the northeast of

Ireland and western Scotland date before English was spoken in either place. During the 6th and 7th centuries the kingdom of Dalriada stretched across the North Channel to embrace both coastal regions.

2.3 Originally, the Scots language was limited to what is now the South East

of Scotland, then part of the Anglo-Saxon Kingdom of Northumbria. Over the centuries, population movements carried it further north until it was the dominant language of Southern, Central and Eastern Scotland.

2.4 Scots was the national language of Scotland for over 300 years, from the

late 15th to the early 18th Centuries, spoken in the Royal Court and used to record the official records of the country. It was during this period that Scots migrated to Ulster, bringing their language with them.

2.5 The importation and adaptation of the Scots language began in earnest

with the large-scale settlements of the 17th century, including a Plantation scheme personally supervised by King James following the Union of the Crowns in 1603. Most of the people who came from lowland Scotland to settle in Ulster at this period spoke a version of Scots rather than English or (as in the Highlands and Islands) Gaelic. The first known use of the term ‘Ulster Scots’ (for the people rather than their speech) dates from 1640. The Scottish settlers’ language has over the centuries slowly transmuted into a distinctive Ulster variety of Scots.

2.6 The settlers also brought and developed their own distinctive cultural

traditions, including literary and artistic idioms; religious and political ideals; practical skills such as building, farming and town planning; and forms of social and economic organization.

Legislative context 2.7 Regional or minority languages and their accompanying cultural traditions

are increasingly obvious in our day to day life. As a part of our rich cultural heritage they deserve recognition and protection in order to

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preserve the languages for future generations. The importance our society places on preservation of our languages is reflected through the number of commitments given by Government to promoting, enhancing and developing the Ulster Scots language, heritage and culture

2.8 Ulster Scots is defined in UK legislation as “…the variety of the Scots

language traditionally found in parts of Northern Ireland and Donegal” (SI 859, 1999). The UK government in 2001 recognised and accorded it protected status under Part II of the European Charter for Regional and Minority Languages. NI Civil Service (NICS) Departmental guidance on the implementation of the Charter came into effect in 2005.

2.9 The 1999 legislation also defines “Ulster-Scots cultural issues” as “relating

to the cultural traditions of the part of the population of Northern Ireland and the border counties which is of Scottish ancestry and the influence of their cultural traditions on others, both within the island of Ireland and in the rest of the world”.

The Good Friday Agreement 1998 2.10 The Good Friday Agreement was made with the endorsement of the

participants in the multi-party negotiations to set out a plan for devolved government on a stable and inclusive basis.

“all participants recognise the importance of respect, understanding and tolerance in relation to linguistic diversity, including in Northern Ireland the Irish language, Ulster-Scots and the languages of the various ethnic communities, all of which are a part of the cultural wealth of the Island of Ireland”

2.11 In 2003 the British and Irish Governments released a Joint Declaration as

part of a move towards the re-establishment of devolution. The Governments specified that they intended to deliver and expand on the commitments given to both Ulster Scots and Irish within the Good Friday Agreement –

“The British Government…. will also take steps to encourage support to be made available for an Ulster-Scots academy.”

2.12 Following the 2006 Agreement at St Andrews the UK Government passed

legislation at Westminster to amend the Northern Ireland Act 1998 to build on the commitment under Rights, Safeguards and Equality of Opportunity. Section 28D of this Act includes the following:

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…(2) The Executive Committee shall adopt a Strategy setting out how it proposes to enhance and develop the Ulster Scots language, heritage and culture.

This Strategy is intended to meet this commitment International context The European Charter for Regional or Minority Languages 2.13 The European Charter for Regional or Minority Languages is an

international convention designed to protect and promote regional and minority languages and contains detailed undertakings to support these languages. Its overriding purpose is to protect and promote regional or minority languages as a threatened aspect of Europe’s cultural heritage.

2.14 The UK Government ratified the European Charter for Regional or Minority

Languages in March 2001. The UK has recognised obligations to protect and promote Ulster Scots and Irish. The Ulster Scots language has Part 2 status and Irish has Part 3 status. Status is indicative of how many articles under the Charter have been selected by the Government in respect of each language.

2.15 Progress with the implementation of the Charter is measured every three

years by a Committee of Experts (COMEX) from the Council of Europe. This Committee visited Belfast in September 2009 and made several recommendations in their report. Amongst these were to:

• adopt and implement a comprehensive Irish language policy, preferably through the adoption of legislation;

• adopt a strategy to enhance and develop Ulster Scots, in co-operation with the speakers.

Rationale 2.16 In an increasingly globalised society, there are many arguments for

sustaining our cultural diversity. Linguistic variety, alternative forms of expression and local traditions all have an intrinsic value. They contribute to the quality of individual and community life throughout the island and further afield. Diversity opens up opportunities for choice, blending and experimentation. Heritage is a hugely important factor in marketing any region, whether as a place for international investment or as a tourist destination.

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2.17 In a good relations context, it is vital that the historic linkages between Scotland and Ulster and their continuing legacy are accurately identified, properly understood and appropriately acknowledged. A secure, positive sense of belonging provides individuals with self-confidence and promotes community engagement.

2.18 There is extensive public interest in the Ulster-Scots tradition and cultural

issues. Respondents to the Omnibus Survey of April 2010 indicated that 49% agreed that Ulster Scots plays an important part in relation to history and heritage.

2.19 In terms of the language, it is hard to estimate the number of people who

speak Ulster Scots. There are few surveys on the topic and it was only in 2011 that the Census included questions on the language for the first time. The University of Aberdeen Scots Leid Quorum performed its own research in 1995, suggesting that there were as many as 2.7 million Scots speakers in Scotland. Numbers of Ulster Scots speakers in Ulster are harder to estimate, as there has been no substantive academic study of the subject since the work of Professor RJ Gregg in the early 1960’s, but The Life and Times Survey of 1999 found that 2% of respondents said that they can speak Ulster Scots (this would equate to around 35,000 people) and 6% said that they knew someone who could. The Survey was based on a representative sample of 2,195 adults. It is anticipated that there will be more comprehensive data available on Ulster Scots usage following the 2011 Census.

Benefits of Bilingualism 2.20 Bilingualism has numerous benefits, particularly for children. Bilingualism

provides a greater sensitivity to the meaning and structure of language and stimulates creative thinking and flexibility of thought. It also improves employment options and can open up new career opportunities.

2.21 Knowledge of another language provides a gateway to another culture. It

can open up local sayings, customs, history, folk stories, music and poetry of other cultures. This cultural awareness can create links between people from all backgrounds, improve an individual’s self-esteem and increase their cultural tolerance.

Vision 2.22 In its Programme for Government 2011-15, published on March 12 2012

the Executive recognised the importance of local people setting priorities for the future and seizing the opportunity offered by devolution to build a

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shared and better future for all. This is reinforced under the priority of ‘Building a Strong and Shared Community which focuses among other things on building relationships between communities and unlocking the potential of the culture sector as an instrument for positive change.

2.23 In the Programme for Government 2011-15 the Executive includes a

Strategy for the Ulster Scots language heritage and culture as a key building block to deliver against the priority of ‘Building a Strong and Shared Community’.

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Part 3: Aims, Objectives and Stakeholders

AIMS 3.1 This Strategy will aim to:

� create a framework where Ulster Scots language, heritage and culture can flourish and be shared and enjoyed by all;

� protect and support the development and learning of Ulster Scots

language heritage and culture; and

� promote wider understanding and recognition of the Ulster Scots language, heritage and culture.

Consultation Questions

What are your views on the Strategy’s aims?

Are there other aims which you think the Strategy should include?

OBJECTIVES 3.2

� Increase educational provision of all aspects of Ulster Scots language, heritage and culture.

� Increase access to Ulster Scots language media including online

material.

� Promote the economic benefits of Ulster Scots language, heritage and culture.

� Promote research in relation to the Ulster Scots language,

heritage and culture.

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Consultation Questions

What are your views on the Strategy’s objectives?

Are there other objectives which you think the Strategy should include?

STAKEHOLDERS 3.3 The development, implementation and monitoring of this Strategy will be

taken forward in partnership with key stakeholders, including the Ulster Scots Agency and the Ministerial Advisory Group on the Ulster Scots Academy.

3.4 The Ministerial Advisory Group on the Ulster Scots Academy was

appointed by the Minister for Culture Arts and Leisure in March 2011. Its mission is to promote research, knowledge and understanding of Ulster Scots language, history and cultural traditions

3.5 The Ministerial Advisory Group on the Ulster Scots Academy and the Ulster

Scots Agency will work jointly where appropriate for example via the recently established Joint Task Force on Education and to develop the Ulster-Scots tourism offering.

3.6 The Ulster Scots Agency is one of the two agencies which make up the

North/South Language Body established as a result of the Belfast (Good Friday) Agreement 1998. (the other agency is Foras na Gaeilge). The aims of the Ulster Scots Agency are to ‘… promote the study, conservation, development, and use of Ulster Scots as a living language; to encourage and develop the full range of its attendant culture and to promote an understanding of the history of the Ulster Scots’.

3.7 Apart from DCAL, other NICS Departments also have policy responsibilities

and interests which will make an important contribution to the development of Ulster Scots language, heritage and culture and the implementation of this Strategy, including the following:

• Department of Education: schools, curriculum development, early years.

• Department of Employment and Learning: higher and adult education, employment.

• Department of Enterprise, Trade and Investment: economic development, inward investment, tourism.

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• Department of the Environment: the environment, local government, heritage, planning.

• Department of Social Development: support for the voluntary and community sector, neighbourhood renewal.

• Department of Agriculture and Rural Development: rural community development.

• Office of the First Minister and Deputy First Minister: good relations policies, equality, North/South and East/West cooperation, international representation.

3.8 Responsibility for some public services, such as broadcasting, remains

with the Government in Westminster. Engagement with the responsible Ministers in Westminster to seek cooperation from their Departments on the aims and objectives of this Strategy is critical.

3.9 Consultation with stakeholders is important to the Strategy development

process. It is important that this Strategy is developed in an iterative and reflective way, with every voice being listened to, particularly via public consultation.

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Part 4: Areas for Action

Education

Pre-Primary – Appropriate provision in place to encourage and facilitate pre-primary education in Ulster Scots language, heritage and culture

Actions

1a Promote Ulster Scots language, heritage and culture classes in pre-primary education

1b Develop and make available suitable materials for pre-primary education in Ulster Scots language, heritage and culture

1c Support and encourage the community in uptake of Ulster Scots language, heritage and culture pre-primary projects

Primary – Appropriate provision in place to encourage and facilitate primary education in Ulster Scots language, heritage and culture

Actions

2a Promote Ulster Scots language, heritage and culture classes in primary education

2b Further develop and implement suitable Ulster Scots language, heritage and culture primary school teaching materials

2c Support and encourage schools in uptake of Ulster Scots language, heritage and culture primary projects

2d Support and encourage the Ulster- Scots accreditation scheme for primary schools

Secondary - Appropriate provision in place to encourage and facilitate secondary education in Ulster Scots language, heritage and culture

Actions

3a Promote Ulster Scots language, heritage and culture classes in secondary education

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3b Develop and make available suitable materials for secondary education in Ulster Scots language, heritage and culture

3c Support and encourage schools in uptake of Ulster Scots language, heritage and culture secondary projects

Further and Higher Education – Appropriate provision in place to encourage and facilitate further and higher education in Ulster Scots language, heritage and culture

Actions

4a Promote Ulster Scots language, heritage and culture qualifications in further and higher education

4b Develop and make available suitable materials for further and higher education in Ulster Scots language, heritage and culture

4c Support and encourage uptake of Ulster Scots language, heritage and culture further and higher education projects

4d Develop and make available a Diploma in Ulster Scots language, heritage and culture studies

4e Develop and make available a Degree in Ulster Scots language, heritage and culture studies

4f Establish a Chair for Ulster Scots language, heritage and culture studies

4g Develop the capacity for extra-mural studies of Ulster Scots language, heritage and culture

Teacher Training – Development and implementation of an Ulster Scots language, heritage and culture teacher training course

Actions

5a Develop and promote appropriate training for Ulster Scots language, heritage and culture teachers at each stage of the education process

5b Develop and make available suitable training for Ulster Scots language, heritage and culture teachers

5c Support and encourage teachers to train and teach Ulster Scots language, heritage and culture

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5d Support and encourage Ulster Scots language, heritage and culture Teacher’s Conferences

5e Develop and promote appropriate ‘in-service’ training for Ulster Scots language, heritage and culture teachers at each stage of the education process

Governor Training – Develop a Ulster Scots language heritage and culture training course for school governors

Actions

6a Develop and make available suitable materials to make school governors aware of the cultural rights of children and the associated benefits of the fulfilling of these rights

6b Implement a training programme to promote the value the Ulster Scots language, heritage and culture to school governors and encourage governors to promote a holistic cultural ethos in schools in keeping with the culture of the children of that school

Educational Assessment – Establish a unit for educational assessment for Ulster Scots language, heritage and culture education

Actions

7a Establish a unit in Council for the Curriculum, Examinations and Assessment (CCEA) to translate and provide curriculum guidance, examinations and assessment materials on Ulster Scots language, heritage and culture

7b Develop a Key Stage 4 (or other accredited qualification) in Ulster Scots language, heritage and culture

7c Develop an A-level in Ulster Scots language, heritage and culture

Extra- curricular – Develop appropriate extra-curricular support and resources

Actions

8a Ensure support and resources for Ulster Scots language heritage and culture youth work and organisations including summer schemes/summer schools, after school clubs, drama projects, Award schemes

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8b Ensure support and resources for informal adult community based education in Ulster Scots language heritage and culture

International Language, Heritage and Culture Promotion – Promotion of the Ulster Scots language, heritage and culture

Actions

9a Develop a feasibility study on the promotion of Ulster Scots language, heritage and culture in Scotland and North America

9b Support and encourage the Ulster Scots Agency and other institutions to promote Ulster Scots language, heritage and culture throughout the island of Ireland

9c Advance the work of the Ministerial Advisory Group Ulster Scots Academy by building strong working relationships with academic and research institutions and networks internationally which have a demonstrable interest in Ulster Scots, including the Scotch Irish and other traditions in the Ulster-Scots diaspora.

Areas For Action – Research and Development – to contribute to building broad knowledge and understanding of Ulster-Scots traditions on the island of Ireland, Scotland and further afield

Actions

10a Through the work of the Ministerial Advisory Group Ulster Scots Academy promote research and dissemination of Ulster Scots language, heritage and cultural traditions.

Consultation Questions

What are your views on education as a key area for action within this Strategy?

Are there other specific education related actions which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

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Media

Television – Increase the volume of Ulster Scots language, heritage and culture programming

Actions

11a Develop creative potential within the Ulster Scots language, heritage and culture community to create/contribute to Ulster Scots language, heritage and culture programming.

11b Support projects and initiatives with respect to increasing Ulster Scots language, heritage and culture programming.

11c Development of a Media Training Scheme for Ulster Scots language, heritage and culture.

11d Develop cooperation with the recently established Ulster Scots Language Broadcast Fund.

11e Develop cooperation with established broadcasters to promote Ulster Scots language, heritage and culture.

Radio – Development of a dedicated Ulster Scots language, heritage and culture radio station

Actions

12a Carry out a feasibility study on demand for a dedicated Ulster Scots language, heritage and culture radio station.

12b Develop a business case to address the need for a dedicated Ulster Scots language, heritage and culture radio station.

12c Develop cooperation with established broadcasters to promote Ulster Scots language, heritage and culture.

Newspapers & Periodicals – Develop a sustainable strategy for the publication and distribution of an Ulster Scots language, heritage and culture newspaper and/or periodical

Actions

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13a Review current Ulster Scots language, heritage and culture publications.

13b Develop one or more community based Ulster Scots language, heritage and culture publications.

13c Take forward steps to publish Ulster Scots language, heritage and culture sections in mainstream newspapers/periodicals making use of the online media as appropriate.

13d Carry out an analysis of benefits and costs in the Ulster Scots language, heritage and culture publishing sector to move towards sustainability.

Online Media – Develop an innovative approach to the promotion of Ulster Scots language, heritage and culture

Actions

14a Develop the use of online media as a way to promote and raise awareness of Ulster Scots language, heritage and culture.

14b Develop the use of online media as a means to open up global access to Ulster-Scots educational and promotional material, databases and archives.

14c Develop an integrated communications strategy to promote Ulster Scots language, heritage and culture.

Consultation Questions

What are your views on the media as a key area for action within this Strategy?

Are there other specific media related actions which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

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Use of Language

Changing Attitudes to Ulster Scots Language – Raise the profile and promote the value of Ulster Scots language

Actions

15a The Executive to promote the value of the Ulster Scots language in the context of the Programme for Government 2011-15 Priority 4 ‘Building a Strong and Shared Community.

15b The North/South Language Body to continue its language promotion work in Ulster Scots.

15c Support projects which familiarise and stimulate interest from the public in Ulster Scots language.

15d Encourage and support projects which progress the use of the Ulster Scots language in everyday life.

15e Raise awareness of the benefits of bilingualism.

Language Use in the Home – Identify and put in place measures to encourage speaking of Ulster Scots in the home.

Actions

16a Support projects which encourage speaking of Ulster Scots in the home.

16b Provide advice and guidance for families wishing to use Ulster Scots in the home.

16c Promote recognition of the use of the language in the home and in everyday life.

Inter-generational Use – Identify and put in place measures to improve transmission of the Ulster Scots language between generations

Actions

17a Support projects which encourage transmission of Ulster Scots language between generations.

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17b Raise awareness of the cultural value of the Ulster Scots language.

Language Standardisation – Develop a road map for the standardisation of the written Ulster Scots language

Actions

18a Progress standardisation of the written Ulster Scots language.

18b Drawing on best practice in Scotland and elsewhere as appropriate establish a standardisation committee for the Ulster Scots Language.

18c Develop and publish an Ulster-Scots dictionary/glossary.

18d Preserve, promote and advance knowledge and usage of the written Ulster Scots language.

Improvement of Charter Position - Part 3 Status for Ulster Scots Language – Attain Part 3 Status for Ulster Scots Language under the European Charter for Regional or Minority Languages

Actions

19a Research and establish the number of articles Ulster Scots language has reached under the Charter.

19b Subject to the outcome of this research develop a plan, to move towards Part 3 for Ulster Scots language.

19c Monitor until Part 3 status for Ulster Scots language is achieved.

Consultation Questions

What are your views on the use of language as a key area for action within this Strategy?

Are there other specific uses of language related actions which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

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Public Services

Delivery of Public Services – Analyse and review Ulster Scots language public service provision

Actions

20a Where appropriate, public bodies to produce an Implementation Plan setting out how they will to contribute to the Aims, Objectives and Areas for Action in this Strategy.

20b Public bodies to identify what public services can be delivered in the Ulster Scots language.

20c Where demand has been demonstrated, public bodies to implement services in the Ulster Scots language.

20d Develop translation standards for Ulster Scots language.

20e Refresh/Revise NICS Codes of Courtesy (including procedures for dealing with oral and written correspondence in the Ulster Scots language etc).

20f Implementation of a Ulster Scots Language Skills Survey for NICS staff.

20g NICS training programmes for staff dealing with Ulster Scots language services/queries/front line personnel.

Consultation Questions

What are your views on public services as key areas for action within the Strategy?

Are there other public service related actions which this Strategy might include? If so, please specify how these link to the Strategy’s aims or objectives.

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Culture

Cultural Activities - Enhance and develop Ulster Scots language, heritage and cultural tourism offering

Actions

21a Mainstream Ulster Scots language, heritage and culture into our cultural fabric e.g. libraries, museums and festivals etc.

21b Enhance and develop the Ulster Scots language, heritage and cultural tourism offering eg heritage walking tours, an Ulster Scots trail, develop and market an Ulster Scots events calendar, develop genealogical links with USA.

21c Develop the Ulster-Scots contribution to cultural tourism on the island of Ireland.

21d Promote Ulster Scots language, heritage and culture representation on appropriate cultural bodies.

21e Develop Ulster Scots language, heritage and culture ‘influenced’ creative industries.

21f Enhance, promote and advance knowledge and understanding of the Ulster-Scots contribution to the creative arts, including the visual arts and architecture.

21g Develop an archive of Ulster Scots literature.

Cultural Centres – Develop sustainable Ulster Scots language, heritage and cultural centres

Actions

20a Develop feasibility studies for a number of Ulster Scots language, heritage and cultural centres with input from relevant NICS Departments.

20b Prepare business cases for a number of Ulster Scots language, heritage and cultural centres with input from relevant NICS Departments.

20c Secure funding for sustainable Ulster Scots language, heritage and cultural centres (subject to business case approval).

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20d Pilot Heritage Heartlands as partnerships between district councils, schools and local communities.

20e Identify and support accredited Ulster-Scots resource and cultural centres for students, researchers, visitors and enthusiasts.

Consultation Questions

What are your views on culture as a key area for action within the Strategy?

Are there other culture related actions which this Strategy might include? If so please specify how these link to the Strategy’s aims or objectives

Other Areas for Action

Are there other specific areas for action which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

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Part 5: Implementation, Monitoring and Accountability

IMPLEMENTATION 5.1 The aims, objectives and associated areas for action in this Strategy have

implications for all NICS Departments and their sponsored bodies, local government, the business sector and all our people.

5.2 Each NICS Department will be required draw up an Implementation Plan

setting out how it intends to contribute to the aims, objectives and areas for action set out in and arising from this Strategy. These Plans will include specific and measurable targets to demonstrate progress against the aims of the Strategy.

5.3 An Interdepartmental Strategy Delivery Group (ISDG) will be established

including senior officials from all NICS Departments to ensure effective communication and good practice.

5.4 A Strategy Unit within the Department of Culture, Arts and Leisure will be

established with dedicated staff to drive forward the implementation of this Strategy and provide administrative support to the ISDG. This Unit will work with the Secretariat to the Ministerial Advisory Group Ulster Scots Academy and the Ulster Scots Agency.

MONITORING AND ACCOUNTABILITY 5.5 The ISDG will be responsible for overseeing the strategic planning process

and monitoring the development of resources. The ISDG will also be responsible for ensuring that each NICS Department remains aware of the commitments it gives to deliver this Strategy, and for communicating its progress on the aims, objectives and areas for action. It will:

(i) meet regularly to monitor implementation of the Strategy and

tackle any obstacles to achievement as they arise (ii) report annually to the Executive on the progress of the Strategy (iii) ensure that each Department’s actions are linked to the aims and

objectives of the Strategy.

5.6 The Strategy Unit within the Department of Culture Arts and Leisure will monitor cross-departmental implementation of initiatives; provide expert advice; oversee operational plans as developed by the implementation

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bodies; and publish updates and relevant documentation for public information.

5.7 The Ulster Scots Agency and the Ministerial Advisory Group on the Ulster

Scots Academy will be invited to advise both the ISDG and the Strategy Unit as required. The Ulster Scots Agency will continue to deliver on its statutory responsibilities on an all-Ireland basis, reporting to the North/South Ministerial Council.

The European Charter for Regional or Minority Languages 5.8 The monitoring and evaluation process in relation to this Strategy will

reflect the reporting cycle of the European Charter for Regional or Minority Languages. The Charter requires the UK to submit a report on its implementation of the Charter every three years. Appropriate input to this report must be agreed by the Executive.

5.9 DCAL chairs and provides a secretariat for the Interdepartmental Charter

Implementation Group (ICIG) comprised of representatives of all NICS Departments and the UK Departments operating in NI. The ICIG oversees Charter implementation and coordinates input to periodical reports on progress to the Council of Europe. The ICIG has issued guidance on the Charter to all public bodies. A copy of the current guidance is available on the DCAL internet site www.dcalni.gov.uk/languages

Public Bodies 5.10 NICS Departments will be responsible for communicating this Strategy’s

aims and objectives in relation to the Ulster Scots language, heritage and culture to the public bodies which they support. Each Department will be responsible for ensuring that its sponsored bodies work effectively towards delivery of the aims and objectives of this Strategy.

Review and Revision 5.11 In line with Section 28 D of the amended Northern Ireland Act 1998

where the Executive considers it appropriate, this Strategy can be reviewed, revised or replaced.

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Part 6: Equality Impact Assessment (EQIA)

DEPARTMENT OF CULTURE, ARTS AND LEISURE

EQUALITY IMPACT ASSESSMENT

STRATEGY FOR ULSTER SCOTS

LANGUAGE, HERITAGE AND CULTURE

JULY 2012

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Introduction Under section 75 of the NI Act 1998 (“the Act”) the Department of Culture, Arts and Leisure (DCAL), in carrying out its functions is required to have due regard to the need to promote equality of opportunity:

• between persons of different religious belief, political opinion, racial group, age, marital status or sexual orientation;

• between men and women generally; • between persons with a disability and persons without; and • between persons with dependants and persons without.

In addition, without prejudice to its obligations above, DCAL shall, in carrying out its functions have regard to the desirability of promoting good relations between persons of different religious belief, political opinion or racial group. DCAL’s Equality Scheme commits the Department to assess how policy proposals impact on the promotion of equality of opportunity within the terms of Section 75 of the Act. The legislation requires public authorities to conduct an Equality Impact Assessment (EQIA) where a proposed policy is likely to have an impact on equality of opportunity. In response to this, the Department has decided that this draft Strategy requires an EQIA. The purpose of this document is to record the findings of the EQIA and invite comments. Seeking Your Views The Department of Culture, Arts and Leisure has decided to carry out an Equality Impact Assessment on the draft Strategy for the Ulster Scots language heritage and culture. You are invited to give your views on this assessment. The purpose of the consultation is to obtain:

• Your views on this assessment of the equality impacts of the draft Strategy; and

• Any further information which could be useful in assessing those equality

impacts.

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When considering your response, the following consultation questions should be addressed:

• Do you have any views on any of the aspects of equality covered in this draft EQIA?

• Are there any other equality issues that have not been

addressed? If so, what are these? DCAL would also welcome any additional information and comments that you feel would help inform the equality considerations of the draft Strategy. We would like to receive your comments by 5:00pm on Tuesday 27 November 2012. You can contact us by writing to us at the address below or by: Email: Consultations@dcalni.gov.uk Telephone: 028 9051 5057

Textphone: 028 9052 7668

Language Strategies Team Department of Culture, Arts and Leisure Level 7 Causeway Exchange 1-7 Bedford Street Belfast BT2 7EG Should you require this document in an alternative format, please contact the above address. Policy background In its Programme for Government 2011-15, published on March 12 2012, the Executive recognised the importance of local people setting priorities for the future and seizing the opportunity offered by devolution to deliver a shared and better future for all our . This is reinforced under Priority 4 ‘Building a Strong and Shared Community’ which focuses among other things on building relationships between communities and unlocking the potential of the culture sector as an instrument

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for positive change. Under this Priority specific reference is made to the a Strategy for the Ulster Scots language heritage and culture Strategy as a ‘Building Block’ Policy Aim The policy aim is to introduce a Strategy for Ulster Scots language, heritage and culture in accordance with the Programme for Government 2011-15. Policy Delivery DCAL officials have prepared this EQIA for publication. The Department will also be collating and considering the responses, issuing a summary of responses, and providing the Minister for Culture, Arts and Leisure with appropriate briefing and information to make an informed policy decision on the nature of the Strategy. This decision can only be made after the consultation period and the due consideration of the responses received during that time. Consideration of Available Data and Research In relation to the Ulster Scots language, heritage and culture, DCAL has information available from modules in both the 2007 and 2010 Omnibus Survey and the NI Life and Times Survey 1999. Data from 2011 Census is not available at this time. Assessment of Impacts Equality Detail of the differences for each Section 75 group is provided in the text and tables below. The main differences are summarised under three headings related to knowledge of the language, education and culture. There are differences between groups under age, religion and marital status.

Knowledge of the language: There are differences in knowledge of the language in the following groups:

• People who are 16-24 and people aged 65 and over • People from the Catholic and people from the Protestant community • People who are single and people who are married/cohabiting • People who are single and people who are divorced/separated/widowed

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Education: There are differences in attitude to education and Ulster-Scots in the following groups:

• People aged 55-64 and over and people aged 25-34 • People aged 55-64 and over and people aged 35-44

• People aged 55-64 and over and people aged 65 and over • People from the Catholic and people from the Protestant community • People who are divorced/separated/widowed and people who are

married/cohabiting

Culture: There are differences in attitude to Ulster-Scots culture in the following groups:

• People aged 16-24 and all other age groups • People aged 25-34 and people aged 65 and over • People aged 55-64 and all other age groups (except 65 and over) • People from the Catholic and people from the Protestant community • People who are single and people who are married/cohabiting • People who are single and people who are divorced/separated/widowed

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Age Knowledge of the language: An Omnibus survey was carried out in 2007 that included questions on knowledge of Ulster Scots. Table 1 shows that in 2007, older respondents were more likely to have some knowledge of Ulster Scots with 6% of respondents aged 65 and over saying they had some knowledge of Ulster Scots compared to 1% of 16-24 year old respondents (NI Omnibus Survey, 2007). In the 2010 Omnibus Survey, respondents were about whether they perceived themselves to be an Ulster Scot. Table 2 shows that the proportions of respondents perceiving themselves to be an Ulster Scot increased with age: 5% of those aged 16-24 years compared with 29% of those aged 65 and over (NI Omnibus Survey, 2010). Education: In the 2010 Omnibus Survey, respondents were asked about their views on whether learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school. Table 4 shows that agreement with this statement was highest in the 55-64 age group (60%) and lowest among 25-34 year old respondents (43%). (NI Omnibus Survey, 2010). Culture: Table 5 shows that agreement with the statement ‘Ulster Scots is a valuable part of the culture of NI’ was highest in the 55-64 year old age group (56% of respondents in this group agreed with the statement) and lowest in the 16-24 year old age group (28%) (NI Omnibus Survey, 2010).

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Gender Knowledge of the language: Table 1 shows that in 2007, there was no difference between male and female respondents in their knowledge of Ulster Scots (NI Omnibus Survey, 2007). Table 2 shows that similar proportions of male and female respondents perceived themselves to be an Ulster Scot (20% and 16% respectively) (NI Omnibus Survey, 2010). Education: In the 2010 Omnibus Survey, respondents were asked about their views on whether learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school. Table 4 shows that similar proportions of males and females agreed with this statement (NI Omnibus Survey, 2010). Culture: Table 5 shows that similar proportions of male and female respondents agreed that Ulster Scots is a valuable part of the of Northern Irish culture (NI Omnibus Survey, 2010).

Religious belief Knowledge of the language: Table 1 shows that in 2007, there was no difference between Catholic and Protestant respondents in their knowledge of Ulster Scots (NI Omnibus Survey, 2007). Table 2 shows that over 10 times the proportion of Protestant respondents (31%) compared with Catholic respondents (3%) considered themselves to be Ulster Scots (NI Omnibus Survey, 2010). Education: Table 4 shows that 58% of Protestant respondents agreed with the statement ‘Learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school in NI’ compared with 35% of Catholic respondents. (NI Omnibus Survey, 2012). Culture: Table 5 shows that when respondents were asked if they thought that Ulster Scots was a valuable part of the Northern Irish culture, 55% of Protestant respondents and 31% of Catholic respondents agreed with the statement (NI Omnibus Survey, 2012).

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Marital status Knowledge of the language: Table 1 shows that in the 2007 Omnibus Survey, there were some differences between marital status groups and their knowledge of Ulster Scots (NI Omnibus Survey, 2007). Differences include:

• Single and married/cohabiting (2% and 5% respectively) Table 2 shows that there were differences between marital groups and whether they were more likely to perceive themselves to be an Ulster Scot (NI Omnibus Survey, 2010). Differences include:

• Single and married/cohabiting (11% and 22% respectively) • Single and divorced/separated/widowed (11% and 17% respectively)

Education: In the 2010 Omnibus Survey, respondents were asked about their views on whether learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school. Table 4 shows that respondents who are married (51%) are more likely to agree with this statement than respondents who were divorced/separated/ widowed (42%) (NI Omnibus Survey, 2010). Culture: Table 5 shows that single respondents (38%) were less likely to agree that Ulster Scots is a valuable part of the culture of NI than other marital status groups (NI Omnibus Survey, 2010).

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Disability Knowledge of the language: Table 1 shows that in the 2007 Omnibus Survey, there was no difference between people with and without disabilities and their knowledge of Ulster Scots (NI Omnibus Survey, 2007). Table 2 shows that similar proportions of respondents with and without a disability perceived themselves to be an Ulster Scot (20% and 17% respectively) (NI Omnibus Survey, 2010). Education: In the 2010 Omnibus Survey, respondents were about their views on whether learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school. Table 4 shows that similar proportions of respondents with and without disabilities agreed with this statement (NI Omnibus Survey, 2010). Culture: Table 5 shows that similar proportions of respondents with and without disabilities agreed that Ulster Scots is a valuable part of the culture of Northern Irish (NI Omnibus Survey, 2010).

Dependants Knowledge of the language: Table 1 shows that in the 2007 Omnibus Survey, there was no difference between people with and without dependants and their knowledge of Ulster Scots (NI Omnibus Survey, 2007). Table 2 shows that similar proportions of respondents with and without dependants perceived themselves to be an Ulster Scot (17% and 19% respectively) (NI Omnibus Survey, 2010). Education: In the 2010 Omnibus Survey, respondents were about their views on whether learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school. Table 4 shows that similar proportions of respondents with and without dependants agreed with this statement (NI Omnibus Survey, 2010). Culture: Table 5 shows that similar proportions of respondents with and without dependants agreed that Ulster Scots is a valuable part of the NI culture (NI Omnibus Survey, 2010).

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Racial Group Knowledge of the language: No data available Education: No data available Culture: No data available Political Opinion Knowledge of the language: In the 1999 NI Life and Times Survey, respondents were asked if they spoke Ulster Scots. Table 3 shows that similar proportions of nationalist and unionist respondents spoke Ulster Scots (NI Life and Times Survey, 1999). Culture: No data available Education: No data available Sexual Orientation Knowledge of the language: No data available Culture: No data available Education: No data available Conclusions The data indicate that those speaking and possessing some knowledge of Ulster Scots are more likely to be Protestant, married-cohabiting-divorced-separated-widowed and older. There were no significant differentials in relation to disability, dependants, political opinion and gender. No data is available in relation to sexual orientation and racial group. It is DCAL’s view that bringing forward an Ulster Scots language, heritage and culture Strategy will have a positive impact on Ulster-Scots users and therefore indirectly on Protestants, married/divorced/widowed/separated people and older people which are the groups most likely to speak Ulster-Scots. In DCAL’s view, there are no adverse impacts.

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Assessment of impact on good relations DCAL considers that the introduction of an Ulster Scots language, heritage and culture Strategy has the potential to improve good relations, as it will potentially give Ulster Scots a more accessible platform for all sections of the community. Publication This Equality Impact Assessment (EQIA) will be completed, taking into account the outcome of the public consultation. Any resulting amendments to the Strategy will then be made. The general public will be informed of the availability of the EQIA through a press release. The results will also be published on the DCAL website (www.dcalni.gov.uk). Monitoring for adverse impact in the future and publication of results of monitoring The impact of the Strategy will continue to be monitored by the DCAL to identify any unforeseen results and to ensure that the aim is being achieved. Reviews will be conducted at key stages and results will be analysed to determine whether or not its impact on any of the nine categories has significantly changed.

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Table 1: Number of people who speak Ulster Scots language in Northern Ireland 2007

Percentage of respondents

Profile of respondent Has No Knowledge of Ulster Scots

Has Some Knowledge of

Ulster Scots

Base

All 96 4 1,211

Male 96 4 514

Female 96 4 697

Aged 16 - 24 99 1 130

Aged 25 - 34 96 4 204

Aged 35 - 49 96 4 345

Aged 50 - 64 96 4 244

Aged 65 and over 94 6 288

Catholic 97 3 473

Protestant 95 5 663

Single 98 2 373

Married / Cohabiting 95 5 559

Divorced / Separated/ Widowed 97 3 279

Has disability 95 5 278

Has no disability 96 4 933

With dependants 96 4 434

No dependants 96 4 777

Source: NI Omnibus Survey 2007

1. Having some knowledge of Ulster Scots includes any of the following answer options from

the Omnibus Survey – understanding Ulster Scots, speaking Ulster Scots, reading Ulster Scots

or writing Ulster Scots. 2. Disability is defined as having a limiting long-term illness covers any long-term illness, health

problem or disability which limits daily activities or work. 3. Respondents in the survey are asked to answer ‘yes’ or ‘no’ if they have any dependants.

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Table 2: Do you perceive yourself to be an Ulster Scot?

Percentage of respondents

Profile of respondent

Yes No Don’t know /

refusal

Base

All respondents 18 80 2 1,212

Male 20 77 2 530

Female 16 83 1 682

Aged 16-24 5 91 3 104

Aged 25-34 12 86 2 197

Aged 35-44 14 84 2 222

Aged 45-54 18 79 3 199

Aged 55-64 23 75 1 172

Aged 65+ 29 70 1 318

Catholic 3 96 1 495

Protestant 31 67 2 625

Single 11 86 3 358

Married / Cohabiting 22 77 2 572

Divorced / Separated/ Widowed 17 82 1 282

Has disability 20 77 4 283

Has no disability 17 81 2 929

With dependants 17 81 2 455

No dependants 19 79 2 757

Source: NI Omnibus Survey 2010

1. Disability is defined as having a limiting long-term illness covers any long-term illness, health

problem or disability which limits daily activities or work.

2. Respondents in the survey are asked to answer ‘yes’ or ‘no’ if they have any dependants.

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Table 3: Number of people who speak Ulster Scots language in Northern Ireland 1999

Percentage of respondents

Profile of respondent Yes No

(Never heard of

it / What's that?)

Base

Total 2 86 12 2,195

Male 2 89 9 935

Female 2 83 15 1,260

18-24 1 85 14 243

25-34 1 87 12 439

35-44 2 84 15 443

45-54 2 88 10 351

55-64 2 88 10 291

65 and over 4 83 12 417

Single (never married) 1 83 16 605

Married/Living as married 2 88 10 1,113

Separated 3 77 21 122

Divorced 1 88 12 109

Widowed 3 83 14 246

Catholic 1 89 10 828

Protestant 2 86 12 1,069

No religion 2 80 18 220

Unionist 2 86 11 870

Nationalist 2 90 8 598

Neither 1 82 16 669

Has disability 3 83 15 393

Has no disability 2 86 12 1,800

Source: NI Life and Time Survey 1999

1. Disability is defined as having any long standing health problems or disabilities which limit what can be done at work, at home or in leisure time. Long standing is defined as: had problem for 3 years or more, or expect problem to last for 3 years or more.

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Table 4: How much do you agree or disagree with the following statement ... Learning about Ulster-Scots traditions in the school curriculum has educational benefits for children at school in Northern Ireland?

Level of agreement

Profile of respondent Strongly agree

Agree

Neither agree nor

disagree

Disagree Strongly disagree

Don’t know / refusal

Base

All respondents 7 41 29 15 6 2 1,212

Male 8 40 26 15 8 2 530

Female 7 41 31 14 4 3 682

Aged 16-24 9 39 29 17 3 3 104

Aged 25-34 5 38 33 12 9 3 197

Aged 35-44 7 38 34 14 4 2 222

Aged 45-54 8 40 28 14 8 2 199

Aged 55-64 9 51 24 11 3 2 172

Aged 65+ 6 40 26 18 7 4 318

Catholic 3 32 34 18 9 3 495

Protestant 10 48 25 13 4 1 625

Single 7 39 31 15 6 2 358

Married / Cohabiting 8 43 28 13 6 2 572

Divorced / Separated/ Widowed

7 35 29 20 5 4 282

Has disability 8 44 23 13 8 5 283

Has no disability 7 40 30 15 5 2 929

With dependants 6 41 33 13 6 2 455

No dependants 8 40 27 16 6 3 757

Source: NI Omnibus Survey 2010

1. Disability is defined as having a limiting long-term illness covers any long-term illness, health problem or disability which limits daily activities or work.

2. Respondents in the survey are asked to answer ‘yes’ or ‘no’ if they have any dependants.

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Table 5: How much do you agree or disagree with the following statement … Ulster Scots is a valuable part of the culture of Northern Ireland?

Percentage of respondents

Profile of respondent Strongly

agree Agree

Neither agree nor

disagree

Disagree Strongly

disagree

Don’t

know / refusal

Base

All respondents 10 33 35 10 6 5 1,212

Male 10 33 31 12 9 4 530

Female 10 34 38 9 4 5 682

Aged 16-24 9 19 45 13 3 11 104

Aged 25-34 8 32 40 7 8 4 197

Aged 35-44 10 31 36 12 4 6 222

Aged 45-54 11 31 36 7 11 4 199

Aged 55-64 11 45 29 9 4 1 172

Aged 65+ 10 39 27 13 7 3 318

Catholic 4 27 40 13 9 6 495

Protestant 15 40 30 8 4 3 625

Single 10 28 38 11 5 8 358

Married / Cohabiting 10 35 35 10 7 3 572

Divorced / Separated/ Widowed

9 37 29 13 7 5 282

Has disability 13 32 34 8 8 5 283

Has no disability 9 34 35 11 6 4 929

With dependants 8 35 38 8 6 4 455

No dependants 11 33 33 12 7 5 757

Source: NI Omnibus Survey 2010

1. Disability is defined as having a limiting long-term illness covers any long-term illness, health problem

or disability which limits daily activities or work.

2. Respondents in the survey are asked to answer ‘yes’ or ‘no’ if they have any dependants.

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Part 7: Consultation Questions

PART 3: AIMS, OBJECTIVES AND STAKEHOLDERS 3.1 Aims of the Strategy

⇒ What are your views on the Strategy’s aims?

⇒ Are there other aims which you think the Strategy should include? 3.2 Specific Objectives of the Strategy

⇒ What are your views on the Strategy’s objectives?

⇒ Are there other objectives which you think the Strategy should include? PART 4: AREAS FOR ACTION 4.1 Education

⇒ What are your views on education as a key area for action within this Strategy?

⇒ Are there other specific education related actions which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

4.2 Media

⇒ What are your views on the media as a key area for action within this Strategy?

⇒ Are there other specific media related actions which this Strategy should

include? If so, please specify how these link to the Strategy’s aims or objectives.

4.3 Use of language

⇒ What are your views on the use of language as a key area for action within this Strategy?

⇒ Are there other specific uses of language related actions which this Strategy should include? If so please specify how these link to the Strategy’s aims or objectives.

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4.4 Public Services

⇒ What are your views on public services as key areas for action within the Strategy?

⇒ Are there other public service related actions which this Strategy might include? If so, please specify how these link to the Strategy’s aims or objectives.

4.5 Culture

⇒ What are your views on culture as a key area for action within the Strategy?

⇒ Are there other culture related actions which this Strategy might include? If so, please specify how these link to the Strategy’s aims or objectives.

Other areas for action

⇒ Are there other specific areas for action which this Strategy should include? If so, please specify how these link to the Strategy’s aims or objectives.

PART 6: EQUALITY IMPACT ASSESSMENT (EQIA)

⇒ Do you have any views on any of the aspects of equality covered in this draft EQIA?

⇒ Are there any other equality issues that have not been addressed? If so,

what are these? ANY OTHER COMMENTS

⇒ Please provide any other comments you have on the Strategy.