Focusing on the Counter Terrorism and Security Act, 2015; this presentation is about 'stopping people from supporting terrorism or becoming terrorists' in the apprenticeship and education sector.
Information about safeguarding, risk assessments, planning, and staff training has also been included.
Terrorism has become one of the potent threats to Kenya’s peace and stability in recent years. The increase in the attacks on the country can be linked to the intervention by Kenya’s forces in Somalia and its operations against the militant Al-Shabab group. Haki na Sheria Initiative (HSI) works in Northern Kenya addressing issues of security, CVE and CT.
40 short essay on terrorism in english the college studyMary Smith
Terrorism means using force and threats against people, groups, or governments for political purposes. Now terrorism is quite organized, with terrorist organizations that train terrorists and are sometimes supported by foreign governments with funds and weapons. Terrorism is used by some groups to gain independence or freedom, like Sikhs in India seeking self-rule in Punjab and Irish people in Northern Ireland seeking independence from Britain. Countries need to work together to stop terrorism by preventing illegal money and weapons, strengthening security forces, and addressing the root causes that lead people to support terrorist groups.
Nepal faces several new and existing security challenges, including ethnic and religious conflict, terrorism, migration, environmental degradation, and human rights violations. A properly drafted constitution is needed to ensure public security and protect citizens from both outside and inside threats. To address these emerging threats, Nepal requires a multi-lateral approach, political stability, strong rule of law, continuity in foreign policy, and reforms to strengthen institutions like the National Security Council.
OECD, 2nd Task Force Meeting on Charting Illicit Trade - Janos BertokOECD Governance
1. Trafficking in persons is a growing problem, generating $32 billion in illicit profits annually with over 20 million victims of forced labor globally. However, enforcement efforts remain limited with under 7,000 prosecutions and 4,000 convictions worldwide in 2011.
2. There is a strong link between corruption and trafficking in persons, as countries with high levels of perceived corruption also tend to make the least effort fighting trafficking.
3. To address this connection, the document recommends 1) promoting international cooperation against corruption and trafficking, 2) jointly investigating these issues with a focus on at-risk sectors, and 3) establishing transparency and integrity frameworks for at-risk public officials.
Internal security and defence of pakistanNabeel Khalid
Internal security involves keeping peace within a country's borders through law enforcement and defense against internal threats such as terrorism, extremism, and sectarianism. A roadmap for Pakistan's internal security includes regularly discussing challenges, strengthening the National Counter Terrorism Authority, improving intelligence coordination, creating counterterrorism forces, and enhancing the roles of police, investigations, the judiciary, and media. Key agencies involved are the Defense and Interior Ministries, along with the military, paramilitary, and intelligence organizations under them.
The document discusses terrorism in Pakistan, its causes and impacts. It notes that militant groups receive international support to destabilize the state, force policies, and implement their agenda. While some view Islam as advocating militancy, the document argues that Islam actually promotes peace and groups like Al Qaeda distort Islamic teachings. Factors contributing to terrorism in Pakistan include ethnic tensions, the Afghan war, weak rule of law, poverty, madrassa radicalization, and foreign support for militants from countries like India. Solutions proposed include national unity, media awareness campaigns, economic development, madrassa reforms, strengthened security forces, and addressing the root causes of militancy.
Terrorism has become one of the potent threats to Kenya’s peace and stability in recent years. The increase in the attacks on the country can be linked to the intervention by Kenya’s forces in Somalia and its operations against the militant Al-Shabab group. Haki na Sheria Initiative (HSI) works in Northern Kenya addressing issues of security, CVE and CT.
40 short essay on terrorism in english the college studyMary Smith
Terrorism means using force and threats against people, groups, or governments for political purposes. Now terrorism is quite organized, with terrorist organizations that train terrorists and are sometimes supported by foreign governments with funds and weapons. Terrorism is used by some groups to gain independence or freedom, like Sikhs in India seeking self-rule in Punjab and Irish people in Northern Ireland seeking independence from Britain. Countries need to work together to stop terrorism by preventing illegal money and weapons, strengthening security forces, and addressing the root causes that lead people to support terrorist groups.
Nepal faces several new and existing security challenges, including ethnic and religious conflict, terrorism, migration, environmental degradation, and human rights violations. A properly drafted constitution is needed to ensure public security and protect citizens from both outside and inside threats. To address these emerging threats, Nepal requires a multi-lateral approach, political stability, strong rule of law, continuity in foreign policy, and reforms to strengthen institutions like the National Security Council.
OECD, 2nd Task Force Meeting on Charting Illicit Trade - Janos BertokOECD Governance
1. Trafficking in persons is a growing problem, generating $32 billion in illicit profits annually with over 20 million victims of forced labor globally. However, enforcement efforts remain limited with under 7,000 prosecutions and 4,000 convictions worldwide in 2011.
2. There is a strong link between corruption and trafficking in persons, as countries with high levels of perceived corruption also tend to make the least effort fighting trafficking.
3. To address this connection, the document recommends 1) promoting international cooperation against corruption and trafficking, 2) jointly investigating these issues with a focus on at-risk sectors, and 3) establishing transparency and integrity frameworks for at-risk public officials.
Internal security and defence of pakistanNabeel Khalid
Internal security involves keeping peace within a country's borders through law enforcement and defense against internal threats such as terrorism, extremism, and sectarianism. A roadmap for Pakistan's internal security includes regularly discussing challenges, strengthening the National Counter Terrorism Authority, improving intelligence coordination, creating counterterrorism forces, and enhancing the roles of police, investigations, the judiciary, and media. Key agencies involved are the Defense and Interior Ministries, along with the military, paramilitary, and intelligence organizations under them.
The document discusses terrorism in Pakistan, its causes and impacts. It notes that militant groups receive international support to destabilize the state, force policies, and implement their agenda. While some view Islam as advocating militancy, the document argues that Islam actually promotes peace and groups like Al Qaeda distort Islamic teachings. Factors contributing to terrorism in Pakistan include ethnic tensions, the Afghan war, weak rule of law, poverty, madrassa radicalization, and foreign support for militants from countries like India. Solutions proposed include national unity, media awareness campaigns, economic development, madrassa reforms, strengthened security forces, and addressing the root causes of militancy.
This document outlines Moorside High School's approach to preventing extremism and radicalization as required by the UK's Prevent strategy. It defines key terms like extremism, radicalization, and vulnerability. It explains the aims of Prevent to stop people becoming terrorists or supporting terrorism. The school's responsibilities include risk assessments, promoting British values, safeguarding policies, and staff training. Teachers are instructed on how to refer concerns about students being drawn into extremism. The document provides contacts for the Staffordshire Police Prevent Team and other resources for further information.
This document provides an introduction to the Prevent duty in higher education in the UK. It explains that the Counter-Terrorism and Security Act of 2015 placed a statutory duty on universities and colleges to have due regard for preventing people from being drawn into terrorism. It outlines what Prevent aims to achieve, defines key terms like extremism and radicalization, and describes the Channel program and monitoring of compliance.
Counter-terrorism and Security Act 2015: What schools need to know - Hayley R...Browne Jacobson LLP
Hayley Roberts looks at what schools need to know about the Counter-terrorism and Security Act 2015, covering the legislation and statutory guidance, the new Act, the ‘prevent duty’ statutory guidance, the duty to promote ‘British values’, compliance with the new duty, what the impact of non-compliance will be and how Ofsted are considering this in inspections.
The document provides information for practitioners on preventing radicalization and extremism. It discusses the Prevent duty in the UK, which aims to safeguard individuals at risk. It outlines warning signs, different levels of radicalization risk, and intervention approaches. Referrals are made through the Channel program to assess vulnerabilities and provide support. Practitioners should complete screening tools to explore concerns and make referrals to appropriate authorities when needed.
- The document outlines the Prevent duty for schools in the UK, which aims to safeguard individuals from being drawn into terrorism.
- It notes the ongoing threat of terrorism and recruitment by extremist groups. The government is making prevention of terrorism a legal duty for public bodies like schools.
- Schools are expected to promote fundamental British values, teach a balanced curriculum, assess risks of radicalization, train staff, and protect students from extremist material online. Staff should understand Prevent and know how to recognize and address vulnerabilities.
Building Community Resilience to Violent Extremism – Government approaches”FRSA Communications
1) Australia has adopted a whole-of-government approach to countering violent extremism (CVE) through programs aimed at challenging terrorist propaganda, intervening in the radicalization process, and empowering communities.
2) Key aspects of Australia's CVE efforts include monitoring approximately 400 high-priority counter-terrorism investigations; challenging terrorist propaganda online and limiting access to extremist materials; and operating intervention programs in each state and territory to address the drivers of radicalization.
3) Empowering communities is seen as the best way to build resilience to radicalization through resources like the Living Safe Together website that provide information on radicalization and where to seek help.
This document provides an introduction to Prevent, the government's counter-terrorism strategy, and employers' responsibilities under Prevent. It defines key terms like extremism, radicalization, British values, and explains how Prevent works to safeguard individuals and communities. Employers are responsible for being alert to signs of extremism in employees and completing online Prevent training. Any concerns should be reported to the designated safeguarding officer.
The document discusses the Prevent duty for schools in the UK. It notes that there is an ongoing terrorist threat and that terrorist groups actively aim to recruit young people both in person and online. The Counter Terrorism and Security Act 2015 places a legal duty on public bodies like schools to prevent people from being drawn into terrorism. Schools are expected to promote fundamental British values, identify students at risk of radicalization, protect students from extremist materials online, and ensure robust safeguarding policies are in place. The document provides guidance on what to look out for, such as expressions of support for terrorism or personal crises, and outlines the simple process of notice, check, and share any concerns.
This document summarizes a study that used an information discernment framework to analyze educational programs aimed at preventing violent extremism (EPVEs). The study found that EPVEs are controversial and their effectiveness is contested. It evaluated EPVEs funded by the UK Home Office using a theory of change model and the information discernment framework. The framework analyzed how EPVEs addressed components like participants' prior knowledge, psychological processes, and information sources. The study found little evidence programs explored prior knowledge but more evidence of learning components. The most effective programs contained many framework components. It concluded information literacy can help address violent extremism as part of a broader effort.
Swk100 Safeguarding self and vulnerable othersTim Curtis
The document discusses the evolution of safeguarding policies from a focus on protection to a broader concept of safeguarding for both children and vulnerable adults. It explores the social and political context driving these changes, and the role and responsibilities of volunteers in ensuring proper safeguarding measures like training, supervision, and reporting procedures are followed to protect both those being served and the volunteers themselves. Critics argue the term "safeguarding" has become too broad and professionals unclear on who to target for interventions.
The Prevent strategy aims to (1) stop people becoming terrorists or supporting terrorism by intervening early, (2) encourage individuals and communities to challenge extremist ideology, and (3) place a duty on schools to protect students from being drawn into terrorism. Schools must ensure a curriculum that promotes spiritual and cultural development, assess risks, ensure safeguarding partnerships, train staff, and keep students safe online. Ofsted will evaluate schools' approaches to keeping students safe from radicalization. The Channel program provides early support for those vulnerable to radicalization to build resilience against violent extremism. The school underwent Prevent training to recognize potentially vulnerable students and make appropriate referrals.
Liking violence: A study of hate speech on Facebook in Sri LankaSanjana Hattotuwa
Based on a report looking at hate and dangerous speech on Facebook in Sri Lanka - http://www.cpalanka.org/liking-violence-a-study-of-hate-speech-on-facebook-in-sri-lanka/
(1) The document discusses Crisis Intervention Team (CIT) training for law enforcement and Assisted Outpatient Treatment (AOT) programs, which work together to help individuals with severe mental illness stay in treatment and out of the criminal justice system.
(2) Both CIT and AOT aim to reduce arrests, hospitalizations, and calls to law enforcement by intervening before crises occur and motivating treatment adherence through court orders when needed.
(3) The "black robe effect" of a judge's authority helps encourage treatment participation, while non-adherence may result in increased court appearances or rehospitalization to focus on re-engagement.
The document discusses several legal, social, ethical and cultural issues related to information. It addresses how information is constructed and can reflect biases. It also discusses economic issues like the costs of storing information and how funding cuts can affect research quality. Cultural issues around how information is transmitted and used are examined, as are implications of the Treaty of Waitangi. Feminist, disability, and ethnic community perspectives on information are also summarized. The document concludes by covering ethical issues like informed consent and limits to confidentiality, as well as social and legal issues.
The Minorities at Risk (MAR) project was established in 1986 to monitor the persecution and mobilization of ethnic groups worldwide. MAR collects data on politically relevant ethnic groups that face systematic discriminatory treatment or can engage in political organization to promote their interests. The project defines ethnic groups according to shared characteristics like language, religion, origin, culture, territory or history. MAR provides extensive qualitative and quantitative data on hundreds of minority groups, along with interactive maps. It aims to offer new empirical insights but has faced some criticism regarding its coding methods and how it defines and groups minority populations.
Agency checklist for protection issues final draftLeigh Brady
This document provides guidance and checklists for humanitarian agencies to incorporate protection into their programs across different sectors such as WASH, food aid, livelihoods, health, education, and shelter. It defines protection as ensuring civilian safety from harm, violence, abuse and deprivation. Key protection principles include prioritizing affected populations' safety, dignity and rights, ensuring their participation in program design and implementation, and doing no harm. Sector-specific checklists provide examples of how to design inclusive and equitable programs that consider protection risks, ensure access for vulnerable groups, and avoid fueling conflict or human rights violations.
Since the year 1982, the phenomenon of suicide terrorist attacks has spread all over the world and many countries have found themselves suffering the effects of this growing terrorist ‘modus operandi’
The suicide terrorist is no more than a platform that carries the explosive charge to its target. However, this platform can think, adapt to situational changes and act at the right time and the right place to detonate the explosive device so as to create maximum carnage and destruction in a spectacular manner; it is the ultimate precision guided smart human bomb
Responsible Individual Training - F5 Foster Care.pptxThe Pathway Group
An independent fostering agency must have a registered provider and a responsible individual (RI) who represents the organization to Ofsted. The RI is accountable for ensuring legislation is implemented and has responsibilities in relation to managers, staff, children, and foster carers. The RI must follow the applicable National Minimum Standards and ensure the welfare of children in care.
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This document outlines Moorside High School's approach to preventing extremism and radicalization as required by the UK's Prevent strategy. It defines key terms like extremism, radicalization, and vulnerability. It explains the aims of Prevent to stop people becoming terrorists or supporting terrorism. The school's responsibilities include risk assessments, promoting British values, safeguarding policies, and staff training. Teachers are instructed on how to refer concerns about students being drawn into extremism. The document provides contacts for the Staffordshire Police Prevent Team and other resources for further information.
This document provides an introduction to the Prevent duty in higher education in the UK. It explains that the Counter-Terrorism and Security Act of 2015 placed a statutory duty on universities and colleges to have due regard for preventing people from being drawn into terrorism. It outlines what Prevent aims to achieve, defines key terms like extremism and radicalization, and describes the Channel program and monitoring of compliance.
Counter-terrorism and Security Act 2015: What schools need to know - Hayley R...Browne Jacobson LLP
Hayley Roberts looks at what schools need to know about the Counter-terrorism and Security Act 2015, covering the legislation and statutory guidance, the new Act, the ‘prevent duty’ statutory guidance, the duty to promote ‘British values’, compliance with the new duty, what the impact of non-compliance will be and how Ofsted are considering this in inspections.
The document provides information for practitioners on preventing radicalization and extremism. It discusses the Prevent duty in the UK, which aims to safeguard individuals at risk. It outlines warning signs, different levels of radicalization risk, and intervention approaches. Referrals are made through the Channel program to assess vulnerabilities and provide support. Practitioners should complete screening tools to explore concerns and make referrals to appropriate authorities when needed.
- The document outlines the Prevent duty for schools in the UK, which aims to safeguard individuals from being drawn into terrorism.
- It notes the ongoing threat of terrorism and recruitment by extremist groups. The government is making prevention of terrorism a legal duty for public bodies like schools.
- Schools are expected to promote fundamental British values, teach a balanced curriculum, assess risks of radicalization, train staff, and protect students from extremist material online. Staff should understand Prevent and know how to recognize and address vulnerabilities.
Building Community Resilience to Violent Extremism – Government approaches”FRSA Communications
1) Australia has adopted a whole-of-government approach to countering violent extremism (CVE) through programs aimed at challenging terrorist propaganda, intervening in the radicalization process, and empowering communities.
2) Key aspects of Australia's CVE efforts include monitoring approximately 400 high-priority counter-terrorism investigations; challenging terrorist propaganda online and limiting access to extremist materials; and operating intervention programs in each state and territory to address the drivers of radicalization.
3) Empowering communities is seen as the best way to build resilience to radicalization through resources like the Living Safe Together website that provide information on radicalization and where to seek help.
This document provides an introduction to Prevent, the government's counter-terrorism strategy, and employers' responsibilities under Prevent. It defines key terms like extremism, radicalization, British values, and explains how Prevent works to safeguard individuals and communities. Employers are responsible for being alert to signs of extremism in employees and completing online Prevent training. Any concerns should be reported to the designated safeguarding officer.
The document discusses the Prevent duty for schools in the UK. It notes that there is an ongoing terrorist threat and that terrorist groups actively aim to recruit young people both in person and online. The Counter Terrorism and Security Act 2015 places a legal duty on public bodies like schools to prevent people from being drawn into terrorism. Schools are expected to promote fundamental British values, identify students at risk of radicalization, protect students from extremist materials online, and ensure robust safeguarding policies are in place. The document provides guidance on what to look out for, such as expressions of support for terrorism or personal crises, and outlines the simple process of notice, check, and share any concerns.
This document summarizes a study that used an information discernment framework to analyze educational programs aimed at preventing violent extremism (EPVEs). The study found that EPVEs are controversial and their effectiveness is contested. It evaluated EPVEs funded by the UK Home Office using a theory of change model and the information discernment framework. The framework analyzed how EPVEs addressed components like participants' prior knowledge, psychological processes, and information sources. The study found little evidence programs explored prior knowledge but more evidence of learning components. The most effective programs contained many framework components. It concluded information literacy can help address violent extremism as part of a broader effort.
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The document discusses the evolution of safeguarding policies from a focus on protection to a broader concept of safeguarding for both children and vulnerable adults. It explores the social and political context driving these changes, and the role and responsibilities of volunteers in ensuring proper safeguarding measures like training, supervision, and reporting procedures are followed to protect both those being served and the volunteers themselves. Critics argue the term "safeguarding" has become too broad and professionals unclear on who to target for interventions.
The Prevent strategy aims to (1) stop people becoming terrorists or supporting terrorism by intervening early, (2) encourage individuals and communities to challenge extremist ideology, and (3) place a duty on schools to protect students from being drawn into terrorism. Schools must ensure a curriculum that promotes spiritual and cultural development, assess risks, ensure safeguarding partnerships, train staff, and keep students safe online. Ofsted will evaluate schools' approaches to keeping students safe from radicalization. The Channel program provides early support for those vulnerable to radicalization to build resilience against violent extremism. The school underwent Prevent training to recognize potentially vulnerable students and make appropriate referrals.
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Based on a report looking at hate and dangerous speech on Facebook in Sri Lanka - http://www.cpalanka.org/liking-violence-a-study-of-hate-speech-on-facebook-in-sri-lanka/
(1) The document discusses Crisis Intervention Team (CIT) training for law enforcement and Assisted Outpatient Treatment (AOT) programs, which work together to help individuals with severe mental illness stay in treatment and out of the criminal justice system.
(2) Both CIT and AOT aim to reduce arrests, hospitalizations, and calls to law enforcement by intervening before crises occur and motivating treatment adherence through court orders when needed.
(3) The "black robe effect" of a judge's authority helps encourage treatment participation, while non-adherence may result in increased court appearances or rehospitalization to focus on re-engagement.
The document discusses several legal, social, ethical and cultural issues related to information. It addresses how information is constructed and can reflect biases. It also discusses economic issues like the costs of storing information and how funding cuts can affect research quality. Cultural issues around how information is transmitted and used are examined, as are implications of the Treaty of Waitangi. Feminist, disability, and ethnic community perspectives on information are also summarized. The document concludes by covering ethical issues like informed consent and limits to confidentiality, as well as social and legal issues.
The Minorities at Risk (MAR) project was established in 1986 to monitor the persecution and mobilization of ethnic groups worldwide. MAR collects data on politically relevant ethnic groups that face systematic discriminatory treatment or can engage in political organization to promote their interests. The project defines ethnic groups according to shared characteristics like language, religion, origin, culture, territory or history. MAR provides extensive qualitative and quantitative data on hundreds of minority groups, along with interactive maps. It aims to offer new empirical insights but has faced some criticism regarding its coding methods and how it defines and groups minority populations.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Equality, Diversity, and Inclusion in Apprenticeships 2017
1. Diversity, Inclusion & Equality in
Apprenticeships 2017
Prevent & The Statutory Duty
Mrs Hifsa Haroon-Iqbal MBE DL
West Midlands Regional Prevent Lead
Further and Higher Education
Twitter:- @hhi1
www.hifsaharooniqbal.com
4. Challenging all Ideologies that
support Terrorism and those who
promote it
Protecting vulnerable Individuals
Supporting sectors & Institutions to
mitigate the risks of radicalisation
taking place
NOT about arresting people
IS about stopping people becoming Terrorists or
supporting Terrorism by
Safeguarding
PREVENT
5. Counter Terrorism & Security
Act 2015
Legislation was passed into law
13th
February 2015
Section 26(1) of the CTA 2015
imposes a duty on “specified
authorities”, when exercising their
functions
“to have due regard to the need
to prevent people from being
drawn into terrorism”
6. The Prevent Statutory Duty
• Section 29 (1) of the CTA 2015 The
Secretary of State may issue
guidance to specified authorities
about the exercise of their duty
under section 26(1)
• Risk Assessment
• Prevent Action Plan
• Partnership
• Staff Training
• Welfare & pastoral care
• Safety Online
• Speakers & eventsCommencement date 18th
Sept 2015
7. Risk Assessment & Action Plan
• Each institution should carry
out a risk assessment which
assesses where & how students
& staff may be at risk of being
drawn into terrorism
• Where risk is identified the DfE
Prevent Lead should be notified
& a Prevent Action Plan
developed
• Counter-Terrorism Local Profile (CTLP) is produced by
each area’s police force to provide an overview of the
national, regional & local risks from terrorism &
extremism in each area.
• The CTLP should be used to inform the risk assessment,
to brief appropriate staff & understand
local/national/international risks.
• Risk assessments should be updated, at least annually,
& informed by the CTLP or Police/Local Authority
briefings & partnerships.
• No standard format template – examples & guidance
available.
• A specific Prevent Policy is not necessary
• The plan should be a living document continually
updated with review dates
• Who owns/reviews your plan? (Exec’ Team? Internal
Steering Group?)
• Is there a business process to oversee & report on
implementation? (Safeguarding oversight forum)
• Is the plan up to date (dates, achievements, changes)?
• Can it be readily accessed?
8. Partnership
• We would expect active
engagement from governors,
boards, principals, managers
& leaders with other
partners …”
• “We would expect
institutions to seek to
engage & consult students
on their plans for
implementing the duty ..”
• Link to DfE HE/FE Regional
Prevent Coordinator
• Local Authority Prevent
Coordinators
• Police Prevent Team & Channel
• Local Safeguarding links &
forums
• Links across the region with
peers & specialists provides up
to date information, good
practice & localised problem
solving.
9. Staff Training
• Appropriate training &
development for Governors,
Leaders & Staff.
• This will enable staff to educate &
challenge & exemplify British
values
• Expect appropriate (ALL) staff to
have an understanding of the
factors that make people
vulnerable to being drawn into
terrorism & to challenge extremist
ideas ….
• Staff should have sufficient
training to recognise vulnerability
& be aware of what action to take
• Prevent Training will enable:
1. Staff to have an understanding of the
factors that make people vulnerable to
being drawn into terrorism
2. Recognise such vulnerability
3. Know what action to take (Safeguarding
referral)
4. Challenge extremist ideas which are
used by terrorist groups
• Ofsted’ interpretation of “appropriate
staff” is ALL & their expectation that ALL
staff will now have completed training
(exception for new providers)
• Test the Impact of the training?
• Refresher training plan– tied into
Safeguarding refresher or distinct?
• New starters & induction?
10. Safety Online
• Policies relating to IT use
should contain specific
reference to “the duty”.
• Clear policies to ID instances
where terrorism or extremist
materials are accessed for
curriculum purposes
• Should consider the use of
filters as part of their overall
strategy to prevent people
from being drawn into
terrorism
• Preparing learners for life in the
modern world – keeping safe &
resilient online
• Appropriate references in IT usage
policy
• Keywords & phrases advice
• Systems in place to ensure checks
(monitoring) & interventions
(includes wider safeguarding risks)
• “How are you supporting your
learners to stay safe online?”
• Oversight of social media sites with
links to the institution
• Prevent Statutory Duty v Ofsted
Common Inspection Framework
• JISC advice & support
11. Speakers & Events
• Policies & procedures in place
for the assessment of the risk &
management of events held on
premises
• Should include:
• sufficient notice for checks,
• advance notice of content,
• system for assessment of risks,
• Should take seriously the
responsibility for excluding
those promoting extremist
material &/or views
• Balance between free speech &
protecting staff/leaners
• External speaker = Anyone who
isn’t a member of staff or student
of that institution who is invited to
speak at an event
• The context for FE
• External inputs to students,
employability & charity events,
materials shared with learners
• Policy covering assessment,
suitability, checks, approval,
supervision, sharing of material?
• Retention of records for inspection
12. Welfare & pastoral support /
Prayer facilities
• Sufficient pastoral care &
support for all students
(according to institution’s
needs)
• Expect clear & widely
available policies for use of
prayer rooms & faith related
activities including
management of facilities &
issues arising
• Understand the needs of your
learner demographic. Opportunity
to “health check” existing
provisions – not a mandate to
create facilities
• Prayer facilities, multi-faith or
“reflection spaces”?
• Segregation issues
• No ungoverned spaces
• Guidance for use/management of
facilities
• Where facilities don’t exist
consideration of sharing,
signposting, develop external links
– due diligence!
• Equality Act 2010 requirements
14. UK Terrorism Threat Level – What it
means
• The current UK Threat Level from terrorism was
raised to SEVERE.
• This means that a terrorist attack on the UK Mainland
is “highly likely”.
15. Threat levels
Critical An attack is expected imminently
(22nd
May–26th
May 2017)
Severe An attack is highly likely
(27th
May 2017) ( 29th
August 2014)
Substantial An attack is a strong possibility
Moderate An attack is possible, but not likely
Low An attack is very unlikely.
16. Terrorist Attacks Last 12
months
•19 June; A group of Muslim worshippers were hit when a van mounted the
pavement and drove into them in Finsbury Park. One man died and nine other
people injured. A 47-year-old man has been arrested on suspicion of terrorism
offences
•3 June An attack in London left seven people dead and 48 injured when a white
van hit pedestrians on London Bridge before three men got out of the vehicle and
began stabbing people in nearby Borough Market. The suspects were shot dead by
police minutes later
•22 May An attack in Manchester left 22 people dead and 59 injured after a male
suicide bomber targeted children and young adults at the end of a concert at the
Manchester Arena by US singer Ariana Grande
•22 March A terror attack near the Houses of Parliament left 6 people dead and
50 injured . Khalid Masood mounted the pavement in a hired car and drove into
pedestrians on Westminster Bridge. He then ran towards Parliament and stabbed
a police officer to death before being shot dead by officers.
•16 June Thomas Mair shot and stabbed to death Labour MP Jo Cox in Birstall,
West Yorkshire. Mair, who accessed extremist websites and was an avid reader of
far-right literature, shouted: "Britain first," in the attack. He was given a whole life
sentence for the murder.
17. Risk & Threat Update
• Travel Abroad to areas conflict
(Syria, Iraq, Africa etc)
• Returnees from Syria, Iraq
• Online radicalisation
• Far Right Extremism
• Lone actor attacks
• Andrew Parker – Head of Mi5
• Risk of individuals wanting to join
IS/Daesh, AQ etc
• Appeal of the so called Caliphate to
individuals & families
• Concept of “Blowback” & PTSD
• Proliferation & availability of radicalising &
de-sensitising material
• Proscription of National Action &
Brexit/hate crime i.e. murder of Jo Cox MP
• Right Wing & Islamist inspired activities
-more difficult to identify
• “There will be terrorist attacks in Britain”
1st
Nov’ 2016
• 12 Jihadi terror plots foiled in last 3 years,
• 3000 “violent Islamist extremists” in UK
18. The Equality Act 2010
Equality Act provisions which came into force on 1 October
2010:
the basic framework of protection against direct and indirect
discrimination, harassment and victimisation in services and public
functions, work, education, associations and transport
19. The Equality Act 2010
The Equality Act 2010 says you must not be discriminated
against because:
•You are (or are not) of a particular religion.
•You hold (or do not hold) a particular philosophical belief.
•Someone thinks you are of a particular religion or hold a particular
belief. This is known as discrimination by perception.
•You are connected to someone who has a religion or belief. This is
known as discrimination by association.
20. Does Prevent Discriminate
against Muslims?
““Prevent will address all forms of terrorism but continue to prioritise
according to the threat they pose to our national security. At present, the
majority of our resources and efforts will continue to be devoted to preventing
people from joining or supporting Al Qa’ida, its affiliates or related groups”
30% of cases supported by Channel nationally (50% in some
regions) coming from far right related cases.
We have also seen far right inspired acts of terrorism in the
murder of Jo Cox in June 2016, that resulted in the proscribing of
National Action, a far right organisation,
A far right terrorist attack on worshippers at Finsbury Park
during the month of Ramadan.
21. What the Prevent duty means for
schools and colleges in England: An
analysis of educationalists’ experiences
Joel Busher ; Tufyal Choudhury ; Paul Thomas ; Gareth Harris
Centre for Trust, Peace and Social Relations
5th
July 2017
22. • Prevent is working – vast majority of teachers are confident at implementing
the Duty in their schools, to ensure pupils are safeguarded
• “In both the interview and survey data we found fairly high and widespread
confidence among educationalists about implementing the Prevent duty.”
• . “Over three quarters of the respondents described themselves either as
‘very confident’ (29%) or ‘fairly confident’ (47%) about implementing the
duty. Less than 1 in 10 described themselves either as ‘not very confident’
(5%) or ‘not confident at all’ (4%).”
• “We found relatively little support among respondents for the idea that the
duty has led to a ‘chilling effect’ on conversations with students in the
classroom and beyond.”
• “Given the often damning commentaries on and assessments of Prevent in
media discourse, the overall views emerging from school/college staff about
the duty were, perhaps, surprisingly balanced.”
23. Thank you!
Mrs Hifsa Haroon-Iqbal MBE DL
West Midlands Regional Prevent Lead
Further and Higher Education
Hifsa.iqbal@birmingham.gov.uk
@hhi1
www.hifsaharooniqbal.com
Editor's Notes
The Prevent strategy was published in 2007 & revised in 2011. It forms part of the UK Government’s overall Counter-Terrorism strategy – CONTEST. Contest comprises of four sub-strategies, three of which are likely to address what most people think of when they hear the word ‘counter-terrorism.’ These strategies cover the work of the security services, or the strengthening of infrastructure to mitigate against the impact of an attack. The aims of Prevent are very simple – Prevent tries to stop people from becoming terrorists or supporting terrorism. It has been placed in a different part of the slide, because it occupies a different space to the other sub-strategies. It occupies the non-criminal space, intervening before any offence has been committed.
Prevent operates within that non-criminal space; it is not about arresting people. It is about safeguarding individuals to Prevent them from entering the criminal justice system. Prevent does this in 3 ways; by challenging ideologies that support terrorism. We do this through a range of projects and curriculum-based resources designed to provide a counter-narrative to extremist ideology. Prevent aims to protect vulnerable individuals, by providing multi-agency safeguarding support to those identified at risk. And it also aims to support sectors and institutions to mitigate the risks, by supporting compliance with the Counter Terrorism and Security Act and by providing guidance to institutions on how to manage the risks within their specific context.
60 MINUTES slides 16 to 28
Differentiate between the Prevent Strategy (advisory) & the CTA which provides a Statutory Duty
Condition of funding that all Further Education & independent training providers must comply with relevant legislation
Guidance under the CTA directed specifically at FE (only HE also has specific sector guidance)
Explain layout of the slides – “The Duty says…” in colour in the left panel, advice, interpretation & good practice in the right panel
Risk assessment – emphasise that the Duty says this must be undertaken
Clarify what CTLPs are & the role in supporting the risk assessment
Prevent Priority areas – higher risk
Advice on completing an Action Plan – no set format
It must be updated & reviewed
Ensure that people understand the 3 important requirements of Prevent training
Ofsted expectations re “appropriate” = ALL (what does this mean with ILPs & work based learners?)
Ofsted expectations re completion rates for training
Training appropriate to role i.e. different levels/types/mediums for different staff
WRAP training (including Train the Trainer), ETF online, many other commercial offerings – link to local partnerships
Discuss understanding & measuring the IMPACT of training
Emphasise the 3 areas of compliance
1) Policy inclusion
2) Systems for filtering & monitoring i.e. checks & interventions
3) Keepings learners safe online
JISC advice & support to the sector
Outline what the Duty says
Explain the context for FE & Skills – outsiders who are introduced to learners & may share views/materials/weblinks etc
“Light touch” system for checks & authorisation
Supervision
Emphasise the need for welfare facilities & systems (wider safeguarding) should already be in place
The Duty does not mandate that Prayer/Faith facilities have to be put in place
Health check existing arrangements & if none understand why
Explain the dangers of “ungoverned spaces” & how to avoid this
Due diligence requirements of signposting to other organisations/locations for facilities & support
Because the panel is populated by a range of statutory and non-statutory partners, the panel is able to decide on the specific vulnerabilities and develop a bespoke support plan. The support provided will take a range of forms, depending on the specific needs of the individual, but could include linking up the vulnerable individual with a mentor, or facilitating support from within the local authority. Engagement with Channel is voluntary at all stages – the individual is able to withdraw from or decline support – they will not be forced to engage with Channel.
30 MINUTES slides 6 & 7
The only level higher than this is Critical which means that an attack is “expected imminently” i.e. intelligence suggests that terrorists are out on the ground about to carry out an attack i.e. Brussels city centre December 2015.
Britain has been hit by a series of terror attacks in 2017, the most recent being an attack on Muslim worshippers in Finsbury Park.
Here is a list of major terrorist attacks and attempted terror plots going back to 1996:
2017: 19 June
A group of Muslim worshippers were hit when a van mounted the pavement and drove into them in Finsbury Park. The attack happened during the holy month of Ramadan after 00:00 BST, when many people were in the area attending evening prayers. One man, who had fallen ill before the attack, died and nine other people were treated in hospital. A 47-year-old man has been arrested on suspicion of terrorism offences.
2017: 3 June
An attack in London left seven people dead and 48 injured. A white van hit pedestrians on London Bridge before three men got out of the vehicle and began stabbing people in nearby Borough Market. The suspects were shot dead by police minutes later.
2017: 22 May
An attack in Manchester left 22 people dead and 59 injured after a male suicide bomber targeted children and young adults at the end of a concert at the Manchester Arena by US singer Ariana Grande. The bomber, Salman Ramadan Abedi, 22, was born in Manchester to Libyan parents.
2017: 22 March
Six people, including the attacker, died and 50 people were injured in a terror attack near the Houses of Parliament. Khalid Masood mounted the pavement in a hired car and drove into pedestrians on Westminster Bridge. He then ran towards Parliament and stabbed a police officer to death before being shot dead by officers.
2016: 16 June
Thomas Mair shot and stabbed to death Labour MP Jo Cox in Birstall, West Yorkshire. Mair, who accessed extremist websites and was an avid reader of far-right literature, shouted: "Britain first," in the attack. He was given a whole life sentence for the murder.
2015: 5 December
A man attacked Tube passengers with a knife at Leytonstone station in east London. Muhiddin Mire shouted: "This is for my Syrian brothers, I'm going to spill your blood," before he was finally subdued. Mire, who had a history of mental illness, was jailed for life. The judge at his trial said he had been driven by "Islamic extremism".
2013: 22 May
British soldier Lee Rigby was murdered in Woolwich, south-east London by Islamic extremists Michael Adebolajo and Michael Adebowale. The men drove into Fusilier Rigby with a car before attacking him with a knife. Adebolajo was given a whole-life term and Adebowale was jailed for a minimum of 45 years.
2008: 22 May
A failed suicide nail-bomb attack occurred at the Giraffe restaurant in Exeter. Nicky Reilly - a Muslim convert - was the only person injured when the homemade device went off in his hands in the restaurant's toilets. Reilly was found dead in Manchester prison in 2016.
2007: 30 June
A Jeep was driven into the main terminal building at Glasgow Airport in an attempted suicide attack. Five people were hurt. One of the perpetrators, Kafeel Ahmed, died about a month later from severe burns sustained in the crash. The other, Bilal Abdullah - an Iraqi-born doctor - was sentenced to a minimum of 32 years in prison.
2007: 29 June
Two car bombs were discovered and disabled in London's West End. The first was left near the Tiger Tiger nightclub - police sources said it would have caused "carnage" if it had exploded. The second was found in a Mercedes after it was given a parking ticket in Cockspur Street and towed to Park Lane.
2005: 21 July
Four attempted bombings took place exactly two weeks after the 7 July blasts. As with the previous plot, the attacks targeted the public transport system - but the devices failed to explode. In July 2007, four men were each sentenced to life imprisonment.
2005: 7 July
Co-ordinated suicide bombings targeted London's public transport system during the morning rush hour. Three bombs exploded on separate underground trains and a fourth exploded on a double-decker bus. It was the worst terror attack since the Lockerbie bombing in 1988 and left 52 victims dead and 700 injuries.
2001: 3 August
A car bomb planted by the Real IRA exploded around midnight in Ealing Broadway. Seven people were injured.
2001: 4 March
The Real IRA detonated a car bomb outside BBC Television Centre in west London. The police received a warning shortly before the blast, and one London Underground worker suffered deep cuts to his eye from flying glass.
1999: 17-30 April
David Copeland carried out a 13-day nail bombing campaign that left three people dead and 139 injured in London. The hate-crime killings separately targeted the black, Bangladeshi and gay communities in attacks in Brixton, Brick Lane, and Soho.
1996: 15 June
A lorry carrying 1,500kg of explosives blew up in Manchester city centre. One of the biggest bombs the IRA detonated on the British mainland, it caused massive damage to the Arndale shopping centre and other buildings within a half mile radius. Nobody died but 212 people were injured.
Travel Abroad – Individuals still aspiring to travel to join Daesh but as their sphere of influence diminishes in both Syria and Iraq then individuals might turn their attention to travelling to other areas of conflict such as Libya, Somalia, Nigeria and Yemen.
The travel has also involved individuals and families being seduced by the appeal of what they consider would be a better life under Sharia Law in the Daesh proclaimed “Caliphate”. In many cases the authorities have had to intervene to safeguard small children from being taken into areas of conflict. 50 children in the UK have had to be made Wards of Court to protect them from being taken into what was in effect a warzone.
Returnees from Syria/Iraq – Blowback is the concern that British Citizens who fight in Syria and other areas of conflict will return to the UK and actively take part in hostilities against the UK Government and Society. Research by Dr. Thomas Hegghammer has suggested that in previous conflicts around the world 1 in 9 of the foreign fighters involved return to their native country and engage in acts of terrorism. Other research suggests that the individuals involved are more likely to cause loss of life and injury in those acts of terrorism because of a number of factors such as involvement in military action, weapons training, dehumanisation as a result of the trauma they have suffered and what they have witnessed and Post Traumatic Stress. Consideration must also be given to the impact that returning individuals with PTSD might have on public services and resources bearing in mind their need to access support and treatment etc. This applies not only to people who have fought for Daesh but also against them, such as the YPG a Kurdish Militia in Syria, (Lower numbers but are travelling – Kimberley Taylor from Blackburn). All foreign fighters will be treated in the same way on return in relation to arrest (decisions will be made in relation to individuals depending on what training they have engaged in, what crimes they have committed or their level of engagement with terrorism) or vulnerability ( What harm have they suffered, what trauma have they been exposed to etc.) Children in particular may have been significantly affected by involvement.
Online Radicalisation – online radicalisation features in almost every Counter Terrorism Investigation. Even when Peer to Peer radicalisation has been the primary driver of the process individuals have been signposted to online extremist material and ideology and so the two things go hand in glove. The online space provides radicalisers with far more Accessibility to far more people to potentially ‘groom’ than ever before. It also provides far more Availability of extremist ideology, material and content for individuals to access that might influence/radicalise them. Limited online safety knowledge exacerbates the situation. In some cases a lack of ‘parental controls’ on computers increases the risk for young people and in other cases the existence of ‘parental controls’ can give a false sense of security. Institutional safeguarding measures are a key element to mitigating this risk.
Far Right Extremism – In December 2016 National Action was the first Right Wing Extremist group to become a proscribed terrorist organisation. As a result, being a member of, or inviting support for, the organisation will be a criminal offence, carrying a sentence of up to 10 years’ imprisonment. There are 71 proscribed organisations in the UK (14 of whom are connected to Northern Ireland). Brexit has contributed to a polarisation of opinions which can lead to people becoming more extreme, getting involved in extremism.
There has also been a rise in reported incidents of hate crime in the UK since the EU referendum. Thomas Mair who was convicted of the murder of MP Jo Cox had a far right fixation with Nazi’s, South African Apartheid, and segregation issues in the Southern USA. In addition to looking at Britain First extensively he researched Anders Breivik the far right Norwegian terrorist who carried out attacks in Oslo and the Island of Utoya killing 77 people in total on the internet at his local library. Reciprocal Radicalisation – one extremist ideology feeding off the other.
Lone Actor attacks – Individuals who apparently act on their own are by definition harder to identify. Whilst organisations such as Al-Qaeda still aspire to carry out spectacular attacks around the world the threat is changing and we are seeing more and more individuals being inspired by the rhetoric of extremist ideologies to carry out more basic attacks involving vehicles and knives. This has manifested itself in the increased number of attacks we have seen both around Europe and in London, for example the murder of Lee Rigby and more recently the Westminster Attack (others have been prevented by the police). In virtually all these cases even though the individual apparently acted alone someone knew something or had a ‘niggle’. Even though the individual may have carried out the attack themselves many of them had discussed it with others even if that was in a virtual space. The fact that such individuals are more difficult to identify makes it even more important than people share any concerns in the Prevent space.
Before the Act came into force there were several pieces of legislation to cover discrimination, including:
Sex Discrimination Act 1975
Race Relations Act 1976
Disability Discrimination Act 1995
In July 2015, a legal duty came into force requiring that ‘specified authorities’, including schools and further education colleges (‘colleges’), show ‘due regard to the need to prevent people from being drawn into terrorism’ – popularly referred to as the ‘Prevent duty’. Since the Prevent duty was put before Parliament, it has been the focus of extensive and often highly polarised public debate. While the UK government has argued that the duty ‘doesn’t and shouldn’t stop schools from discussing controversial issues’, critics of the duty have maintained that it will have, and is having, a ‘chilling effect’ on free speech on schools and colleges. In addition, while the UK government has insisted that Prevent and the Prevent duty relate to all forms of extremism, critics argue that, whatever the intention of individual policymakers, practitioners and professionals, Prevent and the Prevent duty continue in practice to concentrate overwhelmingly on Muslim communities, thereby exacerbating stigmatisation of Muslim students.
These debates made clear an urgent requirement for a stronger evidence base from which to understand and assess how the Prevent duty is playing out in schools and colleges. This report begins to respond to this requirement. Focusing on the experiences and attitudes of school and college staff, it examines four questions: 1) How has the new Prevent duty been interpreted by staff in schools and colleges in England? 2) How confident do school/college staff feel with regards to implementing the Prevent duty? 3) What impacts, if any, do school/college staff think the Prevent duty has had on their school or college, and on their interactions with students and parents? 4) To what extent, if at all, have school/college staff opposed or questioned the legitimacy of the Prevent duty?
The report is based on in-depth qualitative interviews with 70 education professionals across 14 schools and colleges in 2 areas of England (West Yorkshire and London); in-depth qualitative interviews with 8 local authority level Prevent practitioners working in different local authority areas to support schools and colleges; and a national online survey of educationalists (n=225).