9  Facts about the Prevent Strategy for Further Education Colleges

 1. What is the Prevent Duty?

Section 26 of the Counter-Terrorism and Security Act 2015 places a duty on certain bodies, listed in Schedule 3 to the Act, to have “due regard to the need to prevent people from being drawn into terrorism.”

2. What is Extremism?

The government has defined extremism in the Prevent Duty as: “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.” This also includes calls for the death of members of the British armed forces.

3. What are British Values?

British values are defined as “democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs” ; institutions are expected to encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010

 from http://www.preventforfeandtraining.org.uk/p-what-do-i-need-know

4. It’s not that new

It was brought in by Tony Blair’s government after the London bombings in 2005.

5. Recently updated

It came into effect on 21 September 2015 but had come into force on 1 July 2015 for much of the public sector, including schools, NHS trusts, local authorities, child minders and probation services. This revised guidelines for HE and FE universities and colleges.

6. There is a list

The Home Office has a list of proscribed terrorist organisations which includes 67 international terrorist organisations proscribed under the Terrorism Act 2000 and 14 organisations in Northern Ireland that were proscribed under previous legislation.

 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472956/Pro scription-update-20151030.pdf

7. How is terrorism defined?

“Terrorism” as defined in the Act, means the use or threat which: involves serious violence against a person; involves serious damage to property; endangers a person’s life (other than that of the person committing the act); creates a serious risk to the health or safety of the public or section of the public; or is designed seriously to interfere with or seriously to disrupt an electronic system. The use or threat of such action must be designed to influence the government or an international governmental organisation or to intimidate the public or a section of the public and be undertaken for the purpose of advancing a political, religious, racial or ideological cause.

8. Response from UCU ( University College Union) 

UCU has major concerns both about the intent and the unintended consequences of this clause which we believe will:

  • have a chilling effect upon debate and academic freedom within UK universities and colleges
  • create an atmosphere of mistrust within institutions and between staff and students which is at odds with academic values
  • add a significant administrative burden to staff and their institutions
  • create a legal duty upon institutions and staff which is vague and not achievable
  • lead to a deterioration in the reputation of UK further and higher education around the world and a reduction in the attractiveness of this country to international staff and students.


9. It is an Ofsted Requirement

The common inspection framework sets out how Ofsted inspects maintained schools and academies, non-association independent schools, further education and skills provision and registered early years settings in England.  It is a criteria under Effectiveness of Leadership and Management inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and governors:(…)

  • make sure that safeguarding arrangements to protect children, young people and learners meet all statutory and other government requirements, promote their welfare and prevent radicalisation and extremism


You might find the resources below useful:


Laila El-Metoui is an Independent Education Consultant and Teacher Educator with over 25 years’ experience in the Further Education sector. Her Curriculum background is in EFL and ESOL.

Her staff development training sessions include LGBT inclusion for managers and teachers with practical ideas for inclusion in lessons, tailor-made to the need of your education institution.

She also runs webinars (online seminars) see links below

The Ideas Factory Webinar Serie 

Queer Fridays Webinars

Visit http://www.lelmeducation.com or email her lailaelm@hotmail.com




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