Stage 3: Assessing the quality of the impacts and identifying opportunities to promote equality
The results of the evidence-gathering undertaken for the purposes of the assessment, including qualitative and quantitative data and the source of that information, can be found in the interim and full EQIAs. To avoid duplication these results are not presented again here.
No new impacts have been identified since the publication of the full EQIA; however, the face-to-face meetings and the consultation responses mentioned above did echo a number of previously raised concerns, alongside some constructive feedback with regards to methods of communication for DRS. The feedback received as a result of these additional meetings is tabled below.
|Age Concern||Supported the inclusion of a takeback service for distance sales.||Included in the Regulations.|
|Highlighted the need for print communication, rather than relying wholly on digital. Also making material available in a number of languages and formats, such as BSL, audio, braille, and easy read versions.||Research and engagement is currently ongoing to ensure that suitable communication methods are adopted.|
|Encouraged the Regulations to be more explicit with regards to return point accessibility.||The Equality Act 2010 prohibits certain discriminatory conduct. It contains a duty to make 'reasonable adjustments' in the way services are delivered to those with the protected characteristic of disability. Any Scheme Administrator of DRS, as well as return point operators, will therefore be legally obligated to comply with this duty.|
|Disability Equality Scotland||Highlighted the need for return points to be accessible to those with reduced mobility.||As above.|
|Encouraged consultation with disabled people and Access Panels throughout the implementation phase of DRS.||Proposed actions to address these are summarised under the Public Communication heading at Stage 4.|
|Highlighted the need for inclusive communication and utilisation of the Inclusive Communication Hub to ensure information is accessible to all.|
|Dyslexia Scotland||Supported the existing EQIA and the information it captured.||n/a|
|Learning Link Scotland||Highlighted the need for inclusive communication, and the utilisation of resources similar to the 'Counting on a Greener Scotland' pack.||Proposed actions to address these are summarised under the Public Communication heading at Stage 4.|
|Encouraged the establishment of a fund to develop teaching and training resources or to run educational programmes to engage those at risk of disadvantage through the scheme.|