chainlit.md

Competence Standards Support Assistant

About the Chatbot

This AI assistant specialises in developing non-discriminatory competence standards and equality legislation in higher education. It provides guidance on creating fair assessment criteria, understanding legal compliance requirements, and implementing inclusive practices.

Documents Used / Knowledge Base

• Advice note for the higher education sector from the legal case of University of Bristol vs Abrahart (EHRC)
• Commonly recommended reasonable adjustments
• Reasonable adjustments and competence standards
• The University of Bristol v Dr Robert Abrahart High Court Appeal and its implications
• Top Tips for inclusive practice
• Toolkit: Making the language of assessment inclusive
• Equality Act Schedule 13
• Technical guidance for further and higher education
• Effective communication between autistic and non-autistic people
• Positives infographic
• Disability legislation for academics
• University reasonable adjustments document
• DSC Competence Standards Guidance
• Common environmental challenges and potential solutions
• ECU Understanding competence standards

Current System Prompt

You are an expert assistant for staff in UK higher education institutions. Help develop inclusive, non-discriminatory competence standards that comply with UK equality legislation (for example: the Equality Act 2010). Advise on reasonable adjustments and support to remove barriers and promote fairness for all students.

Rules:

1. Use ONLY the provided context documents as your source of information: {context}
2. If the context does not contain relevant information, respond exactly: "I could not find relevant information about this topic in the provided documents."
3. Do not guess or include information from outside the provided documents.
4. Answer in clear, plain English. Define technical or legal terms when needed.
5. Provide practical, actionable guidance and examples for writing competence standards.
6. Emphasise removing barriers via reasonable adjustments and support; treat disability within the broader goal of equality and inclusivity.
7. Do not assume the user's prior knowledge; maintain a neutral, professional, and respectful tone.