ࡱ> g lbjbjVV 4r<r<d\\|FtpRy{{{{{{$j^yy UmB+mUbeʧ07TUUpť,?N\ |: Submission in response to the report: African Australians: A report on human rights and social inclusion issues Responding to the themes 1. Employment and training 2. Education Submission provided by teaching and pathways/careers counselling staff of the Adult Migrant English Program, Migrant Education, Tasmanian Polytechnic. Report compiled by: Laura Chapman Volunteer Tutor Program Coordinator Migrant Education  Employment and Training Needs Access to Training 1.1 What barriers do African Australians face in accessing training opportunities? Many migrants are not aware of what training opportunities are available. Types of entry tests for training are sometimes culturally biased, using convoluted language and a range of vocabulary in both the instructions and the test questions which is not relevant to the training being applied for. E.g. ACER tests. Literacy and numeracy tests, Police Recruitment. Students are often set up for failure by training organisations. For example, African Australians are accepted into courses but not provided with enough support once they get there, or accepted into a high level course without adequate preparation, language or skills. On the other hand, the skills of the student might not be recognised and the trainers might not have adequate methodology to incorporate CALD clients into their program. Sometimes the consequence of this is that the student is not allowed to continue a course. There are discrepancies between the training and pathways advice that different job networks provide. English language requirements are often quite high. Students might be quite capable at practical tasks but need support with language. Not enough access to literacy, numeracy and language support. Transport affordability, timetables. Lack of childcare. 1.2 What specific training opportunities would be most helpful to newly-arrived African Australians? Access to pathways counsellors. Adjust selection processes to be more equitable. Specific training opportunities could include preparation for the format and linguistic challenge of entry tests. Familiarisation of numeracy and general ability tests such as patterns, sequencing, shape identification is also needed to give African Australians a better chance of passing. Training opportunities that involve contextualised language, literacy and numeracy support in conjunction with vocational training. Training with flexibility around pace of study. Introductory courses, bridging courses and tasters. ICT computers and other technology 1.4 Can you give examples of genuine training and employment pathways available to African Australians? Employment Pathways program under the AMEP, funded by DIAC (e.g. Work It Out program in AMEP, Hobart) involving work placement, English language classes, orientation to the workplace and vocational counselling. Pathways courses, such as those run by the Tasmanian Polytechnic, which introduce and teach basic employability skills and prepare students for further training or employment. They also use pathways/careers counsellors in the training program and raise awareness of what work and training options are available. Job Networks / RTOs have offered specific vocational training catering to African Australians e.g. Cert II in aged care or Cert I in Kitchen Operations as preparation for higher level vocational courses. Employment and Training Needs 1.5 Please comment on what is meant by securing meaningful employment from your personal and/ or professional perspective? Securing meaningful employment (from a professional point of view) would be employment which is ongoing with a minimum period of 6 months on a continuous contract or, a guaranteed number of weekly casual hours with a roster provided in advance. Employment that does not lock people into lower-skilled occupations when they have higher level qualifications, skills and experience. It would also be employment where the employees previous experience, training or skills are acknowledged regardless of where and when. This does not mean comparability in all cases but an acknowledgement of what the person brings to the workplace. Short term outcomes can be valuable if they lead to further job opportunities or training, allowing people to continue along their career pathways. 1.6 What career advice is helpful for newly-arrived African Australians? The career advice which is helpful is that which includes a realistic framework of the time needed to achieve a goal, of financial implications during a period of training/ studying and familiarisation of different levels of certificates, diplomas and degrees. They need assistance in the process of getting former qualifications recognised. The frameworks and levels of qualifications need to be explained to prospective students. Students need to have an understanding of the level of competence needed in English and other subjects as a prerequisite to moving on successfully. Careers counselling of African Australians should include a thorough expansion on what training leads to which occupation and what the occupation actually is, as vision can be limited by long term living in refugee camps where occupational role models are often those working in medicine or community services. They need to develop an understanding of the labour market in Australia and what specific occupations entail, before they can make informed career decisions. Job seekers could be given realistic example workplace scenarios to examine and discuss in preparation for the workplace. They need preparation for the culture of the Australian workplace. Help in planning a realistic pathway with both short term and long term goals. 1.7 What barriers do African Australians encounter in using services of employment agencies (including the Job Network)? Lack of access to interpreters, especially professionally trained interpreters. Timely access to a job network, when it is relevant to their needs. E.g. some clients are not referred to a Job Network. Not enough flexibility for clients to have job network support and continue training under other RTOs. The language on job-network forms is unnecessarily bureaucratic, jargonistic and therefore bewildering or intimidating to CALD clients. Lack of clear communication between job network, Centrelink and clients. Not enough time is allocated by job networks to individualised support Intensive support is not actually intensive. 1.8 Do employment agencies provide culturally appropriate services to African Australians? If yes, then how? This varies greatly. Some do, but some Job Networks appear to have no cultural awareness/diversity awareness whatsoever. Employment Opportunities 1.11 What are the key challenges faced by African Australians in finding and retaining employment (e.g. recognition of qualifications, English language requirements etc.)? Recognition of qualifications is often frustrating because of the non-existence of comparisons with training and education in some of the countries of origin of African Australians e.g. Burundi and Congo. There are no Country Education Profiles yet provided by NOOSR. This results in costly individual assessment. Trade skills, especially those only partly completed, are problematic in that in Tasmania there is no stated procedure for the assessment of such. (The question is passed from department to department.) Transport / drivers licence / access to car. Sufficient and timely pathways counselling and job network support. Sufficient and timely assistance rather than token support in applying for specific jobs. English language, literacy and numeracy requirements, computers and technology. Knowledge of how the workplace operates structures, procedures, processes etc. Knowledge of workplace culture / fitting into the workplace. Discrimination against African Australians. African Australians are generally unaware of their rights and responsibilities in the workplace, and many employers neglect to inform employees of their rights. Some are not given appropriate Workplace (occupational) Health and Safety training or inductions. Lack of access to childcare. Health and settlement issues there is lack of flexibility and understanding in the workplace to compensate for settlement needs for recently arrived migrants/refugees and for people with backgrounds of torture and trauma. 1.12 What can be done to increase employment opportunities for African Australians? Training opportunities that involve learning about the culture of the workplace to prepare potential employees for interacting with others and participating successfully in the work environment. Work experience placement can play a positive role if managed well with appropriate placements. However, it is sometimes viewed as being paternalistic, especially in the case of professionals where it rarely leads to the resumption or continuation of a career path. Educating employers about the skills, experience and benefits that migrants and former refugees can contribute to the workplace. Employees being able to identify their skills/experience (skills audit) and transfer them into the Australian labour market. This would enable them to communicate their skills to potential employers. Cross-cultural awareness training for workplaces. Finding ways to link labour market needs / skills shortages with potential employees. E.g. a need for farm labour There are some valuable work education programs that achieve skills development in preparation for the workplace, and which provide pathways into training and work outcomes. The educative and long term outcomes/benefits of language and cultural work education programs cannot always be measured by immediate or short-term employment outcomes, and therefore should not be linked to these as prerequisite KPIs for funding. 1.13 What are the health, social and cultural impacts of unemployment and underemployment for African Australians? Health, social and cultural impacts of unemployment are disturbing. This is particularly so for youth with broken or limited education. There is evidence of social isolation, low self-esteem and risk of deviant behaviour. There is mistrust of a system which says it is there to help achieve access to training and employment, but in reality achieves little. Another group greatly affected by unemployment is the middle-aged male who experiences displacement within the family and community where the male has always been the provider and head of family. People are greatly disappointed or surprised that skills or high-level qualifications that were valued in their country of origin prior to becoming a refugee, are not valued in Australia. Unemployed or underemployed African Australians end up being socially excluded from different aspects of Australian life social networks, reasonable standards of living and face isolation. Discrimination in Employment and training 1.15 Can you provide examples of how African Australians are treated differently when seeking employment and/ or training? Stereotyping this affects so many aspects of employment. People can confuse accent with intelligibility, and presumes that someone with an accent (e.g. African) will not be able to communicate effectively in the workplace. Skills and experience are not recognised or respected, which often results in people being put in marginal jobs below their skill level. Not given the opportunity to demonstrate their skills or abilities. Even people trained in Australia with equal formal qualifications to other employees/applicants are sometimes not trusted in their skills and abilities as they are seen to come from somewhere else and not know how things are done here. 1.16 What is the impact of this discrimination? Loss of self-esteem and confidence which leads to many African Australians applying for lower level jobs. See above: 1.13 1.17 How can African Australian workers be made aware of and supported to exercise their rights in relation to discrimination in the workplace? Through information sessions or specific training with accompanying resources (bilingual where necessary) in regards to employees rights, the legal responsibilities of employers and employees. There needs to be an emphasis on empowerment of African Australians as many are unaware that there are laws to protect them in incidences of workplace discrimination. African Australians can benefit from information sessions on what is regarded as discrimination in Australia, as this varies greatly in different cultures/countries, and procedures for taking action against discrimination. Raising awareness of advocacy and support bodies such as unions, the Workplace Ombudsman, Anti-discrimination Commission. These organisations must be proactive and workplaces must be receptive to their involvement. Specific education resources such as Its Your Right, collaboratively produced by HREOC and VIC AMES, are really valuable in educating migrants and refugees on their rights in the workplace, using appropriate and diverse cultural role models. 1.18 Are experiences of employment and training different for African Australians based on religion, age, gender, sexuality or disability? Please provide reasons in your answer. Yes, there is a lot of stereotyping and discrimination, for example female Muslims wearing the hijab can be more readily identified and targeted. There is not enough allowance for diversity in the workplace there is a lack of awareness and no adjustments are made to accommodate diversity. There isnt sufficient support across different agencies for people who are culturally and linguistically diverse AND who have a disability or multiple disabilities e.g. an Afghani refugee with no formal education or English who is deaf. They are passed from one department to another without getting appropriate, coordinated - or any - support. Education 2.1 How do African Australians find out about education services available to them? Providers of the Integrated Humanitarian Settlement Strategy (IHSS) usually fill this role for humanitarian/refugee entrants. Referral from other educational or training providers. Family and friends. 2.2 What barriers do African Australians face in accessing education opportunities? Young African Australians have high hopes.which are easily dashed because of the lack of preparation before entering mainstream study. They require support with study skills, time management , financial realities, research skills etc. Lack of awareness of what opportunities are available and how to access them, or how to follow alternative educational pathways. Church groups IHSS volunteers belonging to particular religious groups often introduce former refugees to religious schools without showing them other options. There are widows and single mothers who have many children at home but no family, community or appropriate support networks to enable them to balance family and educational commitments. Also, there is often a lack of childcare places. African Australian women can face barriers from their own communities who may have differing expectations of women in regards to education. Many come from educational backgrounds very different from the Australian system so have different expectations of education, do not understand the methodology and culture of the Australian classroom. Some have had no, very limited or interrupted education and need basic learning strategies, study skills and computer technology skills. Many need intensive ESL and literacy support for mainstream subjects. 2.3 What specific education opportunities would be most helpful to newly-arrived African Australians? Many African Australians need to work as well as study, they are financially motivated to support their families and set up a new life in Australia, so they need to be supported to work and participate in education. Specific education opportunities which would be helpful would include a proper provision of subjects in addition to English, such as Maths/numercy, ICT, Australia and its Place in the World, Career Choices and Work Awareness, as a minimum. Huge gaps in education prior to arrival in Australia can not be addressed through short courses. A long term commitment must be made. There need to be introductory and bridging courses that cover not only subject content, but cultural content, language, literacy, numeracy, computer technology and study skills that relate directly to the subject. Intensive ESL programmes could be extended prior to taking on mainstream courses. In t majority of cases, the 510 hours of English provided through the AMEP is not enough time to prepare someone for further studies - especially for someone who has minimal formal education and is not literate in any language. For youth, there also need to be a range of social and recreational options alongside classroom subjects. As with those in vocational training, students need access to appropriate careers counselling and student support. Some students who arrive in Australia with minimal education will take more that two years to complete school years 11 and 12, and this needs to be taken into account in the planning of longer-term learning arrangements. Education experiences 2.5 What are the experiences of young African Australians in educational institutions (e.g. schools, universities, TAFE, colleges) in Australia? African Australians will answer this for themselves, but from the observation of professional teachers who have worked with African Australians: There is not enough support in language, literacy, numeracy and content/subject knowledge. Misunderstandings, misinformation and communication issues with staff and peers due to language and cultural differences. Inability to achieve goals or complete courses in allocated time (see barriers above). School can be a strong social network. Students who receive adequate preparation for courses and support during study have positive experiences and outcomes. Educational needs for African Australian students 2.10 Can you suggest any programs and services that can provide additional support to African Australian students during their education? The Adult Migrant English Program, funded through DIAC, provides English language and literacy programs, Distance Learning and Volunteer Tutoring to Migrants and humanitarian entrants. Some adult literacy and numeracy programs are provided through RTOs, e.g. the Language Literacy and Numeracy Program (LLNP) Free community classes are available e.g. at Migrant Resource Centres, usually as unaccredited training. Social and sport programs such as those provided by Youth Clubs, The PCYCs , MRC Youth Programs, regional and metropolitan council programs. Counselling services run by educational providers, specialist torture and trauma counselling such as that run by the Victorian Foundation of Torture and Trauma, or the Phoenix Centre in Hobart, to enable students to work through issues that affet their study. IHSS and Settlement Grants Programs that support former refugees with settlement issues throughout their education. 2.11 How can Australian education institutions (e.g. schools, universities, TAFE, colleges) meet and support the specific cultural needs of African Australian students, especially those who arrive as refugees or asylum seekers? Appropriate support services counselling, pathways careers advice, discrimination officers, disability support etc Culturally inclusive policies and cultural awareness training for staff. Culturally appropriate facilities where appropriate e.g. a designated place for prayer., even as a multi-faith prayer room. Partnerships across faculties e.g. co-developed and co-delivered English Language and Hospitality courses. Cross-cultural exchanges and events between students e.g. communicative activities between different programs and classes, cultural awareness raising, online forums. Mentoring programs between students. Encouragements of and support for student societies / clubs. A range of language, literacy, numeracy and ICT support alongside and within mainstream courses. Translation and interpreting services for students in their orientation programs. Some bilingual resources in libraries, such as bilingual dictionaries. 2.12 What training and support should be put in place to assist educators to better understand complex refugee situations? Cross-cultural awareness training for all staff. Professional development for teachers in working with learners from different language, literacy and educational backgrounds. Mapping of support and referral services for culturally and linguistically diverse students both within the education institution and the community, that can be provided to educators. Professional translation and interpreting services for students in their orientation programs and translated / bi-lingual materials for those with higher literacy. Bi-cultural support workers / teachers aides to work alongside teachers, especially in the students first year of education. Introductory and bridging programs developed in collaboration with ESL and main subject teachers, with a focus on inclusive methodology. Access to cultural and political information regarding refugee situation and the implications for learners, such as the Fact Sheets produced by the AMEP Research Centre. Student evaluations of programs by CALD students, where they are given a chance to give feedback and express their views in relation to culturally appropriate delivery. Specific educational resources designed for CALD youth such as those developed by the CMYI in Victoria, or the AMEP Get Wise content-based ESL resources. Online networks of support services for CALD youth. Discrimination in education 2.13 Can you provide examples of how African Australians are treated differently in the education sector? Indirect discrimination through school policies that dont take into account the needs of culturally and linguistically diverse students. Direct racial discrimination from teachers and other students, leading to social isolation. This can be through teaching methodology that does not take into account the needs of culturally and linguistically diverse students, inappropriate or insensitive behaviour towards cultural groups or those from a background of torture and trauma, and lack of inclusion in social events. Teaching staff can confuse issues related to post traumatic stress disorder (PTSD) with behaviour issues. These problems need support rather than judgement / discipline. Similarly, teachers can mistake cultural behaviours e.g. in some cultures in is respectful NOT to look elders or teachers in the eye but to look away. A female student may not answer any questions if her male relatives are in the class. A result of these misunderstandings is that African Australians are judged or disciplined unnecessarily. Accents can be mistaken for intelligibility / communication issues. Students are often unaware of grievance procedures, or are not empowered to address issues of discrimination i.e. dont know that they can make complaints, dont know who can support them, or feel intimidated by authority. 2.14 What is the impact of this discrimination? Effects students confidence, self esteem, motivation and success in achieving educational outcomes. Social isolation in school. Engenders a lack of trust and confidence in the educational institution or system. 2.15 Are the education experiences of African Australians different based on religion, age, gender, sexuality or disability? Please provide reasons in your answer. Adult and Youth have very different experiences as they often participate in quite different programs and have different needs. Female African Australian youth with children have barriers to participation in education. There is generally not enough childcare for young women and there arent programs to cater to their needs. Youth with Torture and Trauma issues, end up on the social fringe with marginalised groups in high schools and colleges, sometimes leading to delinquency, crime etc. Elderly African Australians who have had no formal education find it very difficult to adapt to the culture of a formal Australian classroom and require different methodological approaches from youth, who seem to adapt to mainstream approaches. As above, there isnt sufficient support for people who are culturally and linguistically diverse AND who have a disability or multiple disabilities e.g. an Afghani refugee with no formal education or English who is deaf. There is often no coordinated support for these students. Assessments are rarely flexible enough to cater to such students. Government and education policies 2.16 Do government education policies and program design meet the needs of African Australians? Please give reasons in your answer. 510 hours of English generally not enough for African Australians to have the level of English the desire to fulfill their further study / training / employment goals. The needs of young African Australians, in particular the 16 -24 year old age group, need to be adequately addressed to avoid social dislocation. 202 Visa holders do not have access to IHSS support. More effort needs to be put into supporting the proposers of family members. Proposers need induction / training in how to support their family members. Government policy is unlikely to identify African Australians as a separate group. 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