ࡱ>  g QjbjbjVV tjr<r<_(Qdd$(Z+Z+Z+$~+~+~+P+T"/~+-l39@$:Hl;l;< AtC$KXZ+<<Z+Z+l;l;4eeeZ+l;Z+l;eee x l;z 8 P0-<HZ+Cb_e sȂCCCCCC-CCCCCCCCCd #: OMI Submission to AHRC Report - African Australians: A report on human rights and social inclusion issues  SUBJECT \* MERGEFORMAT  KEYWORDS \* MERGEFORMAT  28 July 2009 Do not delete this line Executive Summary This submission is a response to the discussion paper African Australians: A report on human rights and social inclusion issues released by the 鱨վ in March 2009. The report has been compiled by the Western Australian Office of Multicultural Interests (OMI) with input from State Government agencies who are participants in the across-government African Implementation Committee. The Committee is made up of representatives from the Western Australian: Department of Health; WA Police (Office of the Commissioner); Department of Education and Training; Department of Commerce; Department for Communities; Department for Child Protection; Department of Housing; and Office of Multicultural Interests. The Committee was formed in November 2007 to monitor and report to State Cabinet on the implementation of recommendations made in a Discussion Paper produced by the Across-Government Working Party on African Humanitarian Settlement Issues (the Working Party) that was tabled in May2006. The recommendations arose from consultations conducted by the Office of Multicultural Interests (OMI) in 2005 in response to the need for assistance in addressing the complex and high needs of recent arrivals to Western Australia from African countries. In December 2008, OMI submitted a report for State Cabinet detailing the status of implementation of recommendations made in the Working Partys Discussion Paper. The report included input from the relevant agencies represented on the Committee plus additional information from Centrelink and the Department of Immigration and Citizenship (DIAC) in relation to recommendations concerning Commonwealth Government responsibilities. This submission incorporates information from the Implementation Report as well as further information provided by Committee members who attended a consultation with the AHRC in Perth on 29 June 2009. The consultation included a representative from the WA Equal Opportunity Commission who attended and provided subsequent input to the submission. The submission highlights the following key points: Between 2001/02 and 2007/08, 5,829 Humanitarian Entrants from the African region settled in Western Australia. This figure represents approximately 15 percent of the total number of Humanitarian entrants from the African region to Australia. While the proportion of humanitarian entrants arriving in Australia from African countries has been reduced in the last five years from 71 per cent in 2004-05 to 30 per cent in 2007-08, over the same period the proportion of Western Australias humanitarian entrants who come from the African region has risen from 14 percent to 20 percent. Given the changing profile of people entering Australia through the Humanitarian Program, there is a need for flexibility in government policies and programs, improvements in data collection and increased cross cultural competency of staff to adapt to the differing needs of each intake. Since consultations were conducted in 2005, State Government agencies have become more knowledgeable and experienced in dealing with the issues identified for African Humanitarian Entrants. Both Commonwealth and Western Australian State Government agencies have been active in responding to the needs of African humanitarian entrants and/or addressing the recommendations made by the Working Party. Some agencies have implemented new programs to address the needs of African humanitarian clients and others have identified existing programs that may be accessed. . Models of service delivery that not only target the needs of a specific group but also focus on integration and coordination of services are highly successful in delivering an effective, responsive, culturally appropriate service that does not duplicate, and alleviates pressure on, existing services. One example is the Integrated Services Centres (ISCs) coordinated by OMI in partnership with the Department of Health (DoH) and the Department of Education and Training (DET). DET and OMI made a joint submission to the Cabinet seeking further funding to extend the operation of the ISCs. On 10 June 2009 the Cabinet approved the allocation of $1.2 million to continue the ISCs up to 30 June 2011. Other positive initiatives of State Government agencies include the following. Provision of three year funding by OMI to Multicultural Services Centre of WA for delivery of an ethno-specific mental health service (Maitri). The DoH Migrant Health Unit and the Princess Margaret Hospital Refugee Clinic. Establishment of the DoH WA Refugee Health Advisory Council and WA Health Language Services Network. Commencement of regular meetings between the Migrant Health Unit, DIAC and the Integrated Humanitarian Settlement Strategy (IHSS) providers, which are funded by DIAC to provide settlement services for humanitarian entrants for the first six to 12 months. These meetings are intended to share knowledge on population trends and emerging health issues relevant to refugees settling in WA and facilitate effective delivery of services at the Migrant Health Unit. Major sponsorship by DoH of the Inaugural Australasian Refugee Health Conference and third WA Transcultural Mental Health Conference to be held in Perth in September 2009. Proactive initiatives by DET to address the needs of humanitarian entrant students in primary and secondary government schools. DET ESL school programs, particularly the services and support provided by Intensive English Centres, have significantly addressed the educational, social and emotional needs of humanitarian entrant students. These programs include Curriculum Leaders, School Support Workers, the ESL/ESD Progress Map, Play Therapy, Art Therapy, Occupational Therapy, sports programs and targeted literacy intervention to enable students to access the language curriculum. Extensive community engagement efforts by WA Police including development of DVDs, seminars, workshops and active recruitment of staff from culturally and linguistically diverse (CaLD) backgrounds, as well as diversity training, in particular, for police recruits. Consultation and community engagement activities undertaken by the Department of Commerce and Department of Housing in relation to housing and tenancy issues Targeted education programs by the Department of Commerce to address housing and tenancy issues. Programs instituted by the Department of Sport and Recreation, in partnership with OMI, to increase participation by young people from CaLD backgrounds in sport. However, many targeted and successful projects have been subject to short-term funding without the capacity for continued service provision. Key areas that require ongoing attention include: improving agency data collection to identify client needs and inform policy and planning in relation to service delivery; more comprehensive delivery of quality assured cultural competency training; greater diversity in public sector recruitment; implementation of policies to address the language and literacy obstacles faced by humanitarian entrants; and coordination of government services delivered to humanitarian entrants. Access to affordable and appropriate housing for African humanitarian entrants remains the primary critical issue. These matters have also been highlighted through the implementation of the Policy Framework for Substantive Equality administered by the WA Equal Opportunity Commission. The policy is designed to assist major public sector departments eliminate and prevent systemicindirect forms of racial discrimination in their service delivery to Indigenous and ethnic minority groups. Under the WA Equal Opportunity Act 1984,indirect discrimination refers to seemingly neutral policies, procedures and practices, which may disadvantage particular Indigenous and ethnic minority groups and usually occurs where there is a neglect, albeit unwittingly, to consider and respond to needs. The substantive equality policy provides a method through which departments undertake an equality impact assessment which identifiessystemic discrimination issues, and builds capacity to identify how systemic racial discrimination can be addressed. The policy is intended to bring about permanent cultural and structural improvements to government service delivery. The February 2008 CEO Update on the Implementation of the Policy Framework for Substantive Equality provided an overview of the progress made in the implementation of the Policy Framework, as reported to the Commissioner for Equal Opportunity. It identified that, while there had been a substantial commitment to implementing the Policy Framework across the public sector since its introduction in 2005, particularly in the areas of housing and policing, there are three systemic issues common to most participating agencies: Data Collection agencies are limited in their capacity to adequately identify existing and potential Indigenous and ethnic minority clients in their statistical data collection processes and practices. Community Engagement and Consultation there is a general lack of formal and standard effective consultation practices for Indigenous and ethnic minority groups. Diversity Training the training currently available to the public sector is currently inadequate in developing staff skills and competencies to develop and implement policies and programs that take into account the differing needs of their clients. The CEO Update concludes with the observation that embedding these elements into the routine operational practices of agencies is crucial to addressing and preventing systemic forms of discrimination. Contents  TOC \o "2-3" \h \z \t "Heading 1,1"  HYPERLINK \l "_Toc236111850" Background  PAGEREF _Toc236111850 \h 7  HYPERLINK \l "_Toc236111851" 1. Employment & training  PAGEREF _Toc236111851 \h 10  HYPERLINK \l "_Toc236111852" Access to training  PAGEREF _Toc236111852 \h 10  HYPERLINK \l "_Toc236111853" Employment and training needs  PAGEREF _Toc236111853 \h 14  HYPERLINK \l "_Toc236111854" Employment services  PAGEREF _Toc236111854 \h 18  HYPERLINK \l "_Toc236111855" Government, employment and training policies  PAGEREF _Toc236111855 \h 19  HYPERLINK \l "_Toc236111856" Employment opportunities  PAGEREF _Toc236111856 \h 20  HYPERLINK \l "_Toc236111857" Discrimination in employment & training  PAGEREF _Toc236111857 \h 23  HYPERLINK \l "_Toc236111858" The effect of religion, age, gender, sexuality and disability  PAGEREF _Toc236111858 \h 24  HYPERLINK \l "_Toc236111859" 2. Education  PAGEREF _Toc236111859 \h 26  HYPERLINK \l "_Toc236111860" Access to education  PAGEREF _Toc236111860 \h 26  HYPERLINK \l "_Toc236111861" Education experiences  PAGEREF _Toc236111861 \h 28  HYPERLINK \l "_Toc236111862" Educational needs  PAGEREF _Toc236111862 \h 32  HYPERLINK \l "_Toc236111863" Government and education policies  PAGEREF _Toc236111863 \h 37  HYPERLINK \l "_Toc236111864" 3. Health  PAGEREF _Toc236111864 \h 41  HYPERLINK \l "_Toc236111865" Health issues for African Australians  PAGEREF _Toc236111865 \h 41  HYPERLINK \l "_Toc236111866" Mental health and well-being  PAGEREF _Toc236111866 \h 46  HYPERLINK \l "_Toc236111867" Access to health services  PAGEREF _Toc236111867 \h 48  HYPERLINK \l "_Toc236111868" Culture & health  PAGEREF _Toc236111868 \h 49  HYPERLINK \l "_Toc236111869" The effect of religion, age, gender, sexuality & disability  PAGEREF _Toc236111869 \h 51  HYPERLINK \l "_Toc236111870" Government & health  PAGEREF _Toc236111870 \h 52  HYPERLINK \l "_Toc236111871" 4. HOUSING  PAGEREF _Toc236111871 \h 55  HYPERLINK \l "_Toc236111872" Housing needs  PAGEREF _Toc236111872 \h 55  HYPERLINK \l "_Toc236111873" Access to housing  PAGEREF _Toc236111873 \h 61  HYPERLINK \l "_Toc236111874" Housing rights and discrimination  PAGEREF _Toc236111874 \h 63  HYPERLINK \l "_Toc236111875" The effect of religion, age, gender, sexuality and disability  PAGEREF _Toc236111875 \h 64  HYPERLINK \l "_Toc236111876" Housing sector support  PAGEREF _Toc236111876 \h 65  HYPERLINK \l "_Toc236111877" 5. Justice  PAGEREF _Toc236111877 \h 67  HYPERLINK \l "_Toc236111878" Legal and justice needs of African Australians  PAGEREF _Toc236111878 \h 67  HYPERLINK \l "_Toc236111879" Rights, justice and the law  PAGEREF _Toc236111879 \h 68  HYPERLINK \l "_Toc236111880" Access to the legal and justice systems  PAGEREF _Toc236111880 \h 71  HYPERLINK \l "_Toc236111881" Combating family violence  PAGEREF _Toc236111881 \h 71  HYPERLINK \l "_Toc236111882" The effect of religion, age, gender, sexuality and disability  PAGEREF _Toc236111882 \h 75  HYPERLINK \l "_Toc236111883" Cross-cultural training  PAGEREF _Toc236111883 \h 76  HYPERLINK \l "_Toc236111884" Improved community relations  PAGEREF _Toc236111884 \h 76  HYPERLINK \l "_Toc236111885" 6. Other Issues  PAGEREF _Toc236111885 \h 80  HYPERLINK \l "_Toc236111886" Intergenerational Conflict  PAGEREF _Toc236111886 \h 80  HYPERLINK \l "_Toc236111887" Child Discipline Practices  PAGEREF _Toc236111887 \h 80  HYPERLINK \l "_Toc236111888" Family Reunification  PAGEREF _Toc236111888 \h 81  HYPERLINK \l "_Toc236111889" Financial Difficulties  PAGEREF _Toc236111889 \h 82  HYPERLINK \l "_Toc236111890" Strengthening Communities  PAGEREF _Toc236111890 \h 82  HYPERLINK \l "_Toc236111891" Sport and Recreation  PAGEREF _Toc236111891 \h 84  Background Demographic From a high of 73 per cent in 2004-05, the percentage of humanitarian entrants arriving in Australia and Western Australia from Africa has steadily decreased: 56 per cent in 2005-06, 52 per cent in 2006-07 and 30 per cent in 2007-8.  The Program now comprises equal allocations for the Africa, Asia and Middle-East regions. In 2007-08, refugees from the Middle-East and southwest Asia made up 35 per cent of the program, people from the rest of Asia 34 per cent and people from Africa 30 per cent (see Table 1 below). In 2008-09, Africa, the Middle East and Asia will each be allocated a 33 per cent intake.  Table 1: Humanitarian entrants by region of origin and year of arrival Financial YearAustralia Humanitarian Entrants - Africa, Middle east, Asia, Europe, AmericasAustralia Humanitarian Entrants - Africa RegionAustralia Humanitarian Entrants Africa Region %WA Humanitarian Entrants Africa RegionWA Humanitarian Entrants Africa Region%2001/0210,1232,14222 %31713 %2002/039,5984,11343 %42410 %2003/0410,2766,44663 %85113 %2004/0513,1799,71071 %1,48714 %2005/0612,7347,17156 %1,03714 %2006/0712,0986,34852 %1,10417 %2007/089,8922,98030 %60920 %Source: DIAC Settlement database The reduced intake of humanitarian entrants does not, however, impact on the level or complexity of need of new arrivals from Africa, including those who have arrived in recent years. It should be noted that humanitarian entrants from other regions who are replacing the African cohort, including those who originated from Burma, also have high and complex needs that require attention. Further, the Western Australian Auditor Generals report Lost in Transition: State Services for Humanitarian Entrants noted that the risks for humanitarian entrants and the community if their settlement needs are not addressed include poor physical and mental health and alcohol and drug dependency; poor school achievement and attendance; and homelessness and housing stress. The report further noted that, lack of access to education, health and housing can result in social isolation, unemployment and family breakdown which, in turn, can result in social and economic disengagement, contact with the justice system, and long-term dependence on social support services. Ongoing action that addresses these risks and acts as a preventative measure against potentially adverse outcomes continues to be necessary. Major source countries Major source countries of humanitarian entrants from African Countries are provided in the table below: Source countries of African humanitarian entrants2004 052005 062006 072007 082008 09 Sudan79449035415454Sierra Leone10140752810Ethiopia7217292442Tanzania2286653116Kenya8441242523Somalia2038511616Uganda311952287Eritrea53122166Zambia4-13--Zimbabwe13916249Ghana-614-2Other Central and West Africa28013119713958Other Southern and East Africa5191936540Other North Africa---22- Across-Government Working Party In 2005, in response to concerns raised by government and community agencies regarding the capacity of services to meet the needs of humanitarian entrants of African origin, the Hon Bob Kucera MLA, the then Minister for Citizenship and Multicultural Interests, established an Across-Government Working Party on Settlement Issues for African Humanitarian Entrants (the Working Party), chaired by the Hon Margaret Quirk MLA, the then Parliamentary Secretary to the Premier. The aims of the Working Party were to: identify key emerging settlement issues for African refugees in WA; develop strategies for addressing the identified needs; and enable better information sharing and coordination of service delivery. The impetus for forming the Working Party was the increased proportion of humanitarian entrants from Africa coming to WA. In 2004-05, 71 per cent of the total number of humanitarian entrants were of African origin, compared with only 25 per cent in 2001-02. African humanitarian entrants were identified as having very specific settlement needs that were often complex. One in four African refugees who come to Australia have been tortured and seven in ten have had a traumatic experience such a losing a loved one in violent circumstances. Most have experienced displacement from their home country due to war and have spent years in refugee camps with significant health problems resulting from malnutrition and limited access to health care. Their trauma experiences were often compounded by separation from family members and the uncertainty regarding their whereabouts and safety. The impact of torture in particular has a profound and both immediate and long-term impact on physical and psychological health. Other differentiating factors for these entrants include large family groups, low literacy/numeracy levels in their own language, different cultural awareness and understanding of mental health issues that will influence their capacity to access appropriate mental health services in a timely manner, and limited education. Many of the young people were born and raised in refugee camps and have limited life experiences. Many have witnessed or experienced acts of torture, rape or murder, or have been child soldiers. A consultation process to identify issues and priorities was conducted by the Working Party from October to December 2005. This involved submissions by State Government service providers, the then Department of Immigration and Multicultural Affairs (DIMA) now Department of Immigration and Citizenship (DIAC), key Non-Government Organisations (NGOs) involved in the settlement of humanitarian entrants and African community representatives. The consultations focused on the limited ability of both Commonwealth and State mainstream services to respond to the complex needs of African humanitarian entrants with high levels of need. Overall, the consultations revealed a need for service delivery structures across all government and NGOs to be more responsive to the needs of African humanitarian entrants. The subsequent Discussion Paper identified a range of issues and contained 97 recommendations which were considered by Cabinet in May 2006. It should be noted that, whilst a significant number of African humanitarian entrants at this time have high and complex needs, not all do. In addition, many bring with them a strong sense of community and work ethnic, and collectively demonstrate an eagerness to find meaningful employment and to improve not only their own lives and that of their children, but also those of the broader community. An across-government Implementation Committee was subsequently established in November 2007 to monitor and to report to Cabinet on the implementation of the recommendations. Agency membership comprised the Department for Communities, Department of Child Protection, Department of Education and Training, Department of Consumer and Employment Protection, Department of Housing and Works, Department of Health (including WA Transcultural Mental Health) and WA Police. In the intervening period, OMI focused on development and implementation of one of the main recommendations of the report which was the establishment of an African Community Project offering a holistic health and education program to relieve some of the pressures on mainstream services, increase accessibility and use of services, and ensure language needs are accommodated. Integrated Services Centres subsequently became operational at Koondoola and Parkwood Primary Schools in April 2007. These schools were chosen as each has an Intensive English Centre and are located in the north and south metropolitan areas respectively. Employment & training Access to training 1.1 What barriers do African Australians face in accessing training opportunities? In Western Australia, it has been found that some African Humanitarian entrants are experiencing difficulty in accessing the 510 hours of English tuition (which provides basic social proficiency) as their oral skills are at a level deemed to be too high to access this basic program. However, they do not have written literacy and are therefore unable to access training programs. Adults attempting to enter higher education courses have been faced with inconsistency in the recognition of previous qualifications. In one instance, a person from Sudan who had a four year completed degree in English literature was refused an entry to a WA University as his Level 4 English Language Certificate (awarded by TAFE after assessment of English language skills) was regarded as personal development rather than formal education. However another Sudanese person was granted an entry to a WA University having attained only a Level 3 English Language Certificate at TAFE over a period of time. 1.2 What specific training opportunities would be most helpful to newly-arrived African Australians? 1.2.1 The Across-Government Working Party on Settlement Issues for African Humanitarian Entrants identified the following training opportunities as particularly useful to newly-arrived African Australians: On-arrival information about education, training and employment options; English Language Training, including vocational pathways, life-skills training and cultural orientation; Preparatory training programs to assist African Australians prepare for and access VET programs, including Pre-Apprenticeships, Apprenticeships and Traineeships. Programs that incorporate job application and interview training, job seeking skills, job preparation, work placement, and specific vocational skills, such as computing. Customised training programs that cater for the learning levels of entrants, such as teenagers and those in their early 20s who have limited language and educational backgrounds. Bridging courses to assist African humanitarian entrants in specific vocational sectors. Programs would incorporate ESL support and be particularly tailored to skills shortage areas, such as the Building Trades, Security Industry, Metal Workers, Truck/Bus Driving, Mining, Health English for Nurses and Childcare, which would provide speedy pathways into employment. Bridging courses to fill skills gaps between qualifications and experience gained overseas and Australian industry standards. It is noted that the Adult Migrant English Program, funded by DIAC, currently utilises the Certificate in Spoken and Written English (CSWE) which provides flexibility in terms of content and delivery of English language training. For example, in Western Australia, special focus courses within the CSWE qualification at AMEP Central TAFE and West Coast TAFE include English for First Aid, English for Driving Licence theory, Work Experience and English for Employment Pathways (which can include how to write job applications and rsums). DIAC has also recently focused on the development of materials specially designed to meet the needs of humanitarian entrants, and more specifically, to provide basic first lessons in Australian culture, life skills and vocational training. The recently awarded Get Wise series has been designed to enhance the AMEP curriculum and teach relevant and practical life skills. Modules are focused on financial management and transactions, work and study, relationships, personal health management, leisure time and communication. Other teaching materials such as the Stay Safe books (in the kitchen/in the bathroom and laundry) and Understanding Australia: People and Government expand the practical teaching materials. 1.2.2 The need for training programs to incorporate job preparation was supported by the findings of the Training Subsidies Program funded by OMI in 2008. Through the Program, Extra Edge Community Services was contracted to place 20 people from CaLD backgrounds in an apprenticeship or traineeship. Forty eight per cent of participants in the project were from an African background. One of the findings of the project was that: Many participants who joined the project had unrealistic perceptions of Australian employment. This led to them previously aiming for employment that was not suitable to their individual situations, with many encountering negative employment experiences in the past. This is a serious issue resulting in many employers becoming less motivated to employ or even interview people from this target group. Case management, career exploration and work experience helped the participants increase their awareness of Australian employment and overcome their unrealistic perceptions. This was a lengthy and time consuming process, often leading to the participant deciding on employment goals which were not accessible through an apprenticeship or traineeship. Participants generally had difficulty understanding apprenticeships and traineeships. Many had the view that these were forms of training, easy to achieve and often believed that they were government programs being offered to interested participants rather than competitive employment. It was necessary to spend time explaining the apprenticeship and traineeship system with each participant to make them aware that it is a form of employment and to obtain an apprenticeship or traineeship it remained necessary to complete the process of job search and application. 1.2.3 The report also stressed the importance of training in employability skills: As the participant base was very diverse in terms of their cultural background, English proficiency, previous education and employment experiences, the project officers assessed the level of support needed on a case by case basis. The process of employability skills support incorporated the following themes: Identify career goals Review identified career goals to ensure understanding Career exploration Ascertain previous employment, education and training Identify support needed to achieve career goals Explain requirements and subtleties of Australian employment and workplace culture, including: Communication with employers Time management Roles and responsibilities of employees/employers Work experience Assistance with understanding and undertaking of: Resume and application letters Contacting employers/Group Training Organisations (GTOs) Interviews Work experience placements Some lessons learned through the project in relation to the effectiveness of training programs for clients included: Lesson #5 Barriers and support needed to access apprenticeships and traineeships are uncovered throughout the process of career exploration and job search. It was recommended that: Resource tools assessing support needed such as a candidate needs assessment should include action plans and must be working documents that can be amended throughout the process of career exploration and job search. Lesson #7 There is much diversity among CaLD groups and individuals, and a one size fits all blanket approach to employability skills training is not appropriate or effective. It was recommended that: Future programs looking to assist people from CaLD backgrounds in accessing apprenticeships and traineeships should focus on those with higher levels of English literacy and numeracy, or should allow adequate time for development of these skills. Lesson #8 Case management and hands on work experience are important elements in developing employability skills for people from CaLD backgrounds, particularly for clients from new and emerging communities, humanitarian entrants and those who are disconnected from their communities. It was recommended that: GTOs case manage CaLD clients, provide intensive support and conduct regular follow up to increase the likelihood of successful apprenticeship and traineeship completion. Additional funding would be required to allow GTOs to provide this increased level of support. Lesson #12 Some training organisations have funding to target CaLD groups, however, their existing training programs are often not sufficient to prepare people from CaLD backgrounds for employment as they are designed for the general population. Lengthy training programs or those with extensive facilitated work experience placements assist CaLD students with gaining better knowledge, understanding and experience of Australian workplaces. It was recommended that: Flexible learning methods undertaken by training organisations should be informed by industry to gauge appropriateness and effectiveness. Lesson #13 The flexible learning methods undertaken by training organisations in some instances are resulting in students gaining qualifications without the ability to complete all tasks required by employers. This was seen in the aged care industry where training organisations were facilitating oral examinations for CaLD students with low written literacy skills. Aged care employers reported that such students were unable to complete some carer duties as they are required to have a certain level of written literacy skills to complete tasks such as patient care charts. It was recommended that: Research into existing pre-employment programs, CaLD and employer needs should be undertaken and considered in the development of a CaLD specific pre-employment program. Lesson #14 Existing pre-employment programs are often not sufficient to prepare people from CaLD backgrounds for employment in Australian workplaces. It was recommended that: A CaLD specific pre-employment program should be an accredited foundation course which could assist in gaining entrance to other training programs or employment [and that] the program should cover Occupational Health and Safety in the workplace. 1.2.4 Drivers Licence Training Obtaining a drivers licence is critical for newly arrived migrants and refugees. A drivers licence is an essential requirement for employment in many occupations. In a tight housing market, new arrivals are often forced to live further away from city centres and subsequently distant from services including shops, schools, medical assistance and social supports. Of concern is the number of people, in particular, African humanitarian entrants, who drive without a licence due to difficulties obtaining one. The impact is not only an increasing presence of less-skilled drivers on the road and a danger to the lives of others, but also a cost to the criminal justice system through fines and court appearances. There is a subsequent risk of increased financial burdens for people already struggling to achieve financial independence in a new country. In Western Australia, a CaLD Drivers Licence Reference Group has been established to address the barriers faced by people from culturally and linguistically diverse (CaLD) backgrounds in obtaining and keeping their driver's licence, without compromising road safety. It is chaired by the Department of Planning and Infrastructure. Amongst the issues identified to date are those which require customised drivers licence training. These include: low literacy levels which pose a challenge to passing the Learner Permit Theory Test particularly when computer-based multiple choice questions are used; the high cost of driving lessons in addition to the higher than average number of lessons required by many CaLD clients, particularly those from some African countries; difficulty communicating with driving instructors and the limited number of driving instructors who come from new and emerging communities; lack of available drivers to assist in providing supervised driving. (A supervisor must have had their drivers licence for at least four years which means that supervisors must often come from outside clients own communities.); difficulty communicating with assessors during practical driving assessments; and difficulty understanding the computer-based Hazard Perception Test. While some of these issues have been addressed at a state level, in particular, the provision of information in different languages, many of them require targeted training programs. Some states have established programs to address this issue, however, funding is limited and ad hoc, programs tend to be short-term, and there is currently limited information sharing between states and territories regarding effective delivery of strategies and programs. In Western Australia, the following initiatives have been undertaken to address the issues noted above. Learner Permit Theory Test, Driving Lessons, Supervised Driving and Practical Driving Assessment The Edmund Rice Centre Mirrabooka has been funded through the Department of Immigration and Citizenships Settlement Grants Program (SGP) for a one year program to assist: 30 SGP eligible clients to secure their drivers licence through subsidised lessons, assistance with supervised driving, and English language assistance; and seven SGP eligible clients to obtain qualifications as driving instructors through subsidised lesson costs and a customised training program. Although the program is proving successful ongoing funding is required and the course is over-subscribed and has a long waiting list. Learner Permit Theory Test The Edmund Rice Centre Youth Leadership Group recently ran a program to help newly arrived adults obtain their Learners Permit. This was conducted on a voluntary basis by members of the Edmund Rice Centre Youth Leadership Group and led by the coordinator of the SGP drivers licence project. The project involved delivery of the Keys for Life road safety program, developed by the WA School Drug Education and Road Aware (SDERA) to participants with a good level of English proficiency. Those who had difficulties with English were assisted individually by Youth Leaders. The Leaders underwent three sessions of training prior to delivering the program. On completion of the program participants were invited to take their Learners Permit Theory Test at the Edmund Rice Centre. A total of 13 people passed the test including six of the Youth Leaders who helped deliver the program. Learner Permit Theory Test, Driving Lessons, Supervised Driving The Fremantle Multicultural Centre (FMC) was funded through OMIs Community Grants Program for a project to help clients get their Learners Permit, provide driving lessons and mentoring, and complete the required 25 hours of driving practice. Funding was limited to six months. The Fremantle Multicultural Centre also reported that its program was fully subscribed and was not able to meet the demand for assistance. Employment and training needs 1.4 Can you give examples of genuine training and employment pathways available to African Australians? 1.4.1 Training Subsidies Project As noted above (1.2), in 2008, OMI contracted Extra Edge Community Services (EECS) for the provision of services to increase employment of people from CaLD backgrounds into apprenticeships and traineeships in Western Australia. While apprenticeships and traineeships have experienced rapid growth in recent years, OMI identified a lag in apprenticeship and traineeship uptake by people from CaLD backgrounds compared with the Western Australian population in general. Support systems currently in place for apprentices and trainees have been identified as insufficient for some CaLD participants, particularly those from new and emerging communities. The Training Subsidies project aimed to identify factors to enable structural and systemic changes within the apprenticeship and traineeship system that facilitate and support ongoing employment for people from CaLD backgrounds in apprenticeships and traineeships. The project was delivered across three areas; Perth through Extra Edge Community Services (EECS), Midwest Western Australia through Joblink Midwest, and Great Southern Western Australia through Rainbow Coast Neighbourhood Centre (RCNC). The Project Coordinator (EECS) oversaw delivery across the three regions and provided support to the regional partners. Participants were provided with case-management support to increase their chances of achieving an apprenticeship or traineeship. This support continued beyond sign up of an apprenticeship or traineeship. Each participant was assessed for suitability to join the project and then underwent a process of supported career exploration, employability skills training and assistance with contacting GTOs and employers to secure training and/or work experience. Participants who were successful in obtaining an apprenticeship or traineeship were provided with ongoing support including regular contact with the apprentice or trainee and employer. Promotion of employment in an apprenticeship or traineeship to employers was undertaken with job-ready clients. This included direct promotion for employment and work experience placements by the project officers and through referrals to GTOs. Twenty eight (48 per cent) of the total 58 participants were of African origin. Their countries of birth of these participants are identified in the table below. COUNTRY OF BIRTHEECSRCNCJOBLINK MIDWESTAfrican CountrySudan5--Liberia421Congo4--Zimbabwe2-1Eritrea2--South Africa1-1Sierra Leone11-Somalia1--Nigeria1--Ethiopia1--TOTAL2233 While the initial goal of each project participant was to attain employment in an apprenticeship or traineeship, the journey of career exploration and employability skills training highlighted alternative career goals. Many participants, particularly those from African countries, presented with similar career goals including aged care, child care, mechanics and construction. The career exploration process developed participants awareness of the number and diversity of opportunities in Australian employment. Developing a sound understanding of Australian industries provided the participants with more information on which to base their career choices. Participants were case managed by the project officers or a support staff member from one of the three partner organisations. Case management provided an environment of safety and comfort due to case workers familiarity with each client. Case managers provided employability skills training, career conversations, work experience and meetings with industry trainers. For some participants this process strengthened their commitment and desire to achieve their stated career goals through an apprenticeship or traineeship while other participants discovered alternative pathways to achieve their career goal or decided upon a different career choice altogether. Some participants found through their involvement in the project that their level of English was too low to succeed in an apprenticeship or traineeship at that time and chose to complete their English language training. Participant placement outcomes are provided in the table below. ACTIVITYEECSRCNCJOBLINK MIDWESTWork experience752Australian Access Program5--Pre-apprenticeship1-1Other training or education141GTO uptake8-2Apprenticeship or traineeship uptake324Other employment862*Some participants engaged in multiple activities. 1.4.2 Central TAFE AMEP Pathways Courses which bridge into further training or employment are run by Central TAFE using profile funding (State), with the addition of ESL support via the Certificate of Applied Vocational Study Skills. These courses are mainly at the Certificate II and III level, and in many instances are sufficient for people completing them to gain employment in areas such as aged care, child care and laboratory work (all skills shortage areas). The courses provide a strong stepping stone into fields of employment in which students had qualified in their countries of origin. Australian Government Initiatives It is noted that the Australian Government committed $49.2 million in the 200809 Budget to two new initiatives: The AMEP Employment Pathways Program - to help people with the lowest levels of literacy to learn English in formal and informal settings while gaining familiarity with Australian workplace culture and practices, including exposure to a work environment. The Traineeships in English and Work Readiness Program to help people transition into their professional field or into vocational training by offering them a combination of vocation specific English language tuition, together with work experience and mentoring. Pilots of both programs commenced around Australia in October 2008 and included funding for a Vocational Counsellor to work with participants in exploring their employment goals and options, to organise work placements and to provide support. Both pilots were expected to be evaluated in 2009 with a view to determining how best to incorporate the programs into the AMEP. 1.6 What career advice is helpful for newly arrived African Australians? 1.6.1 Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that African humanitarian entrants were not accessing career counselling services to guide decisions regarding education, training and employment. Three recommendations addressed this issue: Career counselling be provided by specialist agencies to provide comprehensive information and advice. A one-stop-shop service be established targeting the vocational and career counselling needs of African humanitarian entrants by providing: improved information dissemination and access to services; educational support and advocacy services; and cultural orientation information and programs. A more personalised case management model of service delivery be incorporated into VET initiatives targeting African communities. Knowledgeable case managers, a brokering service and support arrangements, in collaboration with the family. (It was noted that this would speed-up access to information and support services from existing agencies and enhance entrants understanding of Australian culture). 1.6.2 The two major mechanisms for the provision of specialist career counselling, information and advice continue to be the AMEP program, which funds counsellors for this purpose, and DETs state-wide Employment Directions Network (EDN). Counselling within the AMEP provides students with an opportunity to seek advice regarding current and future study from trained educational counsellors. Educational Counsellors within AMEP centres also refer exiting (or job seeking) clients onto relevant agencies (for example, Centrelink) to assist in navigation of the employment process. In the same regard, clients are referred to relevant authorities for recognition of overseas qualifications. Counsellors do not provide assistance with job preparation, interview skills, resume development and other employment-related skills. These are, however, included in AMEP courses. The state-funded EDN funds 24 not-for-profit community-based agencies to offer free career development services to all Western Australians, including African Australians. Three specialist EDN agencies (Centrecare, Fremantle Multicultural Centre and the Multicultural Services Centre) focus exclusively on people from CaLD backgrounds. Specialist CaLD agencies often use a case management model with clients. Information relating specifically to African Australians is not available, however, during 200708 the EDN: registered 2819 CaLD clients for in-depth career counselling (the three CaLD specialist EDN agencies registered 518 of these people); and provided career workshops to 979 CaLD clients. OMIs Career Link Program aimed to increase awareness amongst parents, young people and communities of career options. OMI partnered with the Department of Education and Training (DET) to provide an opportunity to use a hot desk at the Career Development Centre (CDC) in Perth. The CDC is a one-stop shop for employment and career advice relating to TAFE admissions, overseas qualifications, Central Employment Directions Network, Skills Recognition Service and Commonwealth Career Centre. The CDC is staffed by qualified Career Guidance Professionals and has strong links with schools, TAFE colleges and industry bodies. It is a central point for information and advice about career opportunities and training across Western Australia. The Career Link Program aimed to strengthen links between ethnic communities and the services offered by the CDC. In 2008, the CDC made a work station available to non-government and community organisations servicing CaLD clients as a means of introducing members of the community to CDC services and resources. However, the opportunity was taken by only two agencies. 1.6.4 As noted above (1.2), the OMI-funded Training Subsidies Program found that an important ingredient in career guidance was to address misconceptions and lack of understanding of Australian employment to properly prepare people from CaLD backgrounds, in particular, those from African backgrounds, before they engage in employment. The project also found that not all schools are adequately resourced to provide effective career guidance to CaLD students: career guidance, information and student programs differ between schools with many accessing outside community services to enhance their career development programs. The quality of information provided to the students is dependent on the knowledge, awareness and networks of the career counsellors at any particular school. Generic careers information may not be sufficient for CaLD students. The project Final Report recommended that a model be created that can easily be adopted by all schools facilitating effective careers information and assistance for CaLD students. Employment services 1.7 What barriers do African Australians encounter in using services of employment agencies (including the Job Network)? Evidence to date is that CaLD job seekers, most particularly refugees and humanitarian entrants, do not feel well served by mainstream Job Network providers. Concerns reported to OMI in consultation processes conducted between 2005 and the present include: lack of cross-cultural sensitivity among Job Network employees; lack of awareness of the particular situations of CaLD job seekers, particularly refugees and humanitarian entrants; pressure to find employment more rapidly than job seekers feel is possible; limited knowledge of specific resources to assist CaLD job seekers; and difficulties in using self-help-based career counselling services due to lack of familiarity with the computers and service systems used. 1.8 Do employment agencies provide culturally appropriate services to African Australians? If yes, then how? The Commonwealth Government has primary responsibility for employment services through DEEWRs Job Network. On 16 May 2008, DEEWR released its discussion paper, The future of employment services in Australia, as part of a review of the Job Network. Proposals included provision of a more tailored response to individual job seekers based on their particular needs and circumstances. In its submission to the review, OMI raised significant concerns regarding the capacity of the proposed new model to ensure the ongoing provision of appropriate specialist employment services to CaLD job seekers. The submission stated that: As a result of the challenges and barriers facing many migrants from CaLD backgrounds, those migrants are more likely to experience significant unemployment, underemployment and occupational downgrading, despite the prevalence of skills shortages in Australia. Accordingly, CaLD job seekers may be said to need specialised support for their efforts to become work ready and to find suitable employment. Recommendations made by OMI included that Job Network members take the lead in providing career advice to job seekers with overseas qualifications; that any decision to upgrade skills/qualification must be based on work availability in the job seekers field; and that DEEWR, together with Centrelink and DIAC, give consideration to establishing and funding employment agencies specialising in services to CaLD job seekers. OMI also recommended that Job Network members be required, and funded, to provide appropriate support and services for CaLD job seekers, including but not limited to: Multicultural Liaison Officers to assist CaLD job seekers, and/or provision of cultural awareness training for existing staff (Rec.48) information on specific resources available to CaLD job seekers, including at the state government level, and interpreter and translating services as required. As part of its research for the submission, OMI found that a lack of cultural sensitivity appeared to be an issue in accessing employment services and that there appeared to be no migrant specific employment service. Migrants were treated the same way as other Australians, with little consideration of English language or literacy skills. For example, clients were expected to be familiar with using touch screens and computers for job searching. OMI was advised at the time that the Commonwealth Government had completed a humanitarian job seeker employment pilot and would be incorporating some aspects into the wider Job Network. Government, employment and training policies 1.10 Does government employment and training policy and program design meet the needs of African Australians? Please give reasons in your answer. Availability of non-accredited vocational education and training (VET) programs Non-accredited training allows for greater responsiveness to student interests, and reduced pressure to succeed due to a lack of assessment requirements. There is greater freedom for individuals to progress at their own pace, and small classes allow for individual attention to be given to students and flexibility in delivery. Such programs are often shorter, less daunting and can be done informally at a local level. The Western Australian Department of Education and Training (DET) provides funding for non-accredited training through competitive grants programs. For example, from October 2008 to March 2009 (DET) funded Ishar Multicultural Womens Health Centre for the Wonder woman Going Back to Work project through its Pave the Way Equity, Development and Innovation Grants. The project offered assistance to women from African, Middle Eastern and Asian backgrounds to develop and adapt their job search skills to the Australian context. Training programs were held for each of the three regional womens groups African, Middle Eastern and Asian - of three hours per week for four weeks The sessions included information on resume writing, job search and interview techniques and addressing selection criteria amongst other relevant topics. The project also offered crche facilities for women with young children, as well as individual assistance by a local Employment Service and by the Project Coordinator. This project-based model has the advantage of ensuring that the training reflects the needs of the community. Some uncertainties in planning for delivering organisations are inherent in project-based models due to the short-term nature of the funding. These uncertainties have been reduced by a move to providing funding extensions to selected longer projects, which are demonstrating good practice, and which are successful in producing outcomes. For example, the project run by Ishar Multicultural Womens Health Centre, described above, produced outstanding outcomes, bridging participants into supported vocational training in Certificate II in Community Services and Certificate II in Asset Maintenance, delivered at a community facility. Funding for this program has been extended to the end of 2009, with the possibility of further extension for 2010. The present system of Commonwealth funding for delivery of VET places does not support non-accredited training, and so the State is the only source of funds for this purpose. 1.10.2 Flexible and targeted programs Mainstream accredited training courses do not include provisions that address and support students who are new arrivals, who have experienced significant levels of torture and trauma and/or who require more time to adapt to a new environment and culture than previous humanitarian intakes. There is a need for targeted programs to improve access to, and success in, mainstream VET programs and courses, including apprenticeships and traineeships. Due to limited language and educational backgrounds many African humanitarian entrants, in particular, do not have a level of English language competency, study skills or life skills to access or succeed in VET. Funding agreements with TAFE Colleges in Western Australia include performance criteria relating to training that supports access and participation by equity groups, with CALD students being identified as an equity group. Within these funding agreements, approximately 11% of training places in 2009 are for the delivery of Adult Literacy and English as a Second Language (ESL), with approximately 35% of those training places being specifically for ESL. This assists in bridging the gap which often exists between the competency in English achieved from DEEWR programs and that needed for success in TAFE or other study. The Competitive Allocation of Training (CAT) funding programs managed by the Western Australian Department of Education and Training have access groups as one of their targets, including persons from CaLD backgrounds. Projects funded under the CAT Access program can include additional support pertinent to any particular group. This funding is available to Registered Training Organisations, usually in collaboration with a community-based organisation, through a competitive applications process. Provision needs to be made in funding models for tutoring, additional English language support and mentoring to help those already in training. Some progress has been made in this regard by the concurrent delivery of the Certificate of Vocational Study Skills (CAVSS) within classes containing students (from any backgrounds) who need assistance because of literacy difficulties. 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)? 1.11.1 Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 suggested that unemployment among recently arrived African humanitarian entrants in Western Australia at that time was as high as 12 per cent. This compared with an unemployment rate in 2006 of 4.1 per cent. Barriers to employment identified included: lack of proficiency in English; a lack of specialist employment services; the high cost and complexity of overseas qualifications and skills recognition assessment processes; lack of work experience in Australia; and discriminatory recruitment practices by employers. A 2009 report, Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women suggests that recent migrants may experience unemployment rates of 20 per cent, and some ethnic groups, such as Indochinese and Africans even higher. There is therefore increased structural poverty amongst people from non-English speaking background countries. The report also notes that, in Australia, economic restructuring and cyclical downturns disproportionately adversely affect migrant workers. For example, in the 1990s migrants, especially those in the textile, clothing and footwear (TCF), public transport and manufacturing industries, bore the costs of enterprise bargaining and workplace change, such as loss of low skill jobs and resulting unemployment. Consequently non-English speaking background migrants continue to experience higher unemployment rates compared to Australian born people and English speaking background migrants. 1.11.2 Issues for different categories of migrants are likely to vary substantially. Humanitarian entrants, for example, even if highly skilled, may find it more difficult to secure employment than migrants who arrive through the Skilled Migration program as they are less likely to have access to networks and resources, are potentially more visibly different, and may come from countries whose education systems are less comparable with Australia. Murdoch Universitys 2005 study into the impact of visible difference on employment experience identified a massive loss of occupational status among skilled refugees. Anecdotal evidence of qualified migrants working in lower-skilled positions, such as taxi drivers, supports this contention. A 2006 study found that CaLD migrants entering through the skilled migration program also face a significant risk of occupational downgrading, even when their qualification was obtained in Australia. Only 32 per cent of overseas-born CaLD migrants who were degree qualified held professional or managerial positions as of 2006. The difficulty faced by migrant graduates was the basis for the formation of Skills Refresh Organisation of Western Australia which aimed to place graduates from CaLD backgrounds in employment commensurate with their qualifications. 1.11.3 Some African humanitarian entrants are unskilled with very low levels of literacy in their own languages and poor English skills, placing them at risk of long-term unemployment. Consultation has revealed that unemployment is a major issue for this group. The majority of African humanitarian entrants in Western Australia find work in factories, as cleaners, and in the health industry (for example as ward helpers). These jobs are usually attained through referral from friends and family. It appears that single persons tend to be the most likely to seek employment, as the benefits payable to large families are diminished by the amount of income earned (this type of poverty trap is not unique to humanitarian entrants). A lack of employment also leads to other complications, as the attendant lack of status is extremely demeaning, particularly for males who have traditionally been the head of household and see themselves as now unable to provide adequately for their family. Awareness of employment entitlements and unions is low. OMI has been advised of several instances where a person did not report a work-related accident, or was exposed to a harmful work environment, for fear of losing their job. 1.11.4 Other African entrants are highly literate professionals with good English skills. The Commonwealth Governments failure to recognise their qualifications poses a significant barrier in the way of gaining employment. A study by Murdoch University into the impact of visible difference on employment experiences found that refugees from Sudan, Ethiopia, Eritrea and Somalia, despite having a higher level of educational achievement and more developed English language skills than refugees from Bosnia, have higher unemployment levels. 1.11.5 In 2005 the Western Australian Department of Education and Training (DET) commissioned research to investigate barriers to apprenticeships and traineeships for people from CaLD backgrounds. One key finding was that new migrants, in particular, may face discrimination by employers. The findings reported reluctance by employers to hire new migrants: Due to their limited cultural knowledge they are seen as requiring more work and their existing skills and experience are undervalued, leading to discrimination. 1.11.5 Other research has also found racial discrimination in hiring and firing practices in Australia. A 2007 report from the Chamber of Commerce and Industry of Western Australia (CCI) observed that migrants may suffer from the perception that overseas qualifications are inferior to Australian qualifications or a lack of perceived cultural or organisational fit. 1.12 What can be done to increase employment opportunities for African Australians? 1.12.1 Training Subsidies Program The Training Subsidies Program, coordinated by OMI in partnership with the Department of Education and Training, aims to increase participation in and retention of people from CaLD backgrounds, including African Australians, in apprenticeships and traineeships. The program built on research commissioned by DET and conducted by the Academy of Race Relations, Murdoch University to identify barriers and pathways to apprenticeships and traineeships for people from CaLD backgrounds. The Program was first trialled through Group Training Australia (WA), the umbrella organisation governing 15 of the 23 Group Training Organisations (GTOs) that play a key role in recruiting and supporting apprenticeship and traineeship placements. By November 2006 it had become apparent that GTA (WA) would not meet the outcomes of the project without significant assistance and the project ceased. Extra Edge Community Services partnered with Group Training Organisations Skill Hire (Geraldton) and Directions (WA) in Midland, and community organisations Joblink Midwest (Geraldton) and Rainbow Coast Community Services (Albany) to deliver the project. As at 25 February 2009, 55 people had been assisted through the project. Eight participants were placed in an apprenticeship or traineeship, 15 in other employment, 14 in work experience and 23 in education/training (including short courses, pre-apprenticeships, university, TAFE or re-enrolment in high school to complete Year 11 or 12). The project finished on 14 March 2009 and a final report and best practice model were released in June 2009. 1.13 What are the health, social and cultural impacts of unemployment and underemployment for African Australians? 1.13.1 Employment is vital in achieving not only economic benefits to the community but also social cohesion. High unemployment contributes to family breakdown, low socio-economic status, crime and violence. In the current environment, high unemployment and the accompanying feelings of marginalisation and exclusion increase the risk that some members of the community will become vulnerable to political and ideological radicalisation. 1.13.2 In its 2006 report, Negotiating the maze: review of arrangements for overseas skills recognition, upgrading and licensing, the Joint Standing Committee on Migration noted that any difficulties being experiencedin skills recognition, upgrading and licensing could have a significant economic and social impact, given the migration numbers involved. This represents a potential wastage of skills for the individual and the Australian community as a whole. Discrimination in employment & training How can African Australian workers be made aware of and supported to exercise their rights in relation to discrimination in the workplace? The WA Department of Commerce has worked to raise awareness of employment rights among African Australians. The Department has presented information about employment rights at a session on employment rights as part of the Adult Migrant English Program (AMEP). The Department also operates a Wageline which provides information about pays and complaints if they are unsure of minimum wages. An interpreter can be requested as needed. While raising awareness of employment rights is paramount, the Department of Commerce is finding that migrants and refugees are still reluctant to pursue their rights through complaints processes. At a State Government consultation held at the Office of Multicultural Interests on 29 June 2009, a representative from the Department outlined how African Australians are often employed in low paid jobs in which workers are more commonly open to exploitation. Trolley collecting and security work are two areas in which African Australians are commonly employed in Western Australia. One specific area of difficulty for Africans in relation to security work is the requirement to have referee reports from the past 12 months. The effect of religion, age, gender, sexuality and disability Are experiences of employment and training different for African Australians based on religion, age, gender, sexuality or disability? Please provide reasons in your answer. Gender The 2009 report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women notes that: immigrant and refugee women with low English proficiency, and newly arrived in Australia have the highest rates of unemployment compared with other overseas-born women and men. Due to a lack of recognition of educational qualifications obtained in their home countries, as well as their limited English skills, women from NESB are often situated at the lower end of the labour market, mostly as labourers or in non-skilled and blue collar jobs Unemployment among immigrant and refugee women lowers their self esteem and socio-economic status thus contributing to poor mental and emotional health.  The report further notes that: Immigrant and refugee women in particular, generally have a low level of participation in Australian-based education and training initiatives, and many, especially those who have migrated to Australia in the post-war period and/or who are refugees, also arrive in Australia with few formally recognized qualifications. Although the Commonwealth Governments Adult Migrant English Program (AMEP) provides English language support for new arrivals, the report notes that a high percentage of students complete the program without acquiring functional English which does not guarantee employment for immigrant and refugee women as they may still lack the necessary English skills. Immigrant and refugee women attribute their exclusion from employment to their visibility and that reports show that some employers prejudge women from non-English speaking backgrounds and make assumptions about their abilities. Immigrant and refugee women may consequently conceal their ethnic identity in order to secure a job, for example, by imitating a different accent from their own or not revealing their ethnicity. The report states that women also face a major setback when required to use private transport for work purposes due to lower rates of private transport ownership and lack of driving skills. The report also notes that on-the job discrimination continues to be a reality for immigrants and suggests that there may be a need for immigrant women who have been on their jobs longer to act as mentors to their fellow immigrant women upon commencement of employment. 1.18.2 Gender and Disability The 2009 report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women noted that women and girls with disability who are from non-English speaking backgrounds (NESB) are one of the most vulnerable groups in Australia, and often face discrimination on different fronts. The report quotes a 1994 study in which participants noted that to be an NESB woman with a disability means you have three disabilities i) disability ii) ethnicity iii) a woman. It observed that labour force participation for women with a disability remains a big challenge and that: women with disabilities require assistance in accessing, not only workplace environments, but also other social and learning environmentsWorkplace disabilities are quite common among immigrant and refugee women, and the pain associated with a workplace disability often generates chronic irritability and depression, which are further exacerbated by poverty and social isolation. The report also noted that people from NESB with disability face significant barriers to accessing government funded support services and that poor access to support services will increase barriers to participation for women from NESB with disability. It observed that women from NESB with a disability also face barriers within their own communities: People in many NESB cultures regard disability with shame and fear, and women with a disability are considered to be incomplete and sometimes even non-sexual (Meehan and Hanson 1999). Women and girls with a disability are also considered to be very vulnerable in some cultures and they are heavily protected by often well-meaning family members, to the point where they are restricted from employment, socializing with friends and participating in community events. This can lead to greater isolation and exclusion from ones ethnic community and the wider Australian society. Education Access to education 2.1 How do African Australians find out about education services available to them? 2.1.1 A 2001 Central TAFE research report titled Project to Create a Migrant Womens Information Task Force, funded by the then Department of Training and Employment through its Building Diversity grants program, found that women from CaLD backgrounds were not accessing information about their VET options through traditional forms of mass media and that support networks of family and friends play a significant role in the dissemination of this information. Only one participant in the study had accessed information through the internet. Participants also did not use public services to access information. A majority of the women interviewed did not have access to information in multi-lingual formats. The need to apply customised information and marketing approaches for people from CaLD backgrounds was supported by research commissioned by the Department of Education and Training in 2005 to identify barriers to apprenticeships and traineeships for people from CaLD backgrounds. The report, Pathways to Apprenticeships and Traineeships for people from culturally and linguistically diverse backgrounds, found that access to information is difficult for new migrants. It recommended ensuring materials promoting apprenticeships and traineeships are targeted appropriately for different communities, and developing mechanisms to make the pathways to apprenticeships and traineeships more accessible for members of CaLD communities. It was recommended that this include: strategies to inform members of CaLD communities about apprenticeships and traineeships; promotional materials which address the needs and perceptions of different CaLD communities; and utilising existing community networks in the production and dissemination of information. 2.1.3 Similarly, the Training Subsidies Project, subsequently funded by OMI to develop a best practice model for employment of people from CaLD backgrounds in apprenticeships and traineeships, found that: Media advertising undertaken through the project had limited impact on the recruitment of participants. Networking and word of mouth were found to be the most effective methods to attract CaLD community members. Establishing and maintaining networks and partnerships is important to inform communities and sustain awareness. The project Final Report recommended that: Future programs endeavouring to attract CaLD clients should consider the importance of strong CaLD community contacts and networks. The project implemented a range of strategies to promote the project. Project officers from each region utilised existing networks and formed new connections to raise awareness of and promote apprenticeship and traineeship opportunities amongst CaLD communities. Networks included schools and TAFEs, other community organisations with a CaLD client base, and CaLD focused networking groups. The promotional activities were successful in developing relationships and obtaining referrals for the project. Ongoing promotion was necessary due to staff turnover within Job Network agencies and other community organisations. 2.2 What barriers do African Australians face in accessing education opportunities? Anecdotal evidence provided to OMI indicates that some adults attempting to enter higher education courses have been faced with inconsistency in recognising previous qualifications. OMI has been advised of a case in which a person from Sudan who had a four-year completed degree in English literature was refused an entry to a WA university as his Level 4 English Language Certificate (awarded by TAFE after assessment of English language skills) was regarded as personal development rather than formal education. In another case, a Sudanese person was granted an entry to a WA university having attained just a Level 3 English Language Certificate at TAFE over a period of time. 2.3 What specific education opportunities would be most helpful to newly arrived African Australians? Studies indicate that coping with the English language is one of the most common sources of concern and stress for CaLD young people in the educational setting, both academically and socially, and that limited English language proficiency can impact on the extent to which CaLD young people form social networks. DET has indicated that school-aged refugee and Humanitarian entrants often arrive in Australia needing approximately three times the level of support provided to other migrants. This not only results in students staying longer in IECs but also reduces the turnover capacity to allow room for new arrivals. However, consultations conducted in 2005 suggested that there was also a perception amongst some that, by remaining at the IEC, they compromised their ability to later succeed in subject areas other than English when they moved to mainstream classes. Participants preferred not to be separated from their peers by attending IECs. There was also a perception amongst Forum participants that the IEC classes were generally inflexible and not responsive to their needs. This observation was also made in consultations with African community representatives. 2.4 How can interpreting and translating services be improved to provide better access and assistance to African Australians in the education sector? The 2007 report Waiting in Line African Refugees in Western Australian Schools found that there was a shortage of interpreters, difficulties accessing interpreters in mainstream schools, and a need to train mainstream teachers how to access and effectively use interpreter services. Study participants solutions included: Transition programs that include communication between Intensive English Centres and mainstream teachers; Provision of additional ESL specialist help to mainstream teachers; and Provision of free interpreting services by DET to schools. Education experiences What are the experiences of young African Australians in educational institutions (eg schools, universities, TAFE, colleges) in Australia? 2.5.1 Students who have entered Australia from Africa as Humanitarian entrants have particularly high educational support needs. Most arrive with limited or no formal schooling experiences, limited literacy in their first language and often no exposure to written language. Many students have also witnessed or experienced acts of torture, rape and murder, which can significantly inhibit their ability to engage in a meaningful learning program. Students life experiences are narrowed since most were born and raised in refugee camps. The 2006 report, Investigation into African Humanitarian Settlement in NSW, found that, among African students and parents who have experienced disrupted schooling or limited education in refugee camps, education was highly valued, there were high expectations for children to succeed at school, and children were eager to begin their studies. However, students experience, or witnessing, of traumatic events in their country of origin could result in difficulties engaging in classroom activities and lead to high attrition rates. The report noted that teachers and schools had identified various behaviours of some African students as a cause of concern. These included students taking offence easily and reacting violently to perceived injustices or instances of racism, sensitivity to the fact of their visible difference, and sometimes, violent reactions to inappropriate behaviours directed at them by others. Furthermore, for young people with high and/or unrealistic educational and career aspirations, the inability to achieve their goals could result in confusion and anger affecting their self-confidence and self-esteem, and they are more likely to become frustrated and disruptive. Participants at the 2005 Ethnic Youth Advisory Group Forum perceived that their needs were not adequately understood and addressed by the DET and that racism and unfamiliarity with the education system resulted in high absenteeism and school attrition rates. For many African refugees, enrolment in an Australian school may be a students first experience of schooling. It also occurs during the initial settlement process, a time of considerable stress. However, the report Investigation into African Humanitarian Settlement in NSW found that, in general, students were struggling to integrate into a schooling system with which they and their relatives were almost totally unfamiliar. 2.5.2 In its submission to the investigation, the Refugee Council of Australia discussed a number of barriers encountered in the education of African Humanitarian entrants, including: the way children are cared for, educated and raised in Australia, which may differ markedly from their home country and/or refugee camps; learning and communication in Australia, which involves mastering complex written and technological skills that are very different from cultures that are predominantly oral-aural rather than visual-verbal; admission of children to classes according to age rather than level of learning which can impact on students ability to learn and interaction with teachers, peers and parents; parental difficulties with the level of involvement expected of them, due to their past experience, interruption of their own education and/or the energy and time taken up by their own settlement issues; gaps in previous learning; limited assistance at home in completing homework; costs of uniforms and school equipment; and lack of conflict resolution skills amongst children from countries where there has been extensive conflict, or from experiences in refugee camps or countries of first asylum. 2.5.3 Consultations in Western Australia in 2005 on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants found that many refugee students are not achieving the academic standards of the general population in mainstream schooling. This can result in confusion, reduced self-confidence and low self-esteem, which may be expressed in acts of anger, frustration and disruptive behaviour. The consultations also found that many refugee students were not achieving the academic standards of the general population in mainstream schooling due to the lack of prior formal education and limitations of the Intensive English Centre program. Challenges in the education setting included: meeting personal and parental expectations; English language learning; difficulties in the transition to mainstream schooling; racism and bullying; limited parental support; and difficulties accessing resources to assist study. 2.5.4 The 2007 report Waiting in Line African Refugees in Western Australian Schools documents a range of educational, emotional, social and familial needs for African students within the school learning environment. Educational issues included: a wide gap between African background students and their peers in terms of their educational, social and cultural experiences which required sensitive management by teachers; students awareness of this gap which could lower their level of self-efficacy; a high level of illiteracy; low numeracy levels; and difficulties understanding symbolic representations such as maps, diagrams and graphs which required alternative learning methodologies and additional teaching and learning time. Emotional issues included: the impact of pre-migration trauma (such as on-going war, dislocation, death and loss of family members and friends, disruption of social networks and supports, loss of homes, land and customary ways of life, living with constant fear, hunger and refugee camp conditions) which led to a sense of loss of control, connection and meaning; and post-migration trauma (such as the demands of learning a new language, culture and social system); Physical needs which could impact on learning (by missing school, lack of concentration and/or motivation) included: unhealthy diets and, in some cases, severe malnutrition; lack of hygiene; and disease or illness such as mental health issues, skin diseases, hearing and vision problems, untreated asthma symptoms, headaches, intestinal worms, malaria and vitamin deficiencies. A number of submissions to the Investigation into African Humanitarian Settlement in NSW also raised concerns about the health, nutrition, and wellbeing of refugee and Humanitarian entrant students and the potential impact of these on student behaviour and educational achievement. Issues included post-traumatic stress, trauma and grief associated with the loss of family and friends, poor nutrition and housing, and poverty. Social issues included: the need to develop social skills and to learn socially and culturally appropriate behaviour in the context of school and gender issues; lack of positive relationships with Australian peers, including experiences of racism and bullying and issues of black identity between African background students and Aboriginal students; and loss of identity as a result of the refugee experience, loss of role models through war, clashes between role and status within the family in contrast to within the school and issues of race and blackness. 2.5.5 In the school environment, as in society, young people who are most likely to experience discrimination, racism and bullying are those who are most identifiable, and CaLD young people are 40 per cent more likely to report being bullied than their Anglo-Australian counterparts. School dropout rates and delinquency amongst CaLD young people, consequently, is high in comparison to other non-Indigenous Australian young people. In a recent survey on attitudes towards racism, it was noted that amongst the youth (18-24 years old) who responded, more than 92% acknowledged that racial prejudice exists in Australia, while 88% of the total Perth respondents thought the same. A similar number believe that it is a good thing for society to be culturally diverse. Participants at the National Youth Muslim Summit also identified the need to address bullying and discrimination against Muslims in public schools. Racism is present in all Australian schools and can manifest both directly and indirectly, through incidents of racial abuse, harassment and discrimination, or in the form of prejudiced attitudes, lack of recognition of cultural diversity and culturally biased practices. This can have a damaging effect upon the individual with victims experiencing reduced levels of self-confidence and feelings of failure and insecurity. These feelings have been associated with students rejecting their own culture, language and values and a subsequent loss of identity, which can result in students becoming fearful of attending school and withdrawing from other students and activities. In Western Australia, a key initiative to address the issue of racism in schools is Countering Racism in Education: A Planning and Evaluation Tool for Western Australian Primary and Secondary Schools. This tool was developed by OMI and consultation with DET and is designed to assist schools to make their own assessments about their progress towards countering systemic racism, in consultation with students, parents, staff and the community. 19 schools nominated to participate in the pilot program. Seven were selected to trial the tool kit in 2008 and another seven in 2009. 2.5.6 Other issues in the education environment include access to resources including textbooks and computers. Lack of computer knowledge can also affect students ability to complete homework assignments. 2.8 How can young African Australians manage any conflict that may arise between their family responsibilities and education? Interviews with teachers of African refugee children conducted by Haig and Oliver for Waiting in Line also identified that parents faced difficulties disciplining their children in new and unfamiliar cultural environments, and that this was frequently exacerbated by the differences in approach between the school and the home. Parents reported that they were sometimes confused about what was expected of them, resorting to corporal punishment as a means of controlling bad behaviour. Teachers highlighted the desirability of working with parents to achieve a common approach to discipline. The report identified the following strategies for teachers in supporting the cultural adjustment of African Australian students and their care-givers: Recognise that students, their families and communities may hold values that differ from those of the school. Improve communication with care-givers use interpreters, translated materials and modified information that takes account of cultural differences. Establish care-giver support groups which include assistance with language and cultural knowledge needed to adapt to life in Australia and include information about the Australian school system. 2.9 Are there any issues you are aware of for overseas students (fee paying or subsidised) from African countries? Research considered for OMIs paper Not Drowning, Waving: Culturally and Linguistically Diverse Young People in Western Australia did not identify specific issues of concern regarding the experience of university education. Participants at a 2005 Forum convened by OMIs Ethnic Youth Advisory Group perceived that universities provide greater support than secondary schooling or TAFE, a perception also reported in the 2005 Department of Education and Training report Pathways to Apprenticeships and Traineeships for people from culturally and linguistically diverse backgrounds which noted that respondents perceived universities were more accepting of diversity. Forum participants also perceived that universities give preference to international students over Australian CaLD young people in the provision of academic learning and other student supports, although no examples of this bias were recorded. Ethnic Youth Advisory Group members also perceived that universities demonstrate leniency towards full fee-paying international students in assessment processes and reported that domestic students experience frustration when they feel they undertake a larger proportion of the workload in group assignments, particularly those with an oral component. Ethnic Youth Advisory Group members reported feeling guilty when they avoided being placed in groups with students who had poor English skills, and that these students often had trouble mixing in as others made fun of their accents. Educational needs 2.10 Can you suggest any programs or services that can provide additional support to African Australian students during their education? 2.10.1 Integrated Services Centres In 2007, OMI established Integrated Services Centres (ISCs) at Intensive English Centre located in Parkwood (south metropolitan) and Koondoola (north metropolitan). The objectives of the ISCs were to: address the need for access to the types of services provided by the IHSS beyond the current period of eligibility for that program, in particular, those services that are most critical in meeting the most immediate and urgent settlement needs of clients; provide an integrated and coordinated model of service delivery to clients; increase the accessibility and utilisation of existing services by humanitarian entrants; promote partnerships and links with other agencies and service providers involved in the settlement of humanitarian entrants; and provide a welcoming environment for ISC clients of all ages. The ISC target group is humanitarian entrant adults, young people and children who were beyond the six-month eligibility period for access to services provided as part of the Integrated Humanitarian Settlement Strategy (IHSS) where relevant. The ISCs are staffed by a migrant community health nurse, counsellor and multicultural community liaison worker. The pilot project has been independently evaluated by Edith Cowan University and found to be successful in relieving pressures on mainstream services (e.g. allowing Intensive English Centre teachers to focus on teaching rather than settlement issues), increasing accessibility and use of services, ensuring language needs are understood, promoting partnerships and links between relevant agencies and service providers. The evaluation found that the majority of clients were African humanitarian entrants. Ninety five per cent of clients at Koondoola and 85 per cent of clients at Parkwood were of African background. This higher level of need of African clients was also evidenced by the number of clients who required ten or more interventions which was far higher at the Koondoola ISC (34) compared to the Parkwood ISC (15). Most of the clients at Koondoola ISC were children (61.4 per cent) while those at Parkwood ISC were adults aged 18 and over ( 66 per cent). Interventions varied greatly and included family support and counselling (including trauma and family conflict), referral to NGOs, school transition and support, health referral and advocacy, holiday and youth programs, and emergency referral and support. 2.10.2 Balga Early Action Trial The 2008 Balga Early Action Trial (BEAT) pilot program measured the impact of ESL specialist teacher input in Pre-Primary and Kindergarten classes in schools with core numbers of humanitarian entrants. The ESL Program funded a specialist ESL teacher, an African Ethnic Assistant and supported a program of parental involvement in the school community, targeting African humanitarian entrant families. Evidence to date indicates that positive outcomes and measurable improvements to the target students pre-literacy and numeracy skills have been achieved. The BEAT projects objectives were twofold. Firstly, to improve English language levels of Pre-Primary aged African humanitarian entrants by providing a highly experienced ESL specialist. This negated the need for these students to access an Intensive English Centre program in Year One. As a direct result of the BEAT project, nine of the ten children involved were able to confidently access mainstream Year One, allowing smooth transition without the need to transfer into and from the Intensive English Centre. Secondly, through the provision of an Ethnic Education Assistant two days a week, the project aimed to strengthen ties with the local African community and decrease perceived barriers to the involvement of parents from this community in school events. This part of the project included sessions with parents to build an understanding of the education system and increase their capacity for involvement in it, opportunities for engagement in whole-of-school activities, as well as providing support and strategies to deal with childrens behaviour. Strong relationships were developed between these parents and the teachers and administration team involved. Members of the parent group reported that, following their participation in the pilot, they felt they were recognised members of the school community. 2.10.3 Student Support Classes Many refugee students in Australia struggle to cope with mainstream education following completion of their studies at Intensive English Centres due to a range of factors, including: limited understanding of the Australian school system, curricula, and available education and employment pathways; language difficulties, including poor literacy in students first language; lack of self-confidence; interrupted schooling, or lack of formal schooling; and limited parental support due to the challenges faced by parents in respect to the settlement process in general. In their report Waiting in Line African Refugees in Western Australian Schools, Haig and Oliver noted that African Australian parents often do not have the capacity to assist children with their homework despite their desire to support their children in their school work. After-school study support programs (providing assistance with homework but sometimes also offering social activities and help with life skills) are a common tool to assist refugee students to better integrate into mainstream education and to stay engaged with the school system. Such programs have been shown, in Australia and overseas, to have significant benefits for refugee students, including improved educational attainment, increased confidence and more rapid integration into the mainstream school environment. Study support programs for refugees, or for disadvantaged groups including refugees, operate in several states. Most are hosted by community organisations or schools. Programs typically provide volunteer tutors, managed by a paid coordinator, to assist students with their homework for 1-3 hours once or twice per week. Many programs also offer other activities, such as advice on healthy eating, and sporting or social activities after the completion of homework tasks. Programs are delivered in a range of venues, most commonly schools, community centres and municipal libraries. In most states, the majority of funding for these programs comes from the hosting organisations or philanthropic funds. A smaller proportion (estimated at around 30% in Victoria) is provided by State or Commonwealth Governments. Funding from the Department of Immigration and Citizenships Settlement Grants Program (SGP) can be accessed for this purpose. Anecdotal evidence suggests that some refugee students are accessing Even Start, a national tuition program managed by DEEWR which is available for all students, however, the program is not sufficient to meet demand and there is no guarantee of funding beyond 2008. In Western Australia tuition support programs, such as after-school programs providing assistance with homework, sometimes also offer social activities and assistance learning life skills. These have shown significant results for refugees, including improved grades, increased confidence and quicker integration into the school environment. Curtin Universitys Curtin Volunteers! conduct a Homework Help Program which works with the Somali community to deliver classes twice a week to 20 students, using volunteers. The Coalition for Asylum Seekers, Refugees and Detainees (CARAD) provides one-on-one tutoring to refugee students. Scotch College and Balga Senior High School are part of a joint initiative that started in 2007 as part of Scotch College students Community Service requirement. It pairs 15 Scotch College students with 15 Balga IEC students all in Year 10 for peer tutoring. Other programs have included: The Gowries Refugee Homework Assistance Scheme, funded through OMIs Community Grants Program in 2008, which continues to operate on a volunteer basis; a Homework and Parenting Support Project delivered by the Multicultural Services Centre of WA; and Northlake Senior Campus volunteer tutor scheme run by Fremantle Volunteers. All of these programs have experienced a level of demand that is not able to be met. The Department of Immigration and Citizenship has recently agreed to provide one-off funding to OMI through the National Action Plan to fund a program of homework classes for refugee students. Anecdotal evidence suggests, however, that this need will be ongoing. Parent Support A number of factors have been identified that affect parents ability to assist their childrens education and provide appropriate supports. These include: parents levels of education and literacy; lack of confidence and understanding of the education and school system; limited English language proficiency that affects not only the level of support provided to their children in terms of school work, but also achieving an understanding of the education system and participating in activities involving parents and children; and issues resulting from the effects of torture and trauma. Participants at the 2005 Ethnic Youth Advisory Forum reported, for example, that parents were often unable to assist students with homework due to low levels of English proficiency, and that they therefore relied on siblings for assistance. Consultations with African community representatives found that some parents, particularly those from new and emerging communities, often do not understand information provided by schools in relation to their childrens educational needs and progress. Ethnic Youth Advisory Group members suggested that some parents do not become involved in their childrens schooling not because of a lack of interest, but rather, a fear of being perceived as stupid due to language barriers. Language barriers can result in parents lack of awareness of school expectations and events, as well as any difficulties, needs or successes that their children might have at school. Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that parents often do not understand information provided by schools in relation to their childrens educational needs and progress. The report highlighted the need for programs to facilitate improved communication between schools and parents in order to create greater support for refugee children at school. It recommended that: programs, for parents, be provided in mainstream schools that offer support, family counselling and training in social skills, life skills and cultural transition; and the role of Ethnic Assistants be expanded to include parent education to provide general and practical information and allow increased liaison between parents and schools. The prime responsibility for support, family counselling and training in social skills, life skills and cultural transition lies with the settlement services funded through the Department of Immigration and Citizenship. In Western Australia, DETs ESL Program team links with these services to provide settlement information regarding education. Ethnic Assistants also provide parents with general and practical information at point of need as identified by Intensive English Centre and mainstream teachers and liaise between parents and schools. DETs ESL Program staff, together with Edith Cowan Universitys School of Education, also provides English classes for CaLD members/parents of school communities throughout the metropolitan area. As at July 2008, 22 schools registered to take part in the 2008 program which offers a six week course. However, the growth of this program is restricted by the availability of volunteer teachers. In Western Australia, the Integrated Services Centres at Parkwood and Koondoola Primary Schools contribute to improving the educational outcomes of the students and the overall settlement of families by providing culturally appropriate and holistic services to support individuals and families in their health, psychological, social and community needs The ISC services are currently available to the students attending the IECs at these schools, and their family members, and are designed to complement the support currently being provided by the IECs and the settlement services provided under DIACs SGP. 2.11 How can Australian education institutions (eg schools, universities, TAFE, colleges) meet and support the specific cultural needs of African Australian students, especially those who arrive as refugees or asylum seekers? 2.11.1 Schools Waiting in Line African Refugees in Western Australian Schools identified the following strategies for teachers to support the cultural needs of African Australian students in schools: Provide cross cultural education for students involving an exchange of information about the home cultures of students and Australian mainstream culture and promote cultural diversity in school programs, including promoting African background students home cultures and language in the curriculum. Include different family structures as part of the curriculum to acknowledge social and cultural differences relating to child rearing practices, gender roles and the diversity within African cultures. Include African culture in art and music programs. Encourage parents to maintain home language and culture. Provide bilingual aides. A 2006 article detailing outcomes of research into at-risk students including recent African refugees, immigrants, Aboriginal Australians and established Australians found that bicultural practices and music could help maintain a sense of hopefulness and optimism. The report concluded that: Policymakers could safely and profitably explore the notion of biculturalism as a means of sustaining and enhancing the feeling of hope in young people at risk. It is imperative that such students be encouraged to discuss or write about their home culture in the school learning environment that they share with all other students. A sense of bicultural identity could enrich their sense of belonging and confidence in both milieus. Teachers should be made aware of the need to appreciate and build on their students cultural diversity, rather than adopt an assimilation-only approach in which minority students lack of mainstream language and culture are seen as cultural deficits. 2.12 What training and support should be put in place to assist educators to better understand complex refugee situations? In Western Australia, nominated Curriculum Leaders address the professional development of Intensive English Centre staff in the area of appropriate curriculum and pedagogy in an Intensive English program. Training is also in place for Ethnic Education Assistants (EEAs) in schools. This includes professional training with a focus on the needs of humanitarian entrants, specifically African entrants with limited prior experience of formal schooling since 2005, for example, the Whole School Planning for Refugees Professional Learning Package which was delivered to more than 81 specialist teachers and consultants early in 2008. Currently, DET employs 22 EEAs with proficiency in African languages. Sourcing skilled EEAs with appropriate levels of literacy continues to present a challenge when target cohorts are from non-literate language groups, from areas where prolonged experience of conflict has disrupted education programs, or where gender roles limit education opportunities for women. DET does not plan to increase the numbers of African EEAs due to the reduced levels of African humanitarian entrants in 2008. The value of EEAs was highlighted in the 2007 report, Waiting in Line African Refugees in Western Australian Schools. The report also identified the following issues facing teachers and strategies to address them. A common concern among teachers that the link between the mainstream and IEC is not sufficiently strong so that knowledge about students is not always well communicated. Transition programs that include communication between the IEC and mainstream teachers were identified as a solution. Caregivers, ethnic education assistants and teachers noted that increased help was needed for low literacy level students in mainstream contexts. The support of ESL specialist teachers to support mainstream teachers (perhaps in a team teaching arrangement) was a possible solution. Professional development for mainstream teachers was identified as an area of need. It was noted that, in WA, DETs ESL Resource Centre is particularly helpful in terms of resources, advice and professional development. Government and education policies Do government education policies and program design meet the needs of African Australians? Please give reasons in your answer. Intensive English Centres Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that the current level of Commonwealth and State Government funding for the provision of Intensive English Programs did not allow for the intensive assistance needed to meet students learning, social, emotional, psychological and health needs. The following recommendations were made: Intensive English Centre programs be made more flexible to allow for students to attend for as long as they need to attain the educational levels required for the transition to mainstream schooling or employment. Teacher to student ratios be lowered to accommodate and reflect the higher support needs of students, specifically: African limited-schooling students; Year 1-3 non-literate African refugee students; and additional resources for Stage 2 students. Youth Engagement and Participation (YEP) workers be employed to cater for IEC students aged 15 to 17 years, in accordance with the State Governments Retention and Transition/Raising the School Leaving Age initiative. IEC English as a Second Language (ESL) support programs be provided for students in Kindergarten and Pre-Primary Schools. School-based curriculum leader positions be established in all IECs to ensure integrated and consistent service provision. Teacher training programs be developed and delivered for IEC teachers and EEAs. African EEAs be employed, ensuring appropriate cultural supports for students and teachers are utilised in the ethnicities and languages of need. The numbers of EEAs be increased in mainstream schools to meet demand (in the ethnicities and languages of need). In Western Australia, the number of Government IECs in the Perth metropolitan area has increased from eight to 12 since the beginning of 2005 to accommodate a 40 per cent increase in new arrival students, a trend that is expected to continue in the short- to mid-term. The State Government supplements Commonwealth funding for IECs through provision of infrastructure and facilities, and provides additional educational services to students to attain the English language proficiency necessary for successful participation in mainstream schooling. Current initiatives available to some IEC students include specialised social skills programs, a breakfast club, art therapy and occupational therapy. Interagency links also enable increased support for students. Key personnel from the Association of Services to Torture and Trauma Survivors (ASeTTS), the Metropolitan Migrant Resource Centre, the Catholic Migrant Resource Centre, 鱨վs Health Services and local Child Development Centres attend networking meetings convened by DET to facilitate collaborative partnerships in response to the particular needs of African IEC students. To address these varied needs (particularly in the first year of schooling), IECs have initiated and implemented a variety of programs designed to increase knowledge and understanding in areas such as health and hygiene, road awareness and safety. In its 2007-08 Budget, the Commonwealth Government doubled its contribution to the English as a Second Language New Arrivals Program (administered by the Department of Education, Employment and Workplace Relations) to provide for students to remain in an Intensive English Centre for up to two years. This increase in per capita payments facilitated: smaller class sizes in IECs for primary and secondary aged Humanitarian entrants; an extension of the Limited Schooling program to allow all Humanitarian entrants arriving in Year 1 to 12 as of 1 January 2008 to attend IECs for up to two years; and flexibility of class structure to be decided at the local level at each IEC inclusive of Years 1 to 12 e.g. class ratios of 1:10 where deemed advantageous to the Limited Schooling program. This ratio is only a recommendation for secondary school IEC programs, however, and DET reports that some IEC primary schools have up to 18 students in their classes. The eligibility period for humanitarian entrants in post-intensive (Stage 2) programs to ongoing support has also been extended. Primary-aged students in this category can now access post-intensive specialist English programs for up to two years, while secondary-aged students can access post-intensive specialist English programs for up to three years. This extension of eligibility has resulted in mainstream transition programs attracting additional human resources at those sites with high numbers of humanitarian entrants. DETs ESL Program has created Student Support Worker positions to support humanitarian entrants of all ages in IEC programs (Rec. 23). DETs ESL Program Census in schools, conducted each year, indicates that the numbers of humanitarian entrants enrolled in Kindergarten and Pre-Primary classes, who have been identified as having ESL support needs, has increased from 0 to 25 in 2003 and from 16 to 76 in 2008 respectively. DET has identified that there may be a need for dedicated English as a Second Language (ESL) programs for pre-compulsory years. Nominated IEC Curriculum Leaders (Rec. 25) commenced at the beginning of the 2008 school year. The Curriculum Leaders address the professional development of the IEC staff in the area of appropriate curriculum and pedagogy in an Intensive English Program. DET considers that the teacher training programs currently in place for IEC teachers and Ethnic Education Assistants (EEAs) are adequate. This includes professional training with a focus on the needs of humanitarian entrants, specifically African entrants with limited prior experience of formal schooling since 2005 (Rec. 26), for example, the Whole School Planning for Refugees Professional Learning Package which was delivered to more than 81 specialist teachers and consultants early in 2008. EEAs are employed in IECs and mainstream schools based on the languages spoken by school community members. Declining numbers of African humanitarian entrants during the 2008 school year has resulted similar decline in African language demand (Recs. 27, 31). Currently, DET employs 22 Ethnic Assistants with proficiency in African languages. Sourcing skilled EEAs with appropriate levels of literacy continues to present a challenge when target cohorts are from non-literate language groups, from areas where prolonged experience of conflict has disrupted education programs, or where gender roles limit education opportunities for women. DET does not plan to increase the numbers of African EEAs due to the reduced levels of African humanitarian entrants in 2008. 2.16.2 Transition to Mainstream Schooling Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that many refugee students were not achieving the academic standards of the general population in mainstream schooling due to the lack of prior formal education and limitations of the IEC program. The report recommended that: educational programs be tailored to meet the needs of individual students rather than restricted to a fixed period of time; and Resourced transition programs be implemented to improve school readiness and orientation for new arrivals entering IECs and to ensure ongoing support for IEC students entering mainstream education. In Western Australia, programs have been extended for humanitarian entrants allowing them to be supported for an additional 12 months. This means that primary school aged students have access to support for a total of four years and secondary students have access to support for a total of five years. A Whole School Planning for Refugees Professional Learning, as well as other presentations including Meeting the Needs of Limited Schooling Learners and The ESL/ESD Progress Map PL have been provided to ESL specialist staff and other teachers in IECs and mainstream schools. These programs supplement the role of the ESL Visiting Teacher team which provides support to IEC students in transition to mainstream schools. While IEC students may demonstrate significant progress in English language competency, the skill level often remains lower than that required for students to succeed in a mainstream education program, and limits the capacity for students to achieve the academic standards of the general population. One of the contributing factors is the structure and length of the IEC program, which sees students graduate on completion of a period of study rather than upon reaching a certain level of English language proficiency. Further, mainstream schooling involves studying multiple subjects, to which many refugee young people have limited or no prior exposure. New arrivals to Australia may also face additional pressure associated with their personal and/or parents desire to move from IECs to mainstream classes. This preference may be attributed to parents and students desire to appear normal, while not necessarily appreciating the complexities associated with success in mainstream schooling. Strategies identified to address these issues include: tailoring educational programs to meet the needs of individual students rather than restricted to fixed calendar periods; implementing transition programs to improve school readiness and orientation for new arrivals entering IECs and to ensure ongoing support for IEC students entering mainstream education; and ensuring that students entering school at any time of the year receive a comprehensive orientation that is relevant to their particular needs. Strategies suggested in the 2007 report Waiting in Line: African Refugee Students in West Australian Schools included: providing extra support within both IECs and mainstream classrooms, including educational assistance and helping students and their families access appropriate community support; practical support and professional development for school staff to increase their awareness of the needs, circumstances and cultural background of these students, and assistance to develop and familiarise themselves with appropriate methodologies and assessment procedures; support for mainstream teachers with African students in their classes to adapt their methodologies and assessment procedures to better cater for the diverse needs of all students; more counselling and support for African students to prevent the type of social problems that are beginning to emerge; and more research about the problems encountered by African refugees, and the successes they experience.  In Western Australia, DET currently provides preparation for IEC students to transition into mainstream through a deliberate and relevant curriculum. IECs follow a holistic approach to meeting their needs and, on transition links to mainstream schools are made to ensure that schools receive comprehensive and necessary information regarding the continued educational needs of the students. Programs to assist the transition from IECs to mainstream schools include services provided by Participation Coordinators who arrange transition brokerage for 15-17 year-olds who are at risk or are in the process of early disengagement from school and Project for Refugee Young People Marginalised from Education (PRYME), which was originally a program to reengage alienated refugee young people at Cyril Jackson High School. These services are in conjunction with those provided by the IEC Student Support Workers and Cultural Liaison Officers. Health Health issues for African Australians 3.1 What are the main areas of concern for African Australians in regard to health, well-being and health care: African humanitarian entrants have significant and complex health issues. These can be attributed to their experience as refugees with prior access to minimal levels of health care and complex health needs specifically relating to malnutrition, tropical illness, torture and trauma. Does the Australian health care system adequately meet the needs of African Australians, especially newly arrived refugees? Please provide some examples. Consultations conducted in 2005 on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants found that African humanitarian entrants were not receiving adequate treatment to overcome the impact of torture and/or trauma experiences. Specialist mental health services were overloaded and did not provide for the scale of demand for long-term treatment. In addition, there was no provision of services to provide torture and trauma counselling for children aged five to twelve years. The following recommendations were made: Access to counselling services for new arrivals be made available for at least two years after initial settlement. Counselling services partner with other key settlement services providers, such as education and health, to provide a coordinated and holistic service for African humanitarian entrants who are suffering from the experiences of torture and trauma. Additional funding be allocated to existing specialist services to meet the increasing numbers of new arrivals and the complexity and intensity of their needs. Torture and trauma counselling services for children and youth be implemented in partnership with schools. Research into culturally appropriate and effective trauma counselling for African humanitarian entrants be undertaken with a view for program development and implementation of best practice models. 3.2.1 State Government Services 3.2.1.1 Western Australia has a specific Migrant Health Unit (through the Department of Health) to coordinate and implement on-arrival health care assessments and screenings of humanitarian entrants. 3.2.1.2 In 2007, the Multicultural Services Centre in North Perth received State Government funding through OMI to assist with the cost of establishing a community-based specialised mental health serviceto address identified gaps in service provision to people from new and emerging communities. 3.2.1.3. The North Metropolitan Child and Adolescent Mental Health Service (NM CAMHS), part of the North Metropolitan Area Health Services (Department of Health), provides assistance to children aged 0 to18 years who are experiencing mental health issues including depression, anxiety, self harm, suicide and trauma. Understanding that cultural belief systems around mental health can hinder the process of engagement, NM CAMHS identified the need for its services to cater to the specific needs of CaLD families and in 2007 established a transcultural youth mental health interagency group. The Cultural Advocacy for Child and Youth Mental Health group supports the early identification of young CaLD people at risk of mental disorders. In 2006, to target the mental health needs of this demographic, the agency created a position for a Cross-Cultural Clinician. The role involves improving the accessibility to CaLD families through capacity-building strategies with relevant agencies, and providing culturally appropriate assessment and treatment of mental health problems experienced by children. Since its commencement in 2006 the service has provided services to refugee, first and second-generation CaLD families, but anecdotal reports from within the agency suggest that the actual proportion of the CaLD population accessing the service remains low. NM CAMHS suggests the following reasons for this underutilisation: the relatively recent focus on the CaLD population (since 2006); the stigma of mental health issues in sections of the CaLD community; lack of awareness of mental health issues within families and other agencies; lack of available counselling services tailored for CaLD children and adolescents; and CAMHSs focus on serious manifestations of mental health issues, which means it deals with only a small percentage of the child and adolescent population. 3.2.1.4 The South Metropolitan Area Health Service (Mental Health) has created a position to co-ordinate initiatives and training across the mental health service units that belong to the South Metropolitan Area Health Service. 3.2.1.5 The Transcultural Mental Health Services based at Royal Perth Hospital, specifically delivers mental health services for the CaLD community in WA. It conducts mental health assessments and manages the treatment of people from CALD backgrounds, as well as designing and delivering mental health promotion and prevention initiatives, and providing education and training on transcultural mental health issues. 3.2.1.5 Within the Western Australian State Government schools system, school psychology and other related services are supplemented through DETs ESL Program which provides counselling services for traumatised CaLD students. Resources through this program were increased in 2008. 3.2.1.6 In response to the Auditor Generals report, the Department of Health proposed the establishment of a WA Refugee Health Advisory Council, a state-wide network of providers of health services to humanitarian entrants to increase learning about the most effective service delivery approaches for this client group. This overarching committee will be responsible for developing a more coordinated approach to the planning and delivery of services to humanitarian entrants. It will report to the State Health Executive Forum Public Health Sub-Committee. The first meeting of the Council was on 15 May 2009. The Department of Health has also disseminated the resources developed in the mental health sector to General Practitioners (GPs) via the various Divisions of GPs. 3.2.2 Non-Government Sector In Western Australia, ASeTTS provides a range of specialist services, funded by the Commonwealth Government, to promote the wellbeing of torture and trauma survivors and their families and encourage clients to heal themselves. Current services and programs take into account the various social, personal and structural barriers that may influence the capacity of a survivor of torture and trauma to fully participate and succeed in society. Short and long-term counselling, family support during cultural transition, youth programs, and a program specifically designed for the needs of newly-arrived African women are some of the programs available to this client group. Please comment on any gender-specific or youth-specific health issues for African Australians. Young People Mental Health Research suggests that some CaLD young people are at greater risk of having or developing low self-esteem, poor self-concept and mental illnesses (in particular, depression and post traumatic stress disorder) as a result of experiencing conflict, extended periods of separation from family members, interrupted education due to long stays in refugee camps, and racism and discrimination. Experiences of war, torture and trauma significantly impact upon the wellbeing of both young children and adolescents. Adolescents, however, are especially affected as they have a clearer understanding of war, but lack the emotional maturity of adults to deal with the experience. The impact of abduction and torture; sexual abuse; deprivation of food, sleep and health care; and the witnessing or performing of acts of brutal violence can take a lifetime of support to address. Participants of the 2005 Ethnic Youth Advisory Group Forum agreed that past traumas could affect the settlement experience for young people. It was noted that ex-soldiers and, specifically, ex-child soldiers faced particular difficulty re-integrating into the family unit. In general, however, CaLD communities use mental health services substantially less then other Australian communities. Research suggests a widespread underutilisation of voluntary mental health services by CaLD young people, but this is related more to general patterns of underuse of services by them than to any suggestion of a lower rate of mental health issues amongst them. Low levels of access to counselling services by CaLD young people is generally attributed to a lack of information dissemination and service promotion, language and cultural barriers, stigmatisation of psychological problems, gaps in service provision and especially a lack of culturally appropriate services including torture and trauma services. Participants of the 2005 Ethnic Youth Advisory Forum, although not questioned in relation to health or mental health issues, expressed hesitancy to access health services despite the frequency and seriousness of the issues they raised in relation to coping with traumatic experiences, adjusting to life in Australia, discrimination, bullying, family breakdown and violence. Whilst some participants recognised that access to health services was important to address these issues, they perceived that barriers to access still remain. Participants reported negative experiences when accessing counselling services, including encountering cultural insensitivity. Members of OMIs Ethnic Youth Advisory Group have observed a significant difference in approach to the care and treatment of people living with mental illness between Australia and some other countries. Of particular note was the custom of care for people within the family structure rather than through health systems and institutions, and that this disparity could lead to confusion, especially amongst those newly arrived in Australia. Barriers to accessing services also included: lack of understanding amongst some CaLD communities of Western mental health concepts and subsequent lack of recognition of the symptoms of mental illness; and lack of English proficiency which may restrict the effectiveness of expressions of need for professional help. Other issues included a perception that doctors in Australia are afraid to approach people from other cultures, and do not have the skills or understanding to enable them to treat people from CaLD backgrounds effectively and with confidence. It was perceived that cultural competence is not addressed in medical training. Research also indicates that services catering for young people may be viewed with distrust by CaLD parents, who may transfer their perceptions to their children. Strategies through which to address the issues identified in research and consultation processes include: creating environments that foster a strong sense of ethnic identity and positive self-concept where young people can make friends and form social support networks free from racism and discrimination; culturally sensitive counselling services for young people who are experiencing long-term unemployment to deal with potentially high risk situations, such as clinical depression and suicidal ideations; in partnership with schools, making torture and trauma counselling services readily accessible for children and young people; and employing people from a range of CaLD backgrounds as medical professionals. 3.3.1.2 Substance Misuse Legal and illicit drug use is a common coping strategy for people facing settlement issues. Substance use is globally recognised as a significant issue among refugees, and has also increased amongst young Australians in general. There is a growing body of evidence to support the relationship between substance use and post-traumatic stress disorder amongst refugees, as well as increased stress factors associated with the daily lives of new migrants. Research suggests that risk factors in relation to substance misuse relate to the refugee experience in particular. These include dealing with loss and trauma as well as risks associated with settlement in Australia including low socioeconomic status, family breakdown and intergenerational conflict, youth unemployment and lack of access to appropriate social and recreational activities. Protective factors include religiosity, cultural norms associated with drug use and strong community connections, which can help shape young peoples attitudes and beliefs about drugs and prevent drug use. The need for sustained, culturally appropriate information and education on drug issues has been identified as fundamental to any prevention strategy. 3.3.1.3 Sexual Health None of the studies considered for this report addressed the subject of sexual health amongst CaLD young people. EYAG members raised the following issues; however, it was recognised that these were not CaLD-exclusive: resistance from parents in relation to allowing young people to participate in school sexual education classes; sexual education classes provided at schools for students at too young an age which could impact on level of comprehension of issues raised; strong avoidance of the subject in some families (One member said that she would be slapped in the face by her parents if they believed she was even thinking about sex); and the lack of anonymity in the Medicare system which requires children to be listed on their parents cards, which could deter young people who wish to seek medical assistance without their parents knowledge. 3.3.1.4 Strategies Initiatives that have been highlighted for consideration in the development of education in relation to substance misuse and sexual health issues include: using bi-cultural workers and ethnic media; applying the model of the ABCD Program, which provided information about drugs within the context of a parenting program that focused on developing communication skills between parents and adolescents, and which was trialled with five communities in Victoria; and providing gender-specific sex education classes. In Western Australia, the Drug and Alcohol Office (DAO) is responding to the needs of CaLD clients by offering interpreting services to callers to the Alcohol and Drug Information Service (ADIS) and Parent Drug Information Service (PDIS). These are 24 hour, confidential telephone services which provide information, counselling, referral and advice. NGOs supported by the DAO are also eligible to receive assistance to provide interpreters to CaLD people who wish to use their services. DAO also consulted with EYAG in March 2008 to explore ways to promote target drug and alcohol services to CaLD youth. Training is also being provided to increase the knowledge and skills of Alcohol and Other Drugs (AOD) workers; in December 2008, a workshop on Culture, change and conflict Working with culturally and linguistically diverse families and young people around AOD issues was held. Womens Health 3.3.2.1 Perinatal Health Issues relating to refugee women and perinatal care have been addressed by the WA Perinatal Mental Health Unit at King Edward Hospital. The State Perinatal Reference Group conducted consultation with refugee women and produced a report, The Social and Emotional Experience of the Perinatal Period for Women from Three Culturally and Linguistically Diverse (CALD) Communities. Perth, WA: Department of Health. Also resulting from this consultation, DVDs were produced in three community languages for Iraqi, Sudanese and Ethiopian women to explain how mental health issues might arise during the perinatal period and how to access appropriate services. In 2008, a Community Midwifery project was funded through OMIs Community Grants Program. The project involved a partnership between the Community Midwifery WA, a government-funded, community-run midwifery service operating across the Perth metropolitan area, and ISHAR, a multi-faceted community organisation that specialises in providing information, support and referral services that are targeted to meet the health needs of CaLD women. The project employed a Childbirth Educator for a 12 month period to build links with women from targeted ethnic groups and increase access to pregnancy, childbirth and early parenting information, support and referral advice in key locations across the Perth metropolitan area. The project came about in response to the identified need for culturally and linguistically appropriate information and services to ensure that CaLD women receive the necessary support and information to adequately prepare for childbirth and parenting. The OMI grant specifically targeted pregnant women from ethnic groups that are relatively new to Australia (< 5yrs) including from Liberia, Sierra Leone, Iraq, Afghanistan and the Sudan. However any newly arrived woman from a CaLD background with no support systems was eligible for assistance through the project. The project has since received ongoing funding through Lottery West. 3.3.2.2 Female Genital Mutilation (FGM) In 2001, the Department for Child Protection produced a booklet and video for the Somali community on legal issues surrounding FGM and childbirth (for women who have already had the procedure). Mental health and well-being How do the effects of family separation impact upon the mental health and well-being of African Australian families? The Coalition Assisting Refugees and Asylum Seekers (CARAD) has advised that a severely limiting factor in successful settlement of humanitarian entrants is an awareness of the struggle of those who have been left behind. Survivor Guilt is a significant issue for new arrivals, and therefore new arrivals are extremely anxious to have family members join them in Australia. How can the stigma attached to mental health be addressed in African Australian communities? Timely access to mental health services by CALD community members can be impeded by stigma surrounding mental illness. As part of the development of the next State Mental Health Plan, there will be a consultation forum for CALD consumers and carers on 21 July 2009. Stigma may prevent this target group from attending but stakeholders have been encouraged to actively promote this consultation among their CALD consumer groups including African communities. Can you provide best practice examples of how to treat sustained mental health issues for African Australians? Commonwealth Government Services 3.7.1.1 Short-term torture and trauma counselling (STTC) is a core service component under the IHSS and available to all humanitarian entrants. Entrants are encouraged to access STTC services and service providers are required to ensure entrants commence counselling within two weeks of the date the entrants indicates they wish to access the services. Under the current IHSS contract, a key performance indicator requires 100 per cent of entrants to have had the opportunity to access appropriate STTC services. The current contract notes the number of STTC sessions accessed by entrants will vary, but DIAC expects an average of eight sessions. STTC services are intended to be delivered for a short time only and, where an assessment identifies a need for ongoing or longer-term counselling, DIAC states that the entrant should be referred to Program of Assistance for Survivors of Torture and Trauma (PASTT). STTC services will continue to be provided while an entrant awaits referral to PASTT. 鱨վ undertaking counselling services must have the consent of their parent or guardian to do so. STTC may be provided to children in a one-on-one setting or in a group session with other family members. Some STTC providers have adopted the use of play and art therapy to assist young children and continue to develop new strategies. 3.7.1.2 The 2007-08 Federal Budget included $12.2m nationally over four years as additional funding for torture and trauma services to increase the capacity of the PASTT to deliver torture and trauma counselling and support to humanitarian entrants. In WA, ASeTTS is the key organisation charged with the provision of services through this program. 3.7.1.3 The Commonwealth Government has also recently introduced the Complex Case Support program which will provide specialist assistance to clients requiring complex and ongoing case management support. Western Australian providers are Multicultural Services Centre WA, Metropolitan Migrant Resource Centre, ASeTTS and Communicare. However, concerns have been expressed regarding the effectiveness of the panel provider model, in particular, due to the potential for delays in response due to its panel assessment process and reliance on the existing resource capabilities of panel providers. 3.7.2 State Government Services 3.7.2.1 At a State level OMI has contracted the Multicultural Services Centre (MSC) to assist with the cost of establishing a community-based specialist mental health service to address identified gaps in service provision for people from new and emerging communities. MAITRI Mental Health Service was launched in October 2007. 3.7.2.2 The North Metropolitan Child and Adolescent Mental Health Service also has created a position for a CrossCultural Clinician to meet identified needs for its services to cater to the specific needs of families from culturally and linguistically diverse (CaLD) backgrounds (Recs. 55, 56). The role includes provision of culturally appropriate assessment and treatment of mental health problems (including depression, anxiety, self harm, suicide and trauma) experienced by children aged 0-18 years. This position is supported by a multidisciplinary team. 3.7.2.3 WAs Transcultural Mental Health Services (TMHS) is a public sector service specifically funded to meet the mental health needs of refugees and migrants. TMHS provides direct clinical services including assessment and treatment of mental health disorders experienced by refugees and migrants. TMHS utilises telehealth facilities to address the clinical needs of CaLD patients from rural and remote regions. Whilst its clinical program targets adults, its education program aimed at increasing mental health literacy, reducing stigma surrounding mental illness, and addressing intergenerational conflict and acculturation difficulties are targeted at families from CaLD backgrounds and ethno-specific communities. It also provides cultural competency training to general practitioners and service providers in the public and non-government sector, and engages in research and capacity building projects to address mental health issues among CaLD communities. TMHS works in partnership with key stakeholders in the multicultural sector to maintain a holistic program suitable to its target population group. To further facilitate exploration of better access to services and resources TMHS, with ISHAR Multicultural Centre for Womens Health, has co-hosted, the biennial WA Transcultural Mental Health Conference. In 2009 the third WA Transcultural Mental Health Conference will be hosted in conjunction with the inaugural Australasian Refugee Health Conference, driven by the MHU and the PMH Refugee Clinic. 3.7.2.4 Collaborative research between Curtin University, TMHS and ASeTTS has commenced to trial a psychological intervention strategy on children from African backgrounds who may be experiencing post-traumatic stress disorder or at risk of developing PTSD symptoms. This intervention strategy was successfully implemented in the United Kingdom with Bosnian children and will be adapted for a targeted African community. If effective, it has the potential to be adapted for other humanitarian entrant children and developed as a best practice model. 3.7.2.5 Counselling services provided through the ISCs at Koondoola and Parkwood involve partnerships with key settlement services providers, in particular, education and health, to provide a coordinated and holistic service for African humanitarian entrants who are suffering from the experiences of torture and trauma. A mental health specialist is located at each site to assist individuals and families with general counselling; trauma focussed therapy; mental health education; group work; and accessing psycho-social and family support. These services are provided in partnership with the Educational Psychologists at each school. Access to health services 3.12 Even though African Australians may know how to access certain health services, they do not always utilise all the services they are offered and entitled to. What can be done to change this? In March 2007, in response to the complex needs of the African humanitarian entrants, OMI launched an integrated model of service delivery in partnership with the Departments of Health and Education and Training. The Integrated Services Centres (ISCs) are a one stop shop addressing the most critical needs of humanitarian entrants. Based on the schools as a hub concept, they operate at the Parkwood and Koondoola Primary Schools in Perth. The ISCs are a direct response to the Final Report of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants which recommended that: An African Community Project be funded, offering an holistic health and education program, including orientation and cultural transition support, provided by trained professionals in the roles of Psychologist/Trauma Counsellor, Migrant Health Community Nurse and Multicultural Community Liaison Worker. The Project would relieve some of the pressures on mainstream services, increase accessibility and use of services, and ensure language needs are understood and accommodated. It would also promote partnerships and links between relevant agencies and service providers. Location of the ISCs at Intensive English Centres aimed to increase the accessibility of services to humanitarian students and families. The success of the model was identified in an evaluation of the pilot project by Edith Cowan University and underscored by an acknowledgement of its merits in the Western Australian Auditor Generals Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008). 3.13 How can interpreting and translation services be improved to provide better access and assistance to African Australians in the health sector? 3.13.1 A Language Services Network has been established by the WA Department of Health to lead and support the development of policy, models, guidelines and better practices around the delivery of high quality language services within WA Health. However, with some African languages and dialects, there are no or few accredited interpreters which complicate appropriate and professional language services provision for this target community. 3.13.2 Recommendation 7 of the November 2006 Australian Health Ministers Conference was: That the MWG seek advice from the Department of Education, Science and Training on options available for the provision of interpreters in minority languages where the national accreditation authority for translators and interpreters standards and testing are not available. The final report of the Multijurisdictional Working Group (MWG) on Refugee and Humanitarian Entrant Health which was endorsed at the 5 March 2009 Australian Health Ministers' Conference advised that, from June December 2007, the Department of Immigration and Citizenship had conducted a pilot project to determine the demand for free interpreting services for pharmacies. During this time, 331 pharmacies were given unlimited access to free telephone interpreting services 24 hours a day, seven days a week, from anywhere in Australia for the cost of a local call, through the Translating and Interpreting Service (TIS). An evaluation of the pilot project was completed in August 2008, and at the 18November 2008 MWG meeting, DIAC advised members that the program would be implemented on an ongoing basis. The ongoing program was announced by the Parliamentary Secretary for Multicultural Affairs and Settlement Services on 8 December 2008. At the 18 November 2008 meeting, DIAC undertook to provide information to the State and Territory jurisdictions on the usage of TIS services in urban compared to rural areas, and if possible, a picture of usage within the general practice sector compared to specialist clinicians. DIAC also undertook to provide information that might assist potential clients from the general public to initiate contact with TIS, for TIS to liaise with the agency with whom the client wants to communicate and to make arrangements for services on their behalf. This information will be provided to MWG members when available. Culture & health What can governments, NGOs, communities and health services change to improve the interaction between an African Australian and the health care system? The COAG Care Coordination is currently being trialled in a number of locations in Western Australia. The initial trials will involve the identification of agencies to provide clinical and community care coordination for people with severe mental illness and other complex needs. The trials will also identify participating agencies involved in providing a range of services to meet client needs. The initial trials will be used to identify the resources required for effective care coordination and to further develop a practice model which can be rigorously evaluated prior to full implementation. Each trial will work with a small number of clients in the target group. The purpose of the Care Coordination initiative is to assist the recovery of people with severe mental illness and other complex care needs by better coordinating their access to a range of clinical and community support services. The aims of Care Coordination in Western Australia are to: Reduce the frequency, duration or intensity of crisis episodes in the lives of people with severe mental illness and other complex care needs; Increase access to, use and completion of programs and services with the potential to assist recovery; Improve the ability of service providers to meet the full range of relevant client needs by coordinating and focusing services through use of comprehensive care plans; Ensure more efficient use of resources by reducing duplication of services. The initiative is based on recognition that both clinical and psychosocial care needs must be addressed to achieve sustained improvement in the quality of life for people with severe mental illness and other complex needs. It involves the appointment of both a clinical and a community care coordinator to work with the client to develop, implement and review a single integrated care plan. From the clients perspective, it connects the client directly to a known and agreed range of services. It is underpinned by a comprehensive assessment of the clinical and psychosocial needs of the client with the resultant care plan developed in partnership with the client. Clients needs are met through coordinated provision of clinical and other services based on an agreed plan which identifies the clients needs, the services required and the service provision commitments of the providers involved. This plan should be made available to the client and their carers, and to all agencies providing services under the plan. The initial target group is those individuals with severe and persistent mental illness and other complex psychosocial needs who are most at risk of falling through the gaps in the system. In particular, the focus is on those who have the greatest capacity to benefit from their care being better coordinated or who suffer most from the failure to coordinate their care. A severe and persistent mental illness is one which: causes a substantially diminished level of functioning and an inability to cope with the ordinary demands of life, leads to an inability to maintain stable adjustment and independent functioning without long term treatment and support, and may be of lifelong duration. The target group can include people in Australias Humanitarian Program whose mental health and psychosocial needs are linked to the trauma they experienced prior to coming to Australia. It also includes other people whose psychosocial needs include the need for services to help them overcome the effects of past trauma. The trials will be used to further clarify the characteristics of the target group for whom improved coordination will make a significant difference. This will include analysis of the ways in which they fall through the gaps and identification of strategies to close the gaps. People at risk of falling through the gaps are often those who have lost social or family support, are transient or homeless, are difficult to engage or are in transition between services. Cross-cultural competence in the health care system is essential to ensure that all patients are treated with dignity and provided with appropriate care. Do you know of any best practice examples in the health sector for African Australians? The WA Department of Health reports that delivery of cross cultural training for General Practitioners (GPs) is ad hoc. Continuous education for General Practitioners is usually organised by the Divisions of General Practice and the Royal Australian College of General Practice. DOH staff from various agencies have participated in such training but DOH does not provide specific cross cultural training programs for GPs per se. Recommendation 6 of the November 2006 Australian Health Ministers Conference was That the Commonwealth and Jurisdictions consult with tertiary institutions, professional bodies and service providers to encourage refugee health to be included as part of broader culturally competent care in undergraduate and postgraduate courses, GP registrar training and continuing education for all health professionals. In its final report to the 5 March 2009 Australian Health Ministers Conference, the Multijurisdictional Working Group (MWG) on Refugee and Humanitarian Entrant Health reported that: The Royal Australian College of General Practice (RACGP) had conducted a review of the Curriculum for Australian General Practice. The MWG had provided comments to the RACGP on the draft statement on Multicultural Health (which encompasses refugee health) in April 2007. The MWG had prepared a letter for distribution to the Deans of medical faculties in universities, and other relevant institutions across Australia to inform them of the need for relevant tertiary curricula for health professionals in the area of refugee health, and to encourage them to develop and incorporate relevant curricula in their courses. Jurisdictions started distributing this letter to relevant schools and institutions in their state or territory in late August 2007. Relevant resources available to GPs include: a training package developed by New South Wales Transcultural Mental Health Centre; an evidence-based clinical guideline for medical practitioners treating refugees, written by Australian infectious diseases specialists, titled Diagnosis, management and prevention of infections in recently arrived refugees (Australian Society for Infectious Diseases, 2009); and a major web based resource for GPs and other health care providers on refugee health titled Promoting Refugee Health: A guide for doctors and other health care providers caring for people of a refugee background which is available through the Victorian Foundation for Survivors of Torture Incorporated (Foundation House). This resource supports professional training of health care providers by Foundation House. The effect of religion, age, gender, sexuality & disability 3.20 Are the experiences of African Australians, in regard to health, different based on religion, age, gender, sexuality or disability? Please provide reasons. The 2009 report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women highlights issues for immigrant and refugee women in relation to the provision of health services relating to their reproductive health, in particular, in the birthing process, contraception and abortion. The report notes that immigrant and refugee womens reproductive health experiences are generally poor compared to Australian-born and English speaking women. Some of the barriers experienced by immigrant and refugee women in accessing reproductive health services cited in the report are provided below. A preference to see health professionals who have the same gender as them because of the confidentiality of sexual and reproductive health issues. A preference to see doctors from the same cultural/linguistic backgrounds as this allows for better communication and longer consultation times. Communication barriers arising from the inability to describe health conditions in the womens own language. Failure to find the English equivalent may result in frustration on the part of the woman, and misinterpretation of the condition by the doctor, leading to wrong diagnosis or treatment Concern about the gender of interpreters, availability of interpreters and quality of services provided: Some women prefer professional interpreters to relatives due to the sensitivity of issues in sexual health while others, although not recommended practice, preferred using relatives as interpreters because they would help them remember the discussions. Women have faced problems attending appointments at times when interpreters would be available because of their childcare and home commitments. In spite of the availability of childcare services, some women may be hesitant to leave their children with people whom they do not know or with whose culture they are unfamiliar. Some women are also concerned about the quality of interpreting offered. They feel interpreters summarize and simplify information. Government & health What actions can governments take (or what targets can governments set) to ensure African Australians: Are healthy Can better overcome any physical or mental health issues from their refugee or migration experience, and Can thrive upon arrival in Australia? 3.20.1 Consultations conducted in 2005 on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants found that mainstream health services were not able to cope with the volume and nature of needs of humanitarian entrants due to a lack of specialised skills and resources. Barriers to mainstream services experienced by humanitarian entrants included language barriers, transport issues and lack of culturally appropriate and sensitive health services. The following recommendations were made: A comprehensive health intake system for all new arrivals be implemented and coordinated with the consortium partners responsible for the IHSS program to address inherent shortfalls in off-shore screening, ensure appropriate diagnosis and treatment, and link refugees into primary health care services, thereby registering all new arrivals with the appropriate health service provider to create a record that can be transferred with the individual. More intensive assistance be provided for humanitarian entrants accessing health services during settlement to allow for cultural orientation, transport and language issues, such as the provision of community liaison health officers to assist new arrivals to access health services in the first six months after arrival. Increased resources be provided for health services, and partnerships established with other service providers to allow better access to services, in particular the provision of increased community migrant health nurses, increased access into specialist outpatient clinics, and child development services. Programs be established offering ongoing training opportunities and resource development for GPs and mainstream health professionals to enhance research capacity concerning refugee health care, including identification of diseases, better treatment protocols, and culturally sensitive training. Programs be established with a network of GPs to ensure that new arrivals are linked to the primary care system and that follow-up care after initial onshore assessment is provided as recommended by the Communicable Diseases Network of Australia. Access to fee-free translating and interpreting services be available not only to GPs but also to other health professionals (such as pharmacists and optometrists). 3.20.2 Settlement of humanitarian entrants in WA is part of a national program for which the Commonwealth Government has responsibility. Western Australias Department of Health has stated that: there is scope for the Commonwealth to provide more assistance to the State, particularly in terms of addressing the needs of the 50 per cent of humanitarian entrants who are sponsored by individuals or organisations and are ineligible for assistance under the Commonwealths Integrated Humanitarian Settlement Strategy and Settlement Grants Program. The health needs of this group are, as a consequence, being met by State agencies, placing a significant resource burden on public health and hospital systems. In response to this statement, DIAC has advised that SHP entrants are universally eligible to access assistance under the SGP and also eligible to access assistance through IHSS on a needs basis. DIAC notes that both programs link entrants to mainstream services that are appropriately qualified to deliver health services. DIAC further notes that a number of projects funded under the SGP use sporting activities to promote community development and inclusion and that these activities may reduce isolation and contribute to better physical health.  The Department of Health has also stated that: Similarly, Western Australia records a very low uptake of the new refugee assessment under the Commonwealths Medicare Benefit Scheme. Consequently, new assessments are undertaken predominantly by the DoHs Migrant Health Unit (MHU), the costs of which are borne by the DoH as doctors employed by the MHU are not eligible to recoup for these services.  3.20.3 The Western Australian Auditor Generals 2008 report Lost in Transition: State Services for Humanitarian Entrants cited the Department of Healths Migrant Health Unit (MHU) as a successful model for additional targeted services for refugees. The Migrant Health Unit provides comprehensive screening to the majority of humanitarian entrants. As a single centralised service it reported a 92 per cent uptake for January to December 2007 for refugees on humanitarian visas. The Department of Health reports that it is not always possible to systematically ensure all SHP entrants are screened, as this depends on the sponsor making contact with the MHU. The MHU (currently located in the Perth Chest Clinic building) is also exploring accommodation options to ensure the program can meet its service needs. 3.20.4 A common record system between Community Nurses located at the Integrated Services Centres at Koondoola and Parkwood Primary Schools provides a mechanism to ensure that that all ISC clients are screened at the Migrant Health Unit and that the necessary follow-up occurs. Multicultural Community Liaison Workers at the ISCs also provide intensive assistance to clients in accessing health services (Rec. 50). However, these services are limited to students attending Koondoola and Parkwood ISCs and their families. 3.20.5 The Auditor General also highlighted Princess Margaret Hospitals Refugee Health Clinic as a positive example of how entry points for mainstream services can be adapted to make services more accessible. HOUSING Housing needs What is the experience of African Australians, especially new arrivals, in regard to housing assistance and support? Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that African humanitarian entrants were experiencing difficulties in securing housing. Like other members of the community, newly arrived humanitarian entrants face challenges in securing appropriate and affordable rental accommodation due to of limited housing availability and long waiting lists for public housing. However, this group also faces additional difficulties including: lack of rental history and tenancy referees in Australia; language barriers; discrimination; lack of familiarity with the process of searching and applying for properties; limited income; and large family size. The Working Party recommended that: the then WA Department of Housing and Works (now the Department of Housing) consider and respond appropriately to the housing needs of humanitarian entrants; and education programs be developed for private sector providers to address negative stereotyping and discriminatory practices; and access to multicultural accommodation services be extended for African humanitarian entrants. The increasing severity of housing concerns prompted the establishment of a Housing Crisis CaLD (HCCCaLD) Committee comprising representatives of a range of NGOs. The HCCaLD Committee subsequently raised these concerns in a submission to the Equal Opportunity Commission in August 2007 and, following a consultative forum, published a report, Gaps in Housing and Support Services for Humanitarian Entrants (April 2008) that was launched by the Hon Margaret Quirk MLA. 4.1.2 The Integrated Humanitarian Settlement Strategy (IHSS), funded by the Department of Immigration and Citizenship (DIAC), provides for initial accommodation on arrival until placement into a six-month lease. However, consultations found that many humanitarian entrants were having difficulty securing government and/or private housing after the six-month lease expired. Respondents reported lengthy waiting times for government housing and difficulties securing accommodation for large families that are common to this group (families of ten are not uncommon). Some families had resorted to leasing two separate dwellings to house their families. Barriers accessing private housing included cost, lack of referees and racism. DIAC has advised that entrants receiving IHSS services are provided with accommodation services. Depending on the specific housing model adopted by the service provider, entrants are either placed into short-term accommodation on arrival or settled immediately into longer-term accommodation. In some contract regions, service providers head-lease properties for entrants and then transfer the lease into the entrants name at a later point. The current IHSS contract requires service providers to ensure entrants are moved from short-term to long-term accommodation within four to six weeks of arrival. However, due to the current housing crisis in Australia, this timeframe is not always achievable. DIAC is currently reviewing this contract provision. 4.1.3 DIAC acknowledges that securing private housing continues to be an issue for humanitarian entrants. If an entrant is required to source and secure further long term accommodation six-months after arrival DIAC expects that the IHSS service provider will assist the entrant undertake this process. Western Australian IHSS service providers head-lease the majority of long term accommodation properties. They then sub-lease properties to entrants for six months or transfer the lease into the entrants name. Service providers mediate between the entrant and real estate agents for the full sixmonths of the long-term accommodation to ensure entrants are treated fairly, are aware of tenancy requirements and meet their tenancy obligations. DIAC considers that this arrangement creates stronger relationships with real estate agents which encourage the sourcing of affordable and appropriate housing in a difficult market. 4.1.3 DIAC reviewed the IHSS accommodation services pricing component in late 2007 and consequently increased the pricing component. This increase has gone some way to alleviate the pressure in WA for delivery of accommodation services, however, DIAC recognises that the costs of delivering these services continue to rise and another review is currently underway. DIAC anticipates that this will result in another increase in the pricing component. 4.1.4 In the 2007-08 Budget, DIAC was provided additional funding (over four years) to deliver accommodation services to humanitarian entrants under the IHSS. On 1March 2008, DIAC implemented an enhanced in-kind support contribution, which now covers all rent, utility and reasonable transport costs for entrants for the first four weeks after arrival. SHP entrants are entitled to reasonable transport costs. 4.1.5 At the State level, housing issues for humanitarian entrants was one of the three focus areas for the 2008 Auditor Generals report, Lost in Transition: State Services for Humanitarian Entrants. In the report, the Auditor General raised concerns relating to the then Department of Housing and Works (DHW) planning for, and response to, the needs of humanitarian entrants, noting that: DHW does not know how many humanitarian entrants have been housed in the last five years, how long they have waited relative to other clients, or whether these numbers are comparable with other groups relative to the total humanitarian entrant population because their data systems do not identify humanitarian entrants. The Auditor General found that, while the Department had interpreters in languages suitable for some humanitarian entrant communities in several offices at set times each week, the decision to have an interpreter on site is based on perception of demand, rather than data on need and usage. The Auditor General noted that, although interpreters are used for discussing sensitive and personal matters, such as priority housing applications, domestic violence and health problems, DHW has not provided its staff with training in the use of interpreters and translators. Processes for determining whether or not a client wished to remain on the waiting list for public housing was also raised as a concern. The report noted that: DHW write to humanitarian entrants in English asking them to confirm that they still want to be on the waiting list for public housing. The letter asks for a response within two weeks or the applicant is taken off the waiting list. This policy is uniform across all applicants. It can, however, take longer than two weeks for the humanitarian entrant to get the letter translated by a friend or community member and understand that they have to reply, by which time they will have been removed from the list. DHW fully supported the findings of the report and undertook to: improve information on humanitarian entrants service needs, their use of its services, and use this information to improve effectiveness, to support planning and to trial new forms of service delivery; review and address obstacles to communication and update interpreter and cultural awareness; coordinate planning and service delivery with other agencies for this group, including considering collocation and relocation where appropriate; collaborate, and where the opportunity arises, lead interagency mechanisms related to housing and housing services for humanitarian entrants; and subject to funding, use NGOs to fill gaps in service delivery for recent and settled humanitarian entrants in WA through its outsourced tenant support services program as part of an ongoing review of public housing service delivery and in response to an identified need for a case-management approach for specific high need client groups. DHW also highlighted the need for inter-government collaboration at both a strategic and an operational level and noted that There has been long-term persistent contraction of funding from the Commonwealth for the construction of new public and community housing which has meant DHW provides only 4.2 per cent of housing stock, as opposed to five per cent in 1996. DHW believes the role of the Commonwealth in both lead coordination and handover of responsibility six or 12 months after on-shore arrival has been questionable. At MCIMA 2007, WA presented a paper seeking a resolution for: increased rental assistance and practical housing assistance services by the Commonwealth Government; DIAC to ensure that humanitarian entrants are provided with 12 month IHSS housing leases; and identify a process for assisting humanitarian entrants to secure private housing after the IHSS. The outcome was the establishment of the SCIMA Housing Working Party which met in Melbourne in February 2008. The meeting was attended by representatives from all jurisdictions. Discussion focused on effective strategies to assist humanitarian entrants to secure housing. Settlement services sector and state/territory government representatives delivered presentations which outlined the key housing issues in their regions and strategies being undertaken to address them. It was agreed that as assistance with housing is delivered by a range of agencies and organisations across jurisdictions, sharing effective strategies could assist providers in delivering better and more consistent assistance. The report of this meeting, which provided an overview of the issues and an outline of the effective and innovative strategies discussed, was circulated to SCIMA members in September 2008. The meeting also agreed that all jurisdictions continue to raise the housing needs of humanitarian entrants with housing authorities in their jurisdiction for consideration in the development of broader government housing assistance policies. Since release of the Auditor Generals report, the Department of Housing has undertaken a number of initiatives to address the housing needs of African humanitarian entrants which are detailed below. A commitment has been made to improve information collection on humanitarian entrants service needs including a series of focus groups to capture the housing service needs of specific groups. The first was held in October 2008 with African women and gathered their views and perceptions of difficulties experienced by humanitarian entrants when accessing housing and another in December 2008. The groups were facilitated by Dr Casta Tungaraza of the Australian Academy of Race Relations, Murdoch University. These forums are part of an ongoing Housing Strategic Roundtable coordinated by the Department of Housing. It is envisaged that these forums will be held bi-annually and on an ad-hoc basis where a particular issue arises that will benefit from the memberships expertise. The Department of Housing is also supporting the consultation processes initiated by the focus groups by taking an active role in engaging with CaLD community groups. For example, on 20 November 2008, the Department of Housing conducted a housing presentation an African Leader Capacity Building Workshop Series coordinated by Centrelink in partnership with OMI. A Review of Housing Service Delivery was conducted by the Department of Housing and Dr Nola Kunnen of the Alcoa Centre for Stronger Communities, Curtin University of Technology in 2007-08. The review identified a number of service delivery areas requiring improvement including matters related to CaLD clients.In implementing the recommendations of the review, the Department of Housing will move to a full assessment of the needs of clients which will allow DHW to capture and respond more effectively to the housing needs of people with humanitarian entrant backgrounds and those who were formerly refugees.Subsequently, changes have been made to waiting list prioritisation and allocation of appropriate housing, The new application review process began in January 2009 and reduces removals from the waiting list due to no response to mail. A simplified review form has also been developed for ease of use and to encourage a response and automatic removal of applicants who have not responded to the review has ceased and been replaced by more rigorous investigation to ensure vulnerable client groups are not removed from the waiting list when they still have a need for social housing. A Cultural Awareness Training Program has been developed in conjunction with the Ethnic Communities Council of WA to address obstacles to communication that some people from CaLD backgrounds may experience. The pilot training session was held on 26 and 27 November 2008 and included topics including the context of multiculturalism in Australia; religion, cultural norms and stereotypes; ethno-specific service providers and service provision; gender relationships; institutionalised racism in service provision; language barriers, interpreting and translating; housing standards in countries of origin; and cultural commonalities. The Department of Housing is also exploring the collection and use of data that will enable better planning and targeting of services for humanitarian entrants. Currently, information is collected about an applicants country of birth, year of arrival, residency status and main language spoken. As part of this process the Department of Housing is improving forms and data systems to allow the capture of an applicants requirements and preference for interpreter services. 4.1.6 However, the Department of Housing has advised that a major factor impacting its ability to respond to the housing needs of humanitarian entrants is the unprecedented demand for housing in WA coupled with a lack of supply of affordable housing. Strategies to enable greater housing yield with the funds available include the State Community Housing Investment Program (SCHIP) and the Public Housing Leasing Policy (PHLP). These programs provide an opportunity to expand and sustain the growth of the Community Housing Sector. This may present an opportunity for non-government organisations with an interest in housing for new arrivals to become a provider. Alternatively, they could form a partnership with existing major providers, such as Foundation Housing or Access Housing, to secure funds to develop housing for recent arrivals. What are the most significant concerns for African Australians in relation to housing? The 2009 Multicultural Centre for Womens Health report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women which noted that overcrowding occurs when families are not able to access appropriate housing and resort to living with other families. Further, many families living in overcrowded conditions were said to suffer family breakdowns and poor health as a result. At a consultation with State Government agencies conducted by the 鱨վ on 29 June 2009 at the Office of Multicultural Interests, representatives from the WA Department of Housing discussed the particular difficulties African Australians face in relation to accessing public housing accommodation for larger families. It was noted that the Commonwealth Stimulus Package which committed the Federal Government to building 3,800 more properties in WA in two years, although welcome, would not significantly reduce the public housing wait list which is currently running at around 20,000 with a priority list of 2,500. The Department of Housing estimates that between 65 and 70 per cent of people on the wait list are waiting for 1-2 bedroom accommodation. The need for accommodation for larger families (which impacts especially on Afghans, Africans and Indigenous people) is still unmet. It was noted that part of the difficulty in delivering more five or six bedroom public housing accommodation relates to the need to obtain local government approval. This creates both delays and potential barriers to approval. Some local councils are not willing to approve five or six bedroom homes as they are classified as boarding houses. There are currently approximately 200 families on the wait-list awaiting five or six bedroom dwellings. Families would also like to be located in proximity to one another but some councils view concentrations of public housing tenants of particular nationalities as problematic. The Department of Housing has a 1 in 9 policy to avoid concentration of public housing in any one suburb. The policy comes to the fore particularly in relation to ethnic minorities who are visibly different. How common is homelessness (including couch surfing, rough sleeping and short-term hostel accommodation) amongst African Australians? The Department of Housing has highlighted situations in which post-IHSS settlers to WA have become homeless. Homelessness Services sit primarily in WA with the Commonwealth Governments Supported Accommodation and Assistance Program (SAAP) which is administered in WA by the Department of Child Protection (DCP). DHW reports, however, that SAAP providers often have difficulty responding to the needs of humanitarian entrants due to large family size or other issues.Steps have been taken to address this issue, however, more effort is required at all levels of government to resolve these issues. A recent Commonwealth Government report, Which Way Home? A New Approach to Homelessness, found that: People who come from non-English-speaking countries are consistently under-represented in their use of SAAP services (11 per cent of clients) compared to their representation in the wider population (16 per cent). They also return to SAAP services less often for support. An analysis of 200506 SAAP clients by county of birth shows that while migrants from North Africa and the Middle East and Sub-Saharan Africa were over-represented in the SAAP population, overall migrants were generally under-represented.57 The reasons for this under-representation are not well knownthere could be extra barriers for these clients accessing SAAP, particularly cultural barriers, or they may not know about the services. People from culturally and linguistically diverse backgrounds may also have access to different support networks in their own communities or have extensive family and community links that assist when people are at risk of homelessness. Searching for housing can put significant stress on families. What support is required to minimise the stress on African families? In 2008 the Western Australian Equal Opportunity Commission commissioned an Inquiry into the experiences of Aboriginal and CaLD people in the private housing rental market. The terms of reference for the Inquiry were to investigate: whether persons from CaLD backgrounds and Aboriginal people are discriminated against on the basis of their race either directly or indirectly in the private housing rental market; the experiences of people from CaLD backgrounds and Aboriginal people who believe they have suffered less favourable treatment in the private housing rental market based on their race; and the possible causes and appropriate remedies for addressing race based discrimination in the private housing rental industry. The majority of case studies submitted to the Inquiry involving people from CaLD backgrounds related to recent African entrants under humanitarian programs. The resulting report, Accommodating Everyone An inquiry into whether persons from culturally and linguistically diverse backgrounds and Aboriginal people are being discriminated against on the basis of their race either directly or indirectly in the private housing rental market, noted that, where for people with low levels of English language proficiency, support is needed to understand tenancy contracts, property condition reports, and their rights and responsibilities as a tenant. The report also identified that support is also needed in maintaining a positive relationship with their agent and/or owner. To address these issues, support is provided by IHSS and SGP workers as well as ISC Multicultural Community Liaison Workers at Parkwood and Koondoola who provide information to clients regarding tenancy agreements and their legal rights and responsibilities. Support is also provided with regard to accessing transport to view properties. In its submission to the Equal Opportunity Commission Inquiry, the Multicultural Services Centre of WA (MSCWA) noted that it operates a number of housing support programs for refugee and migrant clients who would normally have difficulty in gaining access to the private housing rental market due to their lack of references and financial security. The MSCWA provides tenancy training in the preferred language of the clients; undertakes minor repairs without waiting for the owner or agent to do so and gives agents the option of dealing direct with MSCWA on tenancy issues. By dealing with selected real estate agents who are aware of the level of support provided for their clients, MSCWA reported that their clients are able to gain access to the private housing market at reasonable rental costs. The report also noted that: To address the barrier of needing a prior history in order to access the private housing rental market, greater assistance is needed for ethnic minority groups to access a tenancy with the support of community housing organisations. These organisations can provide an assurance to real estate agents that there is minimal risk in a tenancy application which may otherwise be judged as providing insufficient information. The 2008 AHURI study on the difficulties facing low-income earners seeking a private rental property supported this form of assistance to enable tenants to establish a good record in the rental market. Many people belonging to ethnic minority groups also have a particular need for interpreters to assist those without good English skills with understanding tenancy contracts and property condition reports. This Report notes that almost 80% of humanitarian entrants to Western Australia since 2002-03 have lacked proficiency in English. The report further noted the need for communal accommodation, similar to the migrant hostels previously provided by the Federal Government, for humanitarian entrants as soon as they arrive in Perth. Access to housing What barriers do African Australians face in accessing appropriate and affordable long-term housing? 4.5.1 As noted above (4.4.), a low level of English language proficiency can create barriers in relation to understanding tenancy contracts, property condition reports, rights and responsibilities as a tenant and can also hamper clients ability to maintain a positive relationship with their agent and/or owner. Other barriers identified in the Equal Opportunity Commission report Accommodating Everyone were: the need for clients to provide real estate agents with rental histories or references and such documentation; larger family groups 4.5.2. Service providers also report that a lack of knowledge of systems and processes and difficulties accessing transport to view properties can pose barriers for some African families seeking housing. 4.5.3 Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that many refugees do not have skills to care for properties. The Working Party recommended that tenancy training for African humanitarian entrants be provided beyond the current IHSS program timeframe and incorporated into education programs as part of life skills training. IHSS service providers are required to provide tenancy training to entrants as soon as possible after arrival to ensure entrants understand and meet their obligations under their tenancy agreements Tenancy training is currently provided to entrants in the first three days of arrival, either in a group situation or one-on-one. Follow-up sessions are undertaken within the first four weeks of arrival and ongoing training delivered on a needs basis. Most service providers issue entrants with a tenancy training completion certificate on course completion. This certificate is useful in sourcing and securing future accommodation. Currently, Sponsored Humanitarian Program entrants only receive tenancy training if their proposer is unable to provide it. DIAC is currently reviewing the support it provides to proposers and will consider whether tenancy training should be mandatory for all humanitarian entrants. Furthermore, new arrival leases expire after six months and most problems occur after this time when there is no easily accessible support. Housing activities were funded under the SGP in a limited number of locations on a pilot basis for 2008-09. In WA, Centrecare was funded for one year to provide accommodation related settlement services through information sessions on maintaining a rental property to a suitable standard, negotiating leases and successfully seeking a rental property. It focused on the south east and south west metropolitan areas of Perth. Services provided through the Centrecare project included casework services, education, advocacy and support to assist clients seeking new accommodation, and education and support of agents and owners to promote greater awareness of the accommodation needs of humanitarian entrants. While DIAC stated that further pilots would be considered in the 2009-10 SGP program year, it stressed that responsibility for provision of accommodation services is the responsibility of State housing authorities. In WA, the Consumer Protection Division of the Department of Commerce has developed an innovative tenancy education program to up-skill CaLD service providers. An outcome of delivering these information sessions has resulted in better informing the Department of Commerce with regard to issues experienced by CaLD communities. Information sessions for the northern and southern corridors of the metropolitan area was completed in 2008 with the intention to conduct further sessions as required. The Department of Commerce subsequently identified the need to develop low literacy material/tools for CaLD service providers and tenants. A contract for development of the tools was awarded and a reference group comprising key CaLD organisations was established. Input was also gained through two focus groups held with CaLD tenants. Due to financial constraints the project was put on hold for the 2009-2010 financial year but will be re-evaluated in 2010-2011. As noted in the Equal Opportunity Commission report, Accommodating Everyone, access to appropriate and affordable housing has also been affected by a decline in funding for public housing which has traditionally catered for low income and special needs groups. This has placed greater stress on the private rental market, a situation exacerbated by a period of high demand for accommodation in Western Australia since 2002, to a large degree a result of a boom in the mining and resources sector. The WA Department of Housing reports that the Commonwealth Stimulus Package has committed the Federal Government to building 3,800 more properties in Western Australia in the next two years, however, this would not alleviate the situation to any great extent. The Department of Housing notes that the public housing wait list is currently running at around 20,000 with a priority list of 2,500. The need for accommodation for larger families (which impacts especially on Afghans, Africans and Aboriginal people) is still unmet. The report, Accommodating Everyone, also noted that: Agents can access residential tenancy data bases which may make reference to a persons race, or where accurate or unfair information is published by an agent on the basis of their racist perceptions. The report observed that Queensland and New South Wales have implemented legislation which requires only appropriate and timely entries to be made on the data bases. What type of education/training could assist real estate agents, landlords and public housing officers to better service African Australians, in particular new arrivals? 4.6.1 DIAC has advised that a pilot providing free interpreting services that assist real estate agents to communicate with humanitarian entrants is being developed for trialling in 2009. 4.6.2 The Equal Opportunity Commission report, Accommodating Everyone, observed that property owners are often unaware that discrimination on the basis of a personal characteristic such as race is unlawful. At the same time, real estate agents may be aware that they should not discriminate but not be fully aware of equal opportunity legislation and its application. The report noted that: As the majority of applications for rentals are dealt with by licensed agents, there is a greater need to ensure that they are acting within the law. The report recommended that (Recommendations 1 and 2): training in equal opportunity law be a compulsory component of licensing requirements for those operating in the private rental housing market; with equal opportunity law also being incorporated as a compulsory module in training for property managers; and the Equal Opportunity Commission work with the Department of Commerce to develop equal opportunity law guidelines for owners who operate in the residential tenancy market. Housing rights and discrimination Can you provide examples of discrimination experienced by African Australians in the private rental market and/or in the public housing sector? The Equal Opportunity Commission report Accommodating Everyone found that the combination of low availability of properties and high demand allows landlords and real estate staff to be highly selective in their choice of tenants. While many of the problems experienced by African Australians in relation to private rentals are shared by Indigenous and other groups, the socio-economic circumstances of African Australians and their ethnic culture (particularly family structures) impact on their ability to get and maintain private rental accommodation. The report included numerous case studies of discrimination experienced by African Australians in the private rental market. Some examples include: A single Somali woman with three children has made an appointment with the real estate agent over the phone to view a property and when she meets the real estate agent they (sic) take one look at her skin, the way she dresses and immediately she feels their attitude change. Sometimes they have become quite rude and ask questions like can she afford the rent, does she work, and how many children does she have. The constant stress of viewing the properties and making applications has taken a very heavy toll on her mentally and physically. A Burundi woman with three children looked at approximately 11 different properties and was unsuccessful in each application. On a few occasions agents had told her to complete only half the application (e.g. told her she did not need to provide references) giving the owners the perception of a faulty application and leading to an inevitable rejection. A Somali couple with 9 children have been told by real estate agents that they will not get a house as they have too many children and because of their race. A Sudanese woman and her son made several applications to different real estate agencies and received phone calls from them rejecting her application on the basis that she had no references from previous real estate agencies and that other applicants didnt have to apply to Homeswest for bond assistance to rent. It was not possible for the client to have references as she was a new arrival. A Sudanese woman and her 7 children encountered difficulties in claiming back her bond when vacating a property. The woman was illiterate and had a verbal understanding that she would not have to maintain the pool at the property, however the lease specified that she would be responsible. She had no understanding of how to maintain a pool and said she would not have taken the property if she had understood the lease. The woman felt she had left the property in an improved state of cleanliness and believed that she was being taken advantage of to be charges fees for work she had already doneas the woman did not, for personal reasons, pursue the matter in court, she had only $239.48 of the $1650 bond returned. What is the impact of this discrimination? Access to the private housing rental market is not only an integral part of social housing public policy, it also allows choice and promotes a more diverse social mix that is not always available through government funded housing programs. Access to the private housing rental market is an important social issues in Australia because of the numbers affected and housing and welfare policy reliance on the housing sector. The effect of religion, age, gender, sexuality and disability Are the housing experiences of African Australians different based on religion, age, gender, sexuality or disability? Please provide reasons? The 2009 report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women noted that crisis/emergency housing for women from refugee backgrounds has been difficult to secure due to large family sizes. Housing sector support How can governments and NGOs better regulate real estate agents and landlords who service African Australians? The WA Equal Opportunity Commission Report Accommodating Everyone includes fifteen recommendations addressing issues of discrimination particularly in relation to Aboriginal and African people by real estate agents and private landlords. The report made fifteen recommendations which are summarised below: Rec 1: Training in equal opportunity law be a compulsory component of licensing requirements for those operating in the private rental housing market and equal opportunity law incorporated as a compulsory module in training for property managers; Rec 2: The Equal Opportunity Commission work with Department of Commerce to develop equal opportunity law guidelines for owners who operate in the residential tenancy market; Rec 3: That residential tenancy databases in WA be regulated to achieve consistency with the Queensland legislation which requires only appropriate and timely entries to be made on the databases; Rec 4: That the WA Government promote the need for nationally consistent legislation governing tenancy databases and ensure that the legislation addresses the anti-discrimination concerns identified in the Report; Rec 5: That the WA and Australian Governments provide increased funding for community groups to support CaLD and Aboriginal people to access and maintain a tenancy; Rec 6: That the WA and Australian Governments provide funding to community groups for interpreters to assist those without good English skills to fully understand tenancy contracts and property condition reports; Rec 7: That the Real Estate Institute of WA (REIWA) be encouraged to invite representatives of community groups which assist prospective tenants to meet with their members and facilitate the exchange of information and views, to the benefit of both groups; Rec 8: That the Australian Government be encouraged to provide the option of accommodation similar to migrant hostels for a minimum period of twelve months from the date of arrival so that recent humanitarian arrivals are able to acquire a better understanding of their new country; Rec 9: That the Department of Commerce investigate ways to improve the handling of tenants complaints; Rec 10: That the Western Australian Government investigates an alternative dispute resolution mechanism for tenancy disputes which is focussed on finding ways to maintain a tenancy; and consider redirecting part of the funding from the interest on tenants bond to assist in maintaining such an organisation; Rec 11: That the Equal Opportunity Act 1984 be amended as recommended in the 2007 Review of the Equal Opportunity Act 1984 to develop a simpler complaint system which could accommodate complaints being made orally and transcribed by EOC staff, where complainants need assistance, as permitted in the NSW Anti-Discrimination Act 1977; Rec 12: As recommended in the 2007 Review of the Equal Opportunity Act 1984, the proportionality test contained within the definition of indirect discrimination should be removed and the respondent should be the party required to prove that the condition or requirement which is the subject of the complaint, is reasonable; Rec 13: That the WA Government amend the Residential Tenancies Act 1987 to address the power imbalance between tenants and owners, in particular: Prohibiting the contracting out of minimum standards in tenancy agreements; Prohibiting the charging of option fees by agents; Property condition reports to be on prescribed forms; Addressing the incidence of excessive rent increases; Implementing time limits for the carrying out of repairs; and An owners right of entry to be reviewed, particularly with reference to a tenants right to quiet enjoyment of a property. Rec 14: That the Department of Housing ensure that the policy of not requiring Aboriginal people to attempt access to the private housing rental market prior to receiving priority assistance is applied in all metropolitan and regional offices; Rec 15: That the WA and Australian Governments investigate the need to provide more public housing suitable for larger families. Justice Legal and justice needs of African Australians 5.1 Do you have any comments/observations/stories about the experiences of African Australians (including African youth) with the legal and justice systems? 5.1.1 The Discussion Paper, Not Drowning, Waving: Culturally and Linguistically Diverse Young People in Western Australia, notes that, since 2001, there have been a number of incidents involving South Sudanese, Indigenous and mainstream young people around Mirrabooka, Balga and Marangaroo. Despite attracting widespread media attention, the WA Police have advised that such incidents have been relatively few in number. Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that broader issues of interracial violence and perceived victimisation experienced by South Sudanese young people are not being addressed in an appropriate manner by authorities. African community representatives also reported feeling apprehensive about approaching police when they needed assistance due to language barriers and/or fears of discrimination. It is possible that, for some participants, negative pre-arrival experiences may be a contributing factor to their mistrust and fear of the police. There is also a sense amongst young African Australians that they are being targeted by police: Young (African) people complained of being stopped on the street by police and questioned in great detail about where they were going, what they were doing One kid was asked about the fact that he had a pizza late at night. Theyre also having their cars searched by police. 5.1.2 While such incidents must be seen in the context in which they occur, the 2005 report New Kids on the Block: Making space for Sudanese young people in Queensland also found that police checks were common experiences for young people of Sudanese background in the study fields of Brisbane and Logan. Wealth of All Nations made similar observations and noted that effort is required to establish mutual trust between refugee young people and Australian police. The report cites concerns raised by a number of agencies, including the Federal Race Discrimination Commission, regarding potential discriminatory policing practices in recent years. Consultations also found that trauma, loss, peer pressure, differing social norms in relation to alcohol and other drug use, adjustment difficulties and socio-economic disadvantage are some of the factors that place African refugee youth at risk of substance misuse, unemployment, homelessness and involvement with the judicial system. In its report, Accommodating Everyone, the Western Australian Equal Opportunity Commission noted that: Aboriginal and CaLD people may lack the skills and confidence to access existing tenancy complaint resolution mechanisms for fear of losing their accommodation. There is evidence that both tenants and prospective tenants from minority ethnic backgrounds rarely lodge complaints in government instrumentalities or seek to enforce their rights in the Magistrates Court due to concerns about their level of English language skills, their pre-occupation with the difficult task of finding and retaining accommodation, and fear of being blacklisted on residential tenancy databases. It appears to be inequitable that residential tenancy matters are dealt with in Magistrates Courts, a formal jurisdiction which is used overwhelmingly by owners and their property managers and avoided by tenants; and yet the funding for dealing with those matters comes from the interest on tenants bond money. The establishment of an alternate dispute resolution facility with a focus on the maintenance of a tenancy is therefore recommended as an appropriate remedy. The Residential Tenancy Authority in Queensland conducts most conciliations by telephone which means that regional people are not disadvantaged in their access to a service. It is also clear that Aboriginal and CaLD people are reluctant to lodge a complaint in the Equal Opportunity Commission about the private housing rental market as direct evidence of racial discrimination is difficult to provide. They are reluctant to invest the time and energy required to pursue a complaint which may not be of practical use in securing them a home. For people under stress due to their accommodation situation, the thought of lodging an EOC complaint is overwhelming according to community advocacy groups. The report recommended that (Recommendations 9-12): the Department of Commerce (formerly DOCEP) investigate ways to improve the handling of tenants complaints; the Western Australian Government investigates an alternative dispute resolution mechanism for tenancy disputes which is focussed on finding ways to maintain a tenancy; and consider redirecting part of the funding from the interest on tenants bond to assist in maintaining such an organisation; the Equal Opportunity Act 1984 be amended as recommended in the 2007 Review of the Equal Opportunity Act 1984 to develop a simpler complaint system which could accommodate complaints being made orally and transcribed by EOC staff, where complainants need assistance, as permitted in the NSW Anti-Discrimination Act 1977; and as recommended in the 2007 Review of the Equal Opportunity Act 1984, the proportionality test contained within the definition of indirect discrimination should be removed and the respondent should be the party required to prove that the condition or requirement which is the subject of the complaint, is reasonable. Rights, justice and the law What services exist to explain to African Australians what their rights are when they are involved in the legal and justice systems? WA Police has been involved in several educational programs which have focussed on new arrivals and humanitarian entrants, including humanitarian entrants from Africa. In 2007, a series of community seminars were presented by the WA Equal Opportunity Commission, OMI and WA Police State Security Investigations Group (SSIG) Unit. The seminars were primarily focussed on informing ethnic and religious communities about the forthcomingchanges and implications of theproposed Equal Opportunity Amendment Act as well as informing communities about their rights under both the proposed Equal Opportunity legislation and the of the CriminalCode relating to racial vilification. They also aimed to educate new arrivals about the police in WA. These were considered successful in addressing misconceptions and misunderstandings about police. Through developing a community engagement strategy WA Police has an ongoing focus to support initiatives and events that foster better service delivery to diverse community groups. The WA Police SSIG is responsible for monitoring racial vilification legislation and has been active in developing strategies to interact and liaise with the community. Outreach programs have been developed in parts of metropolitan Perth and act in supporting initiatives in police districts that have identified issues impacting newly arrived settlement populations. The WA Police has developed a community engagement strategy and it is recognised as a crucial component of policing. The community engagement strategy is highlighted in the new Annual Business Plan for 2009/10. The strategy is a coordinated approach supported by specialist units, involving SSIG, Indigenous and Community Diversity Unit (ICDU) linking with police districts to identify areas of where social tensions and problems may arise. The approach is broad based and attempts to systematically address emerging issues at individual and community level. As part of the community engagement strategy involves reviewing consultative mechanisms and processes in order to more accurately reflect new communities and encourage and improve effective interaction between and within police and communities. Rather than relying on ad hoc local programs to address the concerns of community, it has been recognised that the strategy needs to incorporate a long term view of sustainable community engagement. Incorporating these considerations into the strategy should have a significant impact on the availability and timing of educational programs to the CaLD community, including African humanitarian entrants. At a corporate level, WA Police has a high level Corporate Diversity Advisory Group that informs senior executive on critical issues impacting the agency and service delivery. WA Police has also actively participated in the development of multimedia material to increase awareness amongst CaLD communities about Australian governance structures and laws. For example, WA Police supported and participated in the development of an information DVD for emerging communities, Law of the Land. Developed by the Ethnic Communities Council (ECCWA) with funding from the Australian Government Attorney Generals Department and Law Society of WAs Public Purposes Trust, the DVD is available in 12 languages other than English and can be a self-education tool for new arrivals or used by service agencies for this purpose. The DVD is free and can be accessed from the ECCWA. The Office of Crime Prevention is also collaborating with stakeholders to produce a multilingual DVD for new arrivals. A similar DVD is being produced by the Grand Lacs community with input from WA Police-Central Metropolitan Family Protection Unit. In March 2007, the City of Stirling received funding through the National Community Crime Prevention Program for Reel Connections, a Mirrabooka community partnership project. Reel Connections is an information and training partnership project led by the City of Stirling that uses community development and multimedia processes to assist young migrants and Indigenous young people at risk to understand their legal rights, responsibilities and ensure their personal safety. The project aims to encourage intercultural understanding among all young residents and visitors, to improve the level of anti-social behaviour and negative perceptions of crime in the Mirrabooka Regional Centre. WA Police has been holding information sessions and doing presentations at most CaLD community events in which many African associations would participate. Examples are World Refugee Day and youth event organised by Australian Asian Association. WA Police has been doing personal safety and Understanding Policing in WA presentations at universities and colleges orientations for newly arrived international students. These institutions attract many students from Africa. Examples of where these presentations have been done are Curtin International College, Murdoch University and Curtin University and the Sikh Gurdwara in Bayswater and Canningvale. In keeping with this initiative the WA Police are strategic partner to the National and State focus on international student safety. 5.3.8 The Ethnic Communities Council of WA received funding through the Australian Government Attorney Generals Department and the WA Law Societys Public Purposes Trust to develop an information DVD for emerging communities, Law of the Land. WA Police supported and participated in this project. The DVD is available in 12 languages other than English and can be a self-education tool for new arrivals or used by service agencies for this purpose. The DVD is free and can be accessed from the ECC. What factors can contribute to negative interactions between African Australians and law enforcement? The use of ethnic descriptors can contribute to negative interactions between CaLD groups, Australians and police and foster prejudice in the wider community. Western Australia Police has developed a new policy that minimises the use ethnic descriptors. The decision not to apply ethnic descriptors was gazetted by the WA Police on 27 May 2009. The physical descriptor policy set out in the WA Police Manual focuses on improving contemporary police investigation practices by employing more accurate and objective descriptions of people. Examples of the physical descriptors include objective criteria such as gender, hair type, facial features and complexion. WA Police support the view that the use of ethnic descriptors reinforces stereotypes, does not promote understanding between cultures, damages police-community relations and is not considered as sound contemporary investigative practice. Other jurisdictions in Australia have adopted a different approach. Perceived lack of cultural understanding by Frontline police and lack of understanding of WA laws by African Australians through language difficulties and lack of trust (due to culture and experiences of policing in countries of origin) in law enforcement; perceptions of being targeted; perceived lack of response by Frontline police to complaints of racial harassment/incidents and fear of reprisal from other community members. WA Police feel the above mentioned issues commence before exposure to the justice system in Australia. The context of the above discussion is focused on the perceived poor treatment of African Australians by Police. Reports from frontline Police have experienced what they view as pre-conceived attitudes of African Australians towards Police which may be in part due to exposure at previous experiences often provides significant contribution to negative interactions which can result. Frontline police report examples of adverse reactions by new African Australians emanating from simple lawful processes exercised by police. Lawful traffic stops, random breath tests and licence checks can result in obstruction and aggression because of the absence of understanding and non-acceptance of police powers. While there is evidence of serious mistrust of Police authority, this is also often manifested by limited cultural understanding and unfamiliarity by Police. WA Police are accustomed to dealing with a diverse range of cultures, however African Australians are a relatively new inclusion. There has been limited training available for Police on the cultural issues facing immigrating African Australians. WA Police support a focus on education. This should begin within the immigration process to create awareness among new African Australians. This should begin at the first opportunity and the development of ongoing police relationships with the African Australian community to ensure that the role, responsibility and powers of Police and the justice system are promoted and supported within the community. Appropriate police training will also promote understanding of cultural issues and previous law enforcement exposure that African Australians may have encountered prior to moving to Australia. Access to the legal and justice systems What can be done to decrease the level of non-reporting of crime by African Australians? Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that some members of new and emerging communities remain unclear about the law enforcement system and the processes of the justice system. Further misunderstanding and confusion could also occur due to language barriers, cultural differences and difficulty accessing interpreters. Recommendations related to police engagement with communities, including recruitment of African police officers and the provision of programs and services to educate communities about law enforcement. These recommendations have been considered by the WA Police and a range of strategies have been developed (see 5.3.3 above). Improve on language and information on how and where to get information; WA Police reporting formats (forms and documents) are in English only, there is need to access reports in other languages on the internet, these will include some key African languages. WA Police is currently reviewing language services policies with the aim of improving effectiveness and service delivery. Crime prevention strategies should incorporate other government agencies like DIAC, OMI, Department of Attorney General and Corrective Services to provide information in different languages on where to get assistance in relation to legal and justice system. The information should not just be on rights but particularly on responsibilities and include cultural issues and standard of service delivery to expect from frontline police officers). Provide policing education at school level and should be done in partnerships with other agencies. Policing education also provided to community groups, community leaders and at information sessions where documentation is provided to be absorbed at a later time if required by the participant. Community engagement activities that provide opportunity for social interaction. For example Sporting events such as soccer events (very large participation by African community) that were sponsored by WA Police. Combating family violence What are effective strategies that can be used by governments, NGOs or service providers to combat family violence issues for African Australians? The 2009 report Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women, cites a 2000 study outlining some of the possible factors contributing to domestic violence among people from culturally and linguistically diverse backgrounds. These include financial pressure and insecurity; unemployment, which results in low self esteem, depression, and boredom; misunderstandings between parents and children; alcohol and gambling; and differences in gender roles in Australia and the country of origin. The report notes that, for most immigrants and refugees from Africa: violence emanates from the cultural expectation that a virtuous woman or a good wife is one who is submissive, and violent behaviours such as wife-beating can be condoned if a wife fails to submit. These perceptions around wife beating have been found to be largely influenced by a patriarchal ideologyViolence against women is therefore rooted in gender and power imbalances and structural inequalities embedded in society. Immigrant and refugee women often cite certain community values, especially religious and cultural values, which are seen to oppose the presence of domestic violence in the community. Many refugee women are exposed to gendered violence prior to migration and this can have an impact on their physical and emotional well-being and their ability to access health services. The introduction of the 204 Women at Risk visa categoryis an acknowledgement of the vulnerability of refugee women and the challenges they face in settling in a new country. Among immigrant and refugee women, it is not unusual for certain behaviours prevalent in the countries of origin to carry over as part of the migration process and continue in Australia. Among women from African cultures particularly, the incidence of rape and other sexual abuses continue to be perpetrated, regardless of their new environment. The report notes that most cases of family and domestic violence go unreported for a range of reasons including: fear to report the perpetrators for fear of escalating violence; fear of reprisal by the perpetrator; desire to keep the family together; hope that the violence will end; a sense of entrapment due to responsibilities for children; lack of awareness of Australian laws; lack of knowledge about recourse; and a view that is not a punishable offense. The report also notes that community members are also known for covering up for each other, so as to keep face. As a result of the lack of disclosure, women from diverse cultural groups continue to suffer violence with little or no criminal justice intervention, health and counselling support, or social and community supports. 5.10.2 Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that it was not uncommon for the settlement difficulties experienced by some members of the African community to manifest in alcohol abuse and domestic violence. The Working Party endorsed recommendations arising from an African Communities Forum on Domestic Violence held in 2005. The Forum was initiated by an African Communities Family Support and Domestic Violence Planning Group established by the then Department for Community Developments Family and Domestic Violence Unit (FDVU). Recommendations included: Consultations be held between government agencies and African community representatives to determine how best to respond to their needs. African communities are assisted to identify funds to set up mens, womens and youth support groups. Written information is provided in local/national African languages on domestic violence, the legal system, support services and ways in which family and friends can assist. Alternative provision of information for people with low literacy skills, such as use of radio, video and CD, also be provided. Consideration is given to the development of a culturally appropriate family counselling service for the African communities, including the employment of qualified African counsellors and welfare workers. Culturally appropriate conflict resolution teams from the communities are trained regarding both cultures and the legal system. General community education and awareness sessions on domestic violence, the legal system and support services are developed for the African communities. Training is provided for community leaders, elders and religious leaders from the African community in domestic violence, the legal system, conflict resolution and anger management. African communities establish a social group to facilitate interaction and recreational activities for members of the African communities in Perth. The Family and Domestic Violence Unit (FDVU) continue to facilitate and support contact with providers of mens services and African representatives to ensure that the services develop responses appropriate to African communities. FDVU advocate with relevant agencies, including the mens service providers, regarding the provision of education programs for African men regarding domestic violence and the law, conflict resolution and anger management. Service providers develop understanding and skills in working with diverse African communities. Government concentrates on early intervention and preventive programs to deal with men in crisis and men at risk situations within new and emerging communities, with the aim of supporting families and ensuring that police are involved as a last resort. Recent research by the Commonwealth Government in 2008 noted that women from CaLD backgrounds, in particular, recent migrants, face additional barriers seeking help in family and domestic violence situations. These include lack of professional interpreters, negotiating access to Centrelink benefits if on a sponsored visa, limited education, fear of being ostracized by families and communities, and concern about discrimination in the wider community. At the State level, the Department for Communities FDVU has had ongoing contact with African community representatives through the African Communities Family Support and Domestic Violence Planning Group as well as various projects (detailed below) since the 2005 Forum. The African Communities Family Support and Domestic Violence Planning Group were amalgamated with the FDVU CaLD Advisory Group in 2007. Activities funded and/or supported by the FDVU include: Funding through the CaLD Family Violence Education Grants Program to assist community leaders, elders and religious leaders undertake education and/or training activities that would provide them with better skills and confidence to address the issue of family and domestic violence in their community. Fourteen of the nineteen grants provided were for African communities. Also as part of the Grants program, key NGOs such as ASeTTS, Legal Aid and Relationships Australia have been involved in the facilitation of workshops to raise awareness and provide information on the supports and assistance that are available. Funding to the Multicultural Womens Consortium to continue a project that worked with communities to develop and implement whole of community approaches to preventing family disintegration arising from family and domestic violence in CaLD communities. The Consortium included the Multicultural Womens Advocacy Service, Western Australian Transcultural Mental Health Centre, Ethnic Disability Advocacy Centre (EDAC) and the Canning Division of General Practice. The project involved the Liberian, Sudanese and Somali communities. The projects final report was released in April 2007. Funding to the Multicultural Womens Advocacy Services Promoting and Developing New Opportunities and Peer Support for Women in CaLD Communities project which involved establishing several peer support groups for CaLD women in both metropolitan and regional areas who are or have been victims of domestic violence. The model for the support groups is based on successful self-help groups which aim to educate CaLD women about domestic violence, family violence issues and ways to support themselves in the face of violent behaviours from other family members. The peer-support groups are ongoing and provide information, support and linkages to mainstream organisations. The project was also supported by the Commonwealth Government. A partnership with the Multicultural Womens Advocacy Service and World Radio 6EBA FM in 2006 to produce a radio program focussing on family and domestic violence for CaLD communities known as Many Womens Voices. The program was aired every Wednesday and was repeated the following Tuesday afternoon for six weeks. Relevant government and non-government agencies and individuals were invited to participate in the radio program as guests. Development of two publications specifically targeting new and recent arrivals to WA. One provides general information about domestic violence and the other targeting family, friends and neighbours of people experiencing domestic violence. Both brochures have been translated into 18 languages, including Arabic, Amharic, French, Swahili and Somali. The FDVU has developed a Draft Strategic and Action Plan to address Family and Domestic Violence for 2009-2013. The Advisory Group on Prevention and Early Intervention (AGPEI), with representation from CaLD communities, provided input to the plan. AGPEI will consider the needs of specific communities of interest in identifying priorities for community education initiatives for the period 2009 2013. An Interagency Networking Meeting for African Communities meets at ASeTTS on a monthly basis. The aim is for service providers to network, discuss issues that are raised within the African communities that they work with, and in turn work collaboratively in an effort to address current issues and reduce duplication of services. This provides members with a forum to share ideas and strategies. The 2007 African Resettlement in Australia conference highlighted the importance of capacity building amongst African communities and prompted development of a Womens Health Service leadership program for African women in conjunction with Challenger TAFE. An Information and Procedures Manual was also produced to enable the leaders and volunteers to assist in the organisation and operation of peer support groups. At the national level, assistance with issues relating to family breakdown is available through the Department of Families, Health, 鱨վs Services and Indigenous Affairs (FaHCSIA) Family Relationship Service for Humanitarian Entrants. The 2009 report Points of Departure cites a suggestion made by Dianna Orlando, Director of the Immigrant Women Domestic Violence Service to document case examples of domestic violence among immigrant and refugee women to provide a solid knowledge base and strong evidence for domestic violence among immigrant and refugee women. How can governments, NGOs and service providers better coordinate family violence services for African Australians? The Family and Domestic Violence Unit which is part of the WA Department for Child Protection (DCP) has 13 co-located officers (senior social workers) who work with Police. DCP has reviewed its procedures and produced a new case work practice manual which better integrates CALD and Indigenous issues. Community education is an important part of DCPs work as people coming in to the country often know little about child protection laws. Problems sometimes arise with African Australians in relation to cultural norms about parenting, and specific parenting practices which have arisen from experiences of life in refugee camps (discipline issues, issues relating to perceptions of care/neglect). Without clear information, rumours spread among the community about children being removed from parents. Parenting WA, the Department for Communities and DCP want to develop a package on parenting for CaLD people, in particular those from refugee backgrounds as well as the ongoing provision of cultural diversity training for DCP staff. The effect of religion, age, gender, sexuality and disability Are experiences of justice different for African Australians based on religion, age, gender, sexuality or disability? Please provide reasons. Youth violence has in the past been an issue of concern for OMI. There have been intermittent concerns about violence among African youth and isolated instances of conflict between Indigenous and South Sudanese youth in the Mirrabooka area. In 2005, OMI provided funding to the Metropolitan Migrant Resource Centre to hold a youth awareness forum in Mirrabooka in March 2005. The forum brought together young people from Indigenous and African communities to address issues behind the conflict and improve communication. Some of they underlying issues for young Africans included: experience as child soldiers; disruption to traditional family structures; lack of understanding by youth on how to engage in sporting activities and multicultural services; difficulties accessing employment; intergenerational conflict; fear and misunderstanding of roles of authoritarian figures, including police; lack of voice and specific provision in mainstream service delivery; and lack of understanding by youth on how to engage in sporting activities and multicultural services. The Department of Justice currently provides the Australian Asian Association with funding of for the provision of a Youth Coordinator, whose responsibilities focus on meeting the needs of 18 to 25-year-old young people from African and Middle Eastern backgrounds. The position was first funded in 2006/07 and was renewed for 2007/08 and 2008/2009. The role of the position is to: create racial harmony and lowering the incidence of antisocial behaviour amongst this demographic; assist young people build communication and work-related skills and integrate into the community; participate in workshops and collaborate with law enforcement agencies; promote youth self-help strategies, and empower young people to become leaders. The CaLD Youth in Sport program, conducted in partnership by the Department of Sport and Recreation and OMI, is also aimed at addressing issues of youth alienation. The program is led by a CaLD Sport Strategy Group comprising representatives from the Department of Sport and Recreation, OMI, the Department for Communities Office for Youth, the Australian Asian Association and the WA Sport Federation. As part of the program, the City of Stirling Sport Project was established in October 2007 with the goal of increasing participation by young people from CaLD backgrounds, with particular focus on African youth, in organised sport and recreation in the Mirrabooka area. A similar project has commenced in the south-east metropolitan area. Communicare has been contracted to implement this project. Cross-cultural training Do workers in the justice system and law enforcement receive adequate cross-cultural awareness training? If not, what type of cross-cultural training is required? WA Police has recently reviewed and improved cultural diversity training programs. The training for Police recruits includes components such as established and emerging communities. These programs identify the issues humanitarian entrants may experience in WA and explore the issue of a flexible service delivery response. Where particular needs have been identified, specific information sessions and diversity training have been undertaken in Districts. For example, an African Community Awareness workshop has recently been conducted in Mirrabooka as in service training for police officers. The focus on cross cultural training is considered an important step towards equipping police officers with the skills to effectively inform and communicate with ethnic communities. Training for police recruits has undergone revision to ensure that cultural diversity training programs are relevant. Programs now include components which seek to identify the issues humanitarian entrants may face in WA and examine the issue of a flexible service delivery response. For example, an African Community Awareness workshop was conducted in Mirrabooka in 2008 as in-service training for police officers. WA Police has also supported several successful community forums aimed at educating new arrivals about the police and justice system in WA to address potential misconceptions. Improved community relations In recent times some media outlets have portrayed African Australian youth as unruly gangs who get in trouble with police. How can the media be encouraged to provide more balanced reporting of issues for African Australians, especially African Australian youth? While young people have a clear presence in the media, the nature of their portrayal is often unbalanced, with much emphasis on youth-related problems. News items concerning young people are mostly limited to the controversial and emphasise problematic factors: a narrow range of topics including drugs, crime, homelessness, unemployment and defiance of authority has become almost exclusively associated with the young. This results in stereotypes that do not reflect the diversity of young people and their experiences, but rather perpetuate negative community perceptions of youth and link young people with problem behaviour in the public consciousness.Repeated references to "ethnic gangs" in recent years have helped to cement assumptions about young people from CaLD and Indigenous backgrounds in particular. These assumptions havesucceeded in permeating the public consciousness without due consideration of cultural influences such as the natural adolescent need for socialinteraction in public spaces. Crime and drug use dominate reports about problematic young people, which can potentially impact on wider community perceptions of young people and their ability to access public space. When the concerns of older people are addressed in order to reduce community anxiety, young people themselves can be excluded from public space, which reinforces the idea of young people as a threat to a community that does not view them as valuable. If negative images dominate news reports about young people, policy decisions mayend up responding to stereotypes rather than to the diversity of young peoples needs. The Department for Communities' Office for Youth (OfY) notes that the majority of stories about all young people in Western Australia tend to focus either on the "very good" (i.e. award-winners and other high achievers in leadership roles) or on the "very bad" (i.e. the tiny minority who engage in graffiti and other anti-social activities). This "normalising of extremes" may run the risk of ignoring the vast majority of young people who exist well inside this spectrum, with the result that "ordinary" young people who are neither extremely successful nor extremely problematic have little orno presence in the media. OfY notes that African Australians may be particularly vulnerable to this portrayal: since some sections of the Australian community require Australians from refugee backgrounds to "prove themselves" as worthy members of Australian society, there is a tendency for African Australians to feature in the media either as victims or perpetrators of gang violence, or as recipients of awards. In recent state-wide consultations with young people and service providers, which included a session with IEC students from refugee backgrounds at Balga Senior High School, the Department for Communities' Office for Youth (OfY) asked respondents for their suggestions on how to improve community perceptions of young people. The suggested media-oriented actions included, but were not limited to: having motivated young people write columns in local newspapers; promoting positive youth stories in the media (for example, widening and improving coverage of programs such as the Refugee Youth Art Exhibition, the CaLD Youth Sport Project and Cadets WA's Balga program); campaigning to the media to stop negative reportage of young people; encouraging more young people toengage in volunteering; running education programs for young people on rights and responsibilities; increasing intergenerational interaction, particularly between Indigenous and non-Indigenous people; increasing opportunities for young people to participate in decision-making; exploring andexplainingissues behind criminality (poverty, drug use, peer pressure, risk-taking); creating public spaces thatare designed to reducesocial risks; developing and supporting youth advisory committees and re-establishing an annual conference to bring them together to share ideas; and coordinating and supporting structures for engaging young people in consultation and decision-making at a local level. OfY further suggests that the media support positive stories of young African Australians by incorporating them into "mainstream" youth stories, so thatmedia coverage of African Australians is not just about them as "Africans", but involves them as ordinary members of the Australian community. OfY suggests stories of African Australians do not always have to be about issues that are specific to this cohort, but are about issues facing the general community so that non-African Australians may feel some affinity with them. For example, a story about an African Australian family that could not get a doctor's appointment for their child is about the public health system in Australia, rather than the ethnic background (and cultural circumstances) of the family itself. This may reduce the media's portrayal and the general community's perception that African Australiansare a disparate group of "others" who share no commonalities with non-African Australians. OfY suggests that African Australians be framed in the media more frequently as Australians, and less frequently as African Australians. How can governments, service providers and communities work to break down the fear and mistrust of authority that is felt by many African Australians? Recruiting people from diverse backgrounds has been a recent focus for the WA Police. The Police Multicultural Advisory Committee Recruitment Working Party has identified strategies for recruiting members of the CaLD community and will be considered in the development of a Strategic People Plan. As part of this strategy, WA Police representatives attended a Recruitment/Careers forum for CaLD youth and other stakeholders at Mirrabookas Herb Graham Recreation Centre in early 2008. This gave potential recruits and their parents the opportunity to obtain further information about a career with WA Police. Members of the Indigenous and Community Diversity Unit and the State Security Investigations Group have been instrumental in mentoring police recruit applicants, encouraging community members to apply and providing guidance and advice on how to progress their applications. WA Police also organised an event with at the Mirrabooka Mosque which included an appearance by the Commissioner of Police. All of these activities have contributed to encouraging recruit applications from diverse communities, including people from Africa. Do you know of any successful models of African community and law enforcement relationships? The WA Police has made significant progress towards developing a community engagement strategy and there are several business areas within the WA Police whose mandate includes liaising with community groups. It is recognised this strategy needs to incorporate a long term view of community engagement. In WA there are a number of strategies undertaken by police to engage with ethnic communities: In terms of frontline resources, each Metropolitan Police District has a crime prevention and diversity team. Regular meetings of these teams and other key stakeholders provide the opportunity for police to discuss common roles such as addressing emerging issues in crime prevention and community engagement. Officers in Charge of Police Stations also have a role in engaging with their local communities and ensuring appropriate responses are considered in relation to service delivery matters impacting ethnic communities and minority groups. The Police Multicultural Advisory Council (PMAC) is instrumental in providing a forum for interaction and consultation between ethnic communities and it has invited representatives of African communities to participate in the process. As part of the community engagement strategy, WA Police is reviewing consultative mechanisms in order to more accurately reflect new communities and encourage effective interaction between and within police and communities. The WA Police ICDU and SSIG work to engage with established and emerging communities in many forums. The ICDU has also been involved with conflict resolution situations and consultancy roles, which have added significantly to the communication flow between police and CaLD communities. It has coordinated a series of community engagement workshops to address the issue of crime prevention and improved service delivery to new and emerging communities. A police officer is also stationed at the Metropolitan Migrant Resource Centre (MMRC) in Mirrabooka on a fortnightly basis to provide consultation and advice to MMRC clients. The ICDU has recently contracted a community diversity officer (who is of African background) to assist in liaising with community groups and consulting on ways to improve engagement with African communities. SSIG is responsible for monitoring racial vilification legislation and has been active in developing strategies to interact and liaise with the community. Outreach programs have been developed in parts of metropolitan Perth and act in supporting initiatives in police districts that have identified issues impacting newly arrived settlement populations. Police districts that have high concentrations of diverse groups, and particularly humanitarian entrants, have developed localised strategies to improve liaison and engagement. For example, Mirrabooka police have formed a consultative group linked with the Reel Connections program established by the City of Stirling. Other Issues Intergenerational Conflict Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that many families resettling in Australia experience intergenerational conflict. Parents often expect their children to adopt traditional values and roles from their home country, while young people can feel pressure directly from friends, and indirectly from the general cultural context, to adopt Western or Australian values and roles. The subsequent report recommended that: services be provided to assist young people, parents and families to address issues of intergenerational conflict and offer long-term support; and capacity building programs and training, using bilingual and bicultural African workers, be implemented to develop skills to enable members of African communities to assist one another. Some of the initiatives undertaken to address these issues are provided below: The WA Department for Child Protections Mirrabooka Office has been delivering workshops on intergenerational conflict to parents of African backgrounds in partnership with local African community groups and Relationships Australia. In 2006 Department for Communities parenting service coordinators participated in a Parenting Across Cultures training program to assist them to work more effectively with the African community and other CaLD groups. The Department for Communities has also undertaken to develop strategies to recruit African community members as volunteers in areas where African families are concentrated. Centrelink has reviewed the Youth Allowance Independent rate assessment criteria to address community concerns that Centrelink makes it easy for young people to live away from home. It is a policy requirement that a parental statement explaining their view about why their child is not living at home is obtained before a young person under the age of 18 years can be assessed and granted payment at the independent rate of Youth Allowance. DIAC has advised that the Complex Case Support program may be accessed for assistance in dealing with issues such as inter-generational conflict and link entrants into services provided by other mainstream agencies, NGOs and community support networks. Child Discipline Practices Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that parenting services were not meeting the needs of communities. Issues confronting African parents include a perceived lack of clarity in the community about the consequences of incorrectly disciplining children, limited assistance for parents dealing with the cultural clash in managing their children and youth, and differences in child discipline and child minding practices. The subsequent report recommended that: parenting, child protection and safety information be provided in community languages, and in both verbal and written forms; resources for parenting programs be increased to improve information, access and support for parents; provision of information and cultural awareness programs be increased to address the fear associated with child welfare services; targeted programs be developed, focussing on parenting and youth issues, through consultation and collaboration with elders, families and community members; and capacity building community initiatives are funded to support communities to find their own solutions, such as cultural consultants, training community members to assist their communities with parenting support, parent-teen mediators and education support. In Western Australia, the Department for Communities has undertaken the following initiatives which address these issues. Increased information, access and support for parents through the provision of training for staff working in universal parenting, child care support services and early childhood programs to enable them to work more effectively with families with refugee background. DfC is also currently reviewing its parenting publications and the information provided on its website to improve the quality of information provided to parents and the community. Somali families have been identified as an Early Years community of interest and threecapacity buildingprojects have been undertaken with families from the many different cultural groups within the broader Somali community. Thesehave focused on early literacy, development of playgroupsand parenting skill development and have supported isolated families to gain new skills, meet new people and learn about other resources. A recentEarly Years development grant provided information and education sessions on safety in the home, nutrition, child development, health and language, water safety and swimming. A project was also undertaken to assist Somali women become FDC providers. While no women became licensed, it did result in participants entering the workforce in centre based child care services or undertaking further study. Family Day Care application assessment has been revised in consultation with Family Day Care Schemes, departmental staff and former family day care licensees. The revision of the applicant assessment information kits and questionnaires addressed issues with layout, wording of instructions and wording of questions, and perceived barriers to success for carers, particularly carers from non English speaking backgrounds. Staff work in collaboration with ASeTTS as part of the Families in Cultural Transition program in co-presenting facilitator training and parenting group sessions. The program is a series of workshops which aim to simplify the process of understanding and adjusting to parents new environment. Bicultural facilitators are trained to conduct the program in small groups within their own communities. The 鱨վ and Families module identifies parenting services available to families and provides opportunities to discuss issues relating to children 0 18 years, including child development and strategies to manage challenging behaviours. In addition to these initiatives, to address the fear associated with child welfare services, the WA Department for Child Protections Mirrabooka District Office has commenced regular meetings with an African community to raise awareness of the role of the Department, provide information about its services, including child protection, and to respond to issues raised. Family Reunification Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 many African humanitarian entrants were desperate for reunification with family members. However, there was often confusion about sponsorship processes and responsibilities, and sponsorship can interfere with settlement priorities. Sponsorship delay has a negative psychological impact as does the increased responsibility surrounding sponsorship. The subsequent report recommended that: more discussion and information about the sponsorship process be provided for new arrivals; support be enhanced for humanitarian entrants that sponsor other family members; and African communities be assisted in accessing DIACs No Interest Loans Service to help bring separated families together. Information about bringing family members to Australia is available from DIAC through its website and through the IHSS, SGP and DIAC-initiated community information sessions. IHSS service providers may be able to refer entrants to migrant resource centres and/or migration agents for information and assistance. In 2007-08 the former Federal Government announced the introduction of minimum requirements for those seeking to propose people under the SHP, however, the current Federal Government has indicated that these changes will not proceed as originally proposed. DIAC is considering enhancing support for proposers in a way that would not impose barriers for proposers and would complement existing IHSS services. A short-term (12 month) initiative, funded through OMIs Community Relations Integration Officer program and delivered by CARAD, provided assistance to sponsorship proposers to access finance, including DIACs No Interest Loans Service, to help bring separated families together. Financial Difficulties Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 many humanitarian entrants were accruing significant debt. Issues included limited budget management skills, a lack of understanding of the costs associated with living in Australia and, for Sponsored Humanitarian Entrants the need to repay airfares to Australia. The Working Party recommended that financial management programs be incorporated into settlement services with options for long-term support and access. Financial management programs are currently delivered by IHSS service providers. Centrelink also provides budgeting advice and support services to humanitarian entrants. The learning series, Get Wise, was produced by the AMEP to provide relevant and practical lessons for humanitarian and youth clients. The module Your Money combines a workbook, audio, video and interactive game and provides students with an introduction to the financial system in Australia, covering issues from budgeting and basic financial transactions through to mobile phone plans. As noted above (6.3), in 2008, OMI funded CARAD through its Community Relations Integration Officer program to provide information and advice regarding access to finance for family reunification. The project also dealt with broader issues of financial management, including managing debt. Information on budgeting is also covered in AUSCO and the onshore Australia A New Home DVD. Strengthening Communities Consultations conducted on behalf of the Across-Government Working Party on Settlement Issues for African Humanitarian Entrants in 2005 found that African humanitarian entrants experienced racism and discriminatory attitudes and practices and that systemic discrimination prevented some African humanitarian entrants from accessing services and opportunities. Unless attitudinal and structural barriers are addressed there is a risk that African humanitarian entrants will become marginalised and alienated within the community and consequently not participate fully in society. The consultations further revealed a lack of support and assistance to families in the areas of cultural orientation and transition, parenting support, family counselling and life skills training. The Working Party recommended that: Community awareness and education programs be developed to target racism, discriminatory attitudes and practices, and improve cultural awareness amongst the general population, such as: key mainstream service providers, including GPs and hospital personnel, and education, employment and training professionals; and service providers with which African humanitarian entrants regularly interact, such as real estate agents, supermarket staff and transport staff. Capacity building training be provided to support and strengthen emerging African communities and African community members trained as cultural consultants to assist their communities to meet areas of need including leadership, governance, submission writing, measures of accountability, cross-cultural awareness, housing, legal and justice issues, parenting, parent-teen education and education support. Initiatives to address these issues include the following. The WA Department of Education and Training, in partnership with OMI, istrialling Countering Racism in Schools, a whole school approach to planning, implementing and evaluating strategies to combat racism. The tool provides schools with a process to review and evaluate how they respond to systemic racism and to develop policies, strategies and curriculum initiatives.Thirteen schoolsare participating in thetrial. Two programs commenced in Term 4, 2008 with the remainder commencing inTerm 1, 2009. Through its first round 2006-07 Inclusion and Integration Grants Program, OMI funded the Leeuwin Ocean Adventure Foundation $15 000 to provide scholarships for 30 young people from refugee and humanitarian backgrounds to sail on two voyages on the Tall Ship Leeuwin. A key objective of the project was to provide young people from diverse cultural backgrounds with the opportunity to live, work and interact together in multicultural teams aboard the ship with the aim of developing a greater understanding of cultural diversity and to promote positive long-term attitudinal change that would permeate into the wider community. Activities included designing a team flag and general hard sailing skills to promote teamwork and leadership. Half of the participants had migrated to Australia from refugee camps. DIACs Settlement Grants Program provides funding for community development under its second service type, Developing Communities, which focuses on building the capacity of newly arrived communities to work together towards common goals, promote their culture to Australian society in a positive way and welcome and assist new humanitarian arrivals. Recipients of funding in 2008-09 were Communicare, Edmund Rice Centre Mirrabooka. DIACs Diverse Australia program deals with cultural, racial and religious intolerance through the promotion of respect, fairness and a sense of belonging for everyone. It provides information and funding to help ensure all Australians are treated fairly regardless of their background. In 2006, OMI funded the Western Australian Council of Social Services (WACOSS) for a Building Networks project that aimed to increase collaboration between WACOSS and existing community organisations to support and assist the growth and sustainability of new and emerging community groups; and to provide information and skills that are enabling the participating new and emerging groups to improve their governance, identify community needs, and access relevant resources. The project was highly successful and was subsequently funded in 2008-09 and 2009-10 through DIACs SGP grant referred to above. OMIs Community Relations Integration Officer program funded employment of community workers for twelve months to engage and work collaboratively with new and emerging communities (NECs) to identify needs, provide information and referral to relevant services and programs, identify barriers to accessing programs and any service gaps, and develop relationships and networks between NECs and service providers to facilitate access by these communities. Projects targeting and/or including African humanitarian entrants included those provided by CARAD (providing assistance to sponsor family members), Mission Australia (targeting African women without spousal support), Muslim Womens Support Centre (Muslim Women), The Gowrie (refugee young people) and Gosnells Womens Health Service (women with children). OMI has convened an advisory group comprising representatives of major funding bodies to facilitate greater access to funding opportunities for CaLD communities.The advisory group recommendedOMI undertake a brokerage role by distributing expressions of interest for fundingfrom CaLD communities tofunding bodies for an initial assessment of eligibility. OMI will alsofacilitate access torelevant funding information on its website. Sport and Recreation Participating in structured sports or recreational activities has been identified as one of the main sources of social interaction and building networks for social wellbeing. For young people, activities that revolve around sport and recreation provide opportunities to interact with the wider community and promote understanding and respect. Benefits include the development of self-esteem, social skills, self-discipline and leadership. Research suggests that it also deters anti-social behaviour including drug use, violence and socialising in gangs. The 2004 report by the Ethnic Communities Council of WA, All Dressed Up and Nowhere to Go: Implementing Strategies to address issues affecting unemployment in youth from new and emerging communities, recommended access to suitable recreational alternatives for young people experiencing joblessness to prevent entry into anti-social/criminal behaviours. Research has shown that people born in non-English speaking countries have a lower participation rate in sport and physical activities (52 per cent) than those from main English speaking countries (72 per cent). The lowest participation rate is for females born in non-English speaking countries (48 per cent). The Victorian study Victorians Participation in Exercise, Recreation and Sport 2001-2002, which identified a range of barriers to CaLD young people accessing club sport, including lack of parental support, cost, transport, lack of knowledge about sporting associations and clubs, lack of options for young CaLD women, and experiences of racism and discrimination. A 2008 report from the Queensland Department of Communities, New Futures: The Queensland Governments Engagement with African Refugees identified similar issues with the African community and details strategies already in place to address them, including the Queensland Roars Against Racism Strategy which includes special efforts to provide low cost entry to sporting events and showcasing African performers at major events. The Queensland Police Service coordinates an annual Football Cup for CaLD young people, and the Department of Local Government, Sport and Recreation actively engages and supports young African refugees to access venues and participate in various sporting activities. OMIs Ethnic Youth Advisory Group members have stated that they regard structured sport as beneficial for developing a broad range of life skills, and not only those that can be utilised in a sporting environment. They noted that parents often have considerable influence in relation to young peoples participation in sporting activities. Issues included: a focus on childrens academic success and amongst parents that doing anything other than study is a waste of time and would draw attention away from schoolwork; particular resistance to joining sporting clubs and becoming involved in organised sports being too much of a commitment, especially on school days; a lack of understanding amongst parents of the social and mental benefits of being involved in sporting and leisure activities; parents lack of involvement in sporting activities that results in limited encouragement in relation to their childrens participation; and transport difficulties and a reluctance to allow young people, particularly girls, to travel on public transport in the evenings. lack of confidence due to limited exposure to sports and/or limited English language proficiency; lack of awareness of available programs and activities; and conflicting commitments, such as ethnic community language schools that often run on Saturday mornings and clash with many scheduled sporting competitions. Many of these issues are currently being targeted through the CaLD Sport Strategy Group, which is comprised of representatives from OMI, Department of Sport and Recreation, Department for Communities Office for Youth, the WA Sports Federation, local government and the Australian Asian Association. The Working Group seeks to address the barriers currently faced by some CaLD people in accessing sport and recreation clubs and engaging in mainstream sport and recreation activities, and identifies and implements strategies to increase participation. The focus of the working group is sport and recreation activities, with an ultimate aim being to increase the membership of CaLD young people in mainstream sport and recreation. Activities undertaken since 2006 include the following: Development and implementation of a three-year CaLD project partnership between the City of Stirling, OMI and the Department of Sport and Recreation through which the City of Stirling is employing a full-time Special Project Officer to increase the participation of CaLD young people in sport and recreation in the City of Stirling. Information sessions conducted by OMI and the Department of Sport and Recreation to inform CaLD community leaders about the Departments Sport and Recreation Community Grants Scheme which, in 2006, focused on attracting applications from CaLD communities. Appointment by the Department of Sport and Recreation of a full-time officer for seven months (December 2006 July 2007) to promote its Sport and Recreation Community Grants Scheme to CaLD community groups. Allocation of 60 free delegate places for CaLD community group representatives to encourage their attendance at the Department of Sport and Recreations annual sporting industry conference. Coordination of an information session for Intensive English Centre staff on the Fremantle Football Clubs Welcome to the AFL (Australian Football League) Program, which aims to increase CaLD participation in Australian Rules football. Initiating the development of resources to assist sport and recreation clubs to be more inclusive of people from CaLD backgrounds. An independent evaluation of the project was carried out by Edith Cowan University. The report found that the project developed extensive partnerships with the City of Stirling, sport, recreation and leisure providers and peak ethnic groups as well as providers and groups outside the City of Stirling. Evidence also indicates that there was an increase in the participation of the target group in sport, recreation and leisure. Recommendations included: developing strategies to educate clubs on the barriers to participation for CaLD young people; maintaining a dual support process for young people working with young people to enable them to participate in mainstream sport and supporting mainstream sport clubs to recognise where additional support and encouragement may be required; developing gender specific strategies for young women from CaLD background to participate in mainstream sport; review training and support for young leaders; and extend the impact of the brokerage system which is used to facilitate young peoples participation in mainstream sport clubs. OMI has worked with DSR to establish a similar project in the south-east corridor and takes in the five local government areas of City of Belmont, City of Armadale, City of Gosnells, Town of Victoria Park and City of Canning. The project was officially launched on 22 March 2009. Projects funded through OMIs Inclusion and Integration Grants Program to address these issues include the Edmund Rice Sports Leadership Camp and the Leeuwin Project, as well as a vacation program for refugee young people, run by ASeTTS, to complement its Newly Arrived Youth Sport Service program.   DIAC Settlement Databases, See Table 1, p 5.  According to the DIAC Settlement Database, 38,910 Humanitarian Entrants from the African Region came to Australia between 2001/02 and 2007/08.  Ibid.,  This was also one of the findings detailed in the Western Australian Auditor Generals Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008)  Both of these services were highlighted in the Auditor Generals report.  Equal Opportunity Commission (February 2008) The Policy Framework for Substantive Equality Responding to the different needs and priorities of individuals and communities CEO Update on the Implementation of the Policy Framework for Substantive Equality  Figures provided by DIAC 3 November 2008 from the DIAC Settlement database   HYPERLINK "http://www.minister.immi.gov.au/media/media-releases/2008/ce08080.htm" http://www.minister.immi.gov.au/media/media-releases/2008/ce08080.htm   HYPERLINK "http://www.minister.immi.gov.au/media/media-releases/2008/ce08056.htm" http://www.minister.immi.gov.au/media/media-releases/2008/ce08056.htm  Auditor General for Western Australia Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008) p. 17  ibid  Warrnambool City Council, (2005) A Warrnambool Welcome: Learning from the Warrnambool Migrant Relocation Project Vic Health  The Forum of Australian Services for Survivors of Torture and Trauma Website: http://www.fasstt.org.au/impact.html  Extra Edge Community Services (2009) The Journey to Best Practice: Achieving Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds, p.26  Ibid, p.27  Extra Edge Community Services (2009) The Journey to Best Practice: Achieving Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds, p.4,5  Extra Edge Community Services (2009) The Journey to Best Practice: Achieving Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds p.  Extra Edge Community Services (2009) The Journey to Best Practice: Achieving Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds p.23.  Office of Multicultural Interests (10 June 2008, Response to The future of employment services in Australia: a discussion paper available at  HYPERLINK "http://www.multicultural.wa.gov.au" www.multicultural.wa.gov.au/omi_submissions.asp  Ibid.  Australian Bureau of Statistics Catalogue No. 6202.00  Additional barriers may also include lack of education and employment history and/or low English language proficiency.  Gwatiririsa, P (March 2009) Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women p.23  Colic-Peisker and Tilbury (2005).  Colic-Peisker and Tilbury (2007) p.1. Similar findings for some categories of CaLD immigrants are documented in Kler, P (2006) Graduate overeducation and its effects among recently arrived immigrants to Australia: a longitudinal survey, International Migration, 44(5), pp.93-128. See also Liebig, T, The Labour Market Integration of Immigrants in Australia. OECD Social, Employment and Migration Working Papers No. 49, 2007 p.44.  See, for example, Tanner L (2008) New paths to an open Australia 2008 Redmond Barry Lecture, State Library of Victoria, 30 July 2008.  HYPERLINK "http://www.financeminister.gov.au/speeches/2008/sp_20080730.html" http://www.financeminister.gov.au/speeches/2008/sp_20080730.html accessed 11 August 2008.  Birrell, B and Healy, E (2008) How are skilled migrants doing? People and Place 16 (1), supplement, p.8. Liebig (2007) suggests that pressure to take any available job, even a lower-skilled one, may result from the fact that skilled migrants do not have access to income and social security benefits for two years after arrival (p.50).  Colic-Peisker and Tilbury (2007) p.8.  , Department of Education and Training, Government of Western Australia, Pathways to Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds, 2005, p.iv.  Colic-Peisker and Tilbury (2005); Tan-Quigley A and Sankaran R (2005). . Some are more equal than others: experiences of racism in new and emerging communities. Ethnic Communities Council of WA.  Chamber of Commerce and Industry of Western Australia (2007), Recognition of Experience and Upgrading of Overseas Qualification: Final Report, p.14. Available from  HYPERLINK "http://www.cciwa.com/Past_Projects.aspx#15138" www.cciwa.com/Past_Projects.aspx#15138 accessed 19 May 2008.  Joint Standing Committee on Migration (2006), Negotiating the Maze Review of arrangements for overseas skills recognition, upgrading and licensing, p.4. In its definition of skills, the Committee included qualifications gained overseas (educational attainment as a measure of skill), English language skills, work experience (local and offshore) and qualifications gained in Australia (p.9).  Gwatiririsa, P (March 2009) Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women, p.22  Ibid, p.23  Ibid p.20  Ibid p.19  Ibid.  Central TAFE (June 2001) Building Diversity Project 2000-2001, Project to Create a Migrant Womens Information Task Force, pp. 45-48  Department of Education and Training Pathways to Apprenticeships and Traineeships for people from culturally and linguistically diverse backgrounds (2005) pp.iv, v  Extra Edge Community Services (2009) The Journey to Best Practice: Achieving Apprenticeships and Traineeships for People from Culturally and Linguistically Diverse Backgrounds p.22  Ibid.  Kids Help Line. (November 2004). Kids Help Line Newsletter. Retrieved 14 July 2006 from  HYPERLINK "http://www.kidshelp.com.au/upload/10572.pdf" http://www.kidshelp.com.au/upload/10572.pdf; and Andrews and Sibbel, Whose Community is it Anyway?  Andrews and Sibbel. (2003). Whose Community is it Anyway?  Haig, Y & Oliver, R (2007), Waiting in Line African Refugees in Western Australian Schools p.146  Community Relations Commission for a Multicultural NSW. (2006). Report of the Community Relations Commission for a Multicultural NSW.  Bevan. (2000). Youth, Culture, Migration and Mental Health: a review of literature.  Community Relations Commission for a Multicultural NSW. (2006). Report of the Community Relations Commission for a Multicultural NSW.  ibid  E. Cassity and G. Gow. (2006). Making up for lost time: Young African refugees in Western Sydney high schools. Sydney: Centre for Cultural Research, University of Western Sydney.  Haig, Y & Oliver, R (2007), Waiting in Line African Refugees in Western Australian Schools pp.138-145  Community Relations Commission for a Multicultural NSW. (2006). Report of the Community Relations Commission for a Multicultural NSW.  K. Rigby. (1999). What harm does bullying do? Conference paper presented at 鱨վ and Crime: Victims and Offenders. Brisbane: Australian Institute of Criminology. Retrieved April 3, 2006, from  HYPERLINK "http://www.aic.gov.au/conferences/children/rigby.html" http://www.aic.gov.au/conferences/children/rigby.html.  Kids Help Line. (2000) Issues and concerns facing youth of non-English speaking backgrounds: An analysis of Kids Help Line calls. Brisbane: Kids Help Line.  Drug and Alcohol Multicultural Centre. (2001). NESB People and Substance Abuse.  Dunn, et al. (2008). Challenging Racism.  Racism No Way. (2005). Anti Racism Education for Australian Schools. Retrieved 20 June 20 2006, from  HYPERLINK "http://www.racismnoway.com.au/" http://www.racismnoway.com.au/.  Investigation into African Humanitarian Settlement in NSW  Haig and Oliver. (2007). Waiting in line.  Haig, Y & Oliver, R (2007), Waiting in Line African Refugees in Western Australian Schools p.141  Office of Multicultural Interests (2009) Not Drowning, Waving: Culturally and Linguistically Diverse Young People in Western Australia p.52  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.  Haig, Y & Oliver, R (2007), Waiting in Line African Refugees in Western Australian Schools p.149  HYPERLINK "http://www.cmyi.net.au/uploads/downloads/cmyi/pdfs/What_We_Do/REPP/OSHLSPsGuidelinesforCoordinators.pdf p.8" http://www.cmyi.net.au/uploads/downloads/cmyi/pdfs/What_We_Do/REPP/OSHLSPsGuidelinesforCoordinators.pdf p.8,  Even Start allows either school-based tuition or tuition with a private tutor. Each eligible student is entitled to $700pa worth of tutoring 12 hours of one-on-one tutoring, 24 hours in two-on-one groups, or 32 hours in three-on-one groups. Tutors must be suitably qualified (eg teaching or another education-related qualification such as teaching aide, integration aide). It is also understood that up to 30% of total program funds go to administration.  Office of Multicultural Interests. (2006). Across-Government Working Party (consultation process). See also the report by Haig and Olive. (2007). Waiting in Line.  Consultation with the Ethnic Youth Advisory Group, 14 February 2007.  Information provided by the Department of Education and Training (2008).  Office of Multicultural Interests (2007).  Kabir, N & Rickards, T, (2006) Students at risk: Can connections make a difference? Youth Studies Australia Volume 25 Number 4  Haig, Y & Oliver, R (2007), Waiting in Line African Refugees in Western Australian Schools pp.146,147  Office of Multicultural Interests. (2006). Across-Government Working Party on Settlement Issues for African Humanitarian Entrants (Discussion Paper).  Note: DETs Participation Directorates Participation co-ordinators work with needy students, aged 16 years and over in mainstream contexts.  Cassity and Gow. (2006). Making up for lost time.  Office of Multicultural Interests. (2006). Across-Government Working Party (consultation process).  Andrews and Sibbel. (2003). Whose Community is it Anyway?  Haig and Oliver. (2007). Waiting in Line: African Refugee Students in West Australian Schools.  Information provided by the Department of Education and Training (2008).  Office of Multicultural Interests (2007).  Information provided by V. Maharaj, North Metropolitan Child and Adolescent Mental Health Service (2007).  Information provided by the Department of Education and Training (2008).  For detailed descriptions of ASeTTS current programs, see  HYPERLINK "http://www.asetts.org.au/" http://www.asetts.org.au.  Refugee Review Advisory Council, Strategy For Refugee Young People. Cited in Andrews and Sibbel. (2003). Whose Community is it Anyway?  United Nations International 鱨վs Fund. (2002). See  HYPERLINK "http://www.unicef.org" http://www.unicef.org.  S. Kim. (2006). Africa: Weary from War. Harvard International Review 27(4), 7-9.  M. Cassaniti and A. Sozomenau. Culture, Youth and Mental Health. In Bashir M. and Bennett, D. (eds). (2000). Deeper Dimensions: Culture, Youth and Mental Health. New South Wales: Transcultural Mental Health Centre.  Gorman et al. (2003). How Young People from Culturally and Linguistically Diverse Backgrounds Experience Mental Health.  Gorman et al. (2001). Coping in the New World.  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.  Gorman et al. (2001). Coping in the New World.  Andrews and Sibbel. (2003). Whose Community is it Anyway?  Tan-Quigley. (2004). All Dressed Up and Nowhere to Go.  Office of Multicultural Interests (2005).  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.  N. Goren. (2006). Prevention, newly arrived refugees and substance misuse. Australian Drug Foundation, Prevention Research Evaluation Report. Retrieved 3 April 2006 from  HYPERLINK "http://www.druginfo.adf.org.au/article.asp?ContentID=refugees_eval_report" http://www.druginfo.adf.org.au/article.asp?ContentID=refugees_eval_report.  Australian Institute of Health and Welfare. (2003). Australias Youth: Their Health and Wellbeing; and W. Loxley, J. Toumbourou, T. Stockwell. (2005). A new integrated vision of how to prevent harmful drug use. Medical Journal of Australia. Retrieved 3 April 2006 from  HYPERLINK "http://www.mja.com.au/public/issues/182_02_170105/lox10671_fm.html" http://www.mja.com.au/public/issues/182_02_170105/lox10671_fm.html.  L.M.Najavits, R.D. Weiss and S.R. Shaw. (1997). The link between substance abuse and post traumatic stress disorder in women. Journal on Addiction (6) 273-83.  K.H. Sort and C. Johnston. (1997). Stress, maternal distress and childrens adjustment following immigration: the buffering role of social support. Journal of Consulting and Clinical Psychology, 65(3), 83-112.  L. Oliff and K. OSullivan. (1996). Refugee young people and drug prevention: Addressing the risks and tapping into strengths. DRUGINFO, 4 (4).  Oliff and OSullivan. (1996). Refugee young people and drug prevention.  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.  Oliff and OSullivan. (1996). Refugee young people and drug prevention.  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.  Information provided by Drug and Alcohol Office (2007).  See Drug and Alcohol Office website for updates on their training programs, at http://www.dao.health.wa.gov.au/鱨վDAO/WorkforceDevelopment/trainingDAOSemester22008/tabid/238/Default.aspx  Office of Multicultural Interests (2006) Across-Government Working Party on Settlement Issues for African Humanitarian Entrants p.7  Multijurisdictional Working Group on Refugee and Humanitarian Entrant Health Final Report (April 2009)  Information received from the WA Department of Housing 2009.  Gwatiririsa, P (March 2009) Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women, p.27  Office of Multicultural Interests (2006) Across-Government Working Party on Settlement Issues for African Humanitarian Entrants p.16  Auditor General for Western Australia Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008) p. 7  Department of Immigration and Multicultural Affairs response to draft report 3 November 2008  Auditor General for Western Australia Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008) p. 7  It should be noted that accommodation is a generic term which includes homelessness and crisis services as well as housing].  Auditor General for Western Australia Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008) p. 18  Ibid p 23  Ibid. p.27  Auditor General for Western Australia Performance Review Lost in Transition: State Services for Humanitarian Entrants Report 3 (June 2008) p.9  Gwatiririsa, P (March 2009) Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women p.14  Australian Government (May 2008) Which Way Home? A New Approach to Homelessness, p.23  Western Australian Equal Opportunity Commission (June 2009) Accommodating Everyone An inquiry into whether persons from culturally and linguistically diverse backgrounds and Aboriginal people are being discriminated against on the basis of their race either directly or indirectly in the private housing rental market p.88  Ibid. p.18  Ibid. p.80  Ibid. p. 68  Ibid. p. 79  Ibid.  Department of Immigration and Citizenship response to draft report.  Western Australian Equal Opportunity Commission (June 2009) Accommodating Everyone An inquiry into whether persons from culturally and linguistically diverse backgrounds and Aboriginal people are being discriminated against on the basis of their race either directly or indirectly in the private housing rental market p.5  Ibid. p.14  Notes of consultation held 29 June 2009, conducted at the Office of Multicultural Interests, Dumas House, West Perth  Western Australian Equal Opportunity Commission (June 2009) Accommodating Everyone An inquiry into whether persons from culturally and linguistically diverse backgrounds and Aboriginal people are being discriminated against on the basis of their race either directly or indirectly in the private housing rental market. p.78 Ibid, p.79  Ibid., Ibid., pp.7, 78 Ibid. p. 66 Ibid. p. 67  Ibid. Ibid., p. 69 Ibid. p.71  Gwatiririsa, P (March 2009) Points of Departure Project Discussion Paper National Issues for Immigrant and Refugee Women p.14  Accommodating Everyone, p.7  Office of Multicultural Interests (2009) Not Drowning, Waving: Culturally and Linguistically Diverse Young People in Western Australia  Office of Multicultural Interests (2006) Across Government Working Party on Settlement Issues for African Humanitarian Entrants, Consultation process.  P. Lampathakis. Fair go a no-show. The Sunday Times, Sunday, 28 January 2007.  Youth Affairs Network Queensland. (2005). New Kids on the Block.  Coventry et al. (2002). Wealth of All Nations.  Western Australian Equal Opportunity Commission (June 2009) Accommodating Everyone An inquiry into whether persons from culturally and linguistically diverse backgrounds and Aboriginal people are being discriminated against on the basis of their race either directly or indirectly in the private housing rental market. pp.80  Ibid. p.81  Ethnic Communities Council of WA Inc. newsletter Equity 2008 Spring Edition, p.28  P.36,37  Ibid  Australian Government (May 2008) Which Way Home?: A New Approach to Homelessness p. 26  African Resettlement in Australia, Conference Report, University of Melbourne 11-13 April 2007pp.10-14  Media presentations of youth participation. R. Kuehn and K. Yarlett. (undated).  HYPERLINK "http://www.thesource.gov.au/ausyouth/conf_pdf/pg164.pdf" \o "blocked::http://www.thesource.gov.au/ausyouth/conf_pdf/pg164.pdf" www.thesource.gov.au/ausyouth/conf_pdf/pg164.pdf  In the spotlight: young people and the media. Policy issues paper. Youth Affairs Council of Victoria.  HYPERLINK "http://www.yacvic.org.au/includes/pdfs_wordfiles/inthespotlight.pdf" \o "blocked::http://www.yacvic.org.au/includes/pdfs_wordfiles/inthespotlight.pdf" www.yacvic.org.au/includes/pdfs_wordfiles/inthespotlight.pdf  Ibid.  Information provided by Western Australia Police (2008).  African Communities Forum on Domestic Violence Report, April 2005, DCD, Family and Domestic Violence Unit  Leeuwin Ocean Adventure Foundation Acquittal (July, 2008), Young People of Western Australia Working Together to Celebrate Diversity   HYPERLINK "http://www.immi.gov.au/media/publications/settle/_pdf/07_08/wa-sgp-recommended-2008-09.pdf" http://www.immi.gov.au/media/publications/settle/_pdf/07_08/wa-sgp-recommended-2008-09.pdf  Diverse Australia program website  HYPERLINK "http://www.harmony.gov.au" www.harmony.gov.au  Sport and Recreation Victoria. (2003). Victorians Participation in Exercise, Recreation and Sport 2001-2002. Cited in Increasing Access to Sport and Recreational Clubs in Whitehorse by Young People from Culturally and Linguistically Diverse Backgrounds. (2005). City of Whitehorse Youth Project. Melbourne: Migrant Information Centre.  Research and Evaluation Working Party. (2001). WA Physical Activity Task Force Research and Evaluation Working Party Background & Summary of Research. Western Australian Department of the Premier and Cabinet (2001). Available at  HYPERLINK "http://www.patf.dpc.wa.gov.au/documents/background.pdf" http://www.patf.dpc.wa.gov.au/documents/background.pdf.  A. Tan-Quigley. (2004). All Dressed Up and Nowhere To Go: Implementing strategies to address issues affecting unemployment in youth from and new and emerging communities final report and findings. North Perth: Ethnic Communities Council of WA.  Note that the term non English speaking countries is now considered inappropriate by the Australian Bureau of Statistics (ABS). It is considered more appropriate to cross-classify by Proficiency in Spoken English. See http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/6147B62CE4984142CA257179001906C8/$File/29010_2006.pdf  Australian Bureau of Statistics. (2007). Participation in Sport and Physical Activities 2005-2006, Catalogue No.4177.00, Canberra: ABS.  Sport and Recreation Victoria. (2003). Victorians Participation in Exercise, Recreation and Sport 2001-2002.  Queensland Department of Communities. (2008). New Futures: The Queensland Governments Engagement with African Refugees.  Consultation with the Ethnic Youth Advisory Group, 11 April 2007.     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