ࡱ> g ~bjbjVV zJr<r<v}88$PlrF6.@@@ţǣǣǣǣǣǣ$nJJJ@@OOOJ~@@ţOJţOO|@p[ aLfa>0FVM| + O7 iAz iO|FJJJJ8 X: CRC Submission on Discussion Paper, African Australians: A report on human rights and social inclusion issues Overarching consideration HREOC requests input on how the Australian government can go beyond consultation and support the genuine participation of African Australians in decision-making about program and service design and implementation. The NSW Governments Ethnic Affairs Priority Statement (EAPS) is designed to ensure access of people of non-English speaking background to government services and participation in decision-making. EAPS policy and guidelines are currently being reviewed and revised details should be available on the CRC website by the end of August at  HYPERLINK "http://www.crc.nsw.gov.au/eaps" http://www.crc.nsw.gov.au/eaps . In NSW under the Community Relations Commission and Principles of Multiculturalism Act 2000, the NSW Parliament recognises that the people of NSW are of different linguistic, religious, racial and ethnic backgrounds, and that either individually or in community, they are free to profess, practice and maintain their own linguistic, religious, racial and ethnic heritage. The Act sets out a number of principles of multiculturalism that are to be implemented by NSW Government agencies designed to promote this goal. The NSW Department of Local Government has provided advice that the Promoting Better Practice Reviews undertaken by the Department is intended to encourage individual councils to implement the principles of multiculturalism in their formal integrated planning processes. The Department has indicated that NSW local councils where African Australians have settled will make individual submissions on the HREOC Discussion Paper as required. The Commissions report, Investigation into African Humanitarian Settlement in NSW, makes the point that African communities have displayed great strength, commitment and resourcefulness in addressing community needs and assisting new arrivals with the settlement process (CRC: 2006: 132). In recognition of the achievements of African community organisations, it is argued that one of the most effective ways for the Australian Government to ensure genuine participation by African Australians is to adequately support and resource these organisations to work with and represent communities. This includes both provision of funding and education and training around issues such as how to run a community organisation, including requirements of incorporated organisations, and how to advocate on behalf of their communities with government. The CRC also suggests that members of African communities are included on government advisory committees and working parties with a role in program and service design, particularly in the human service areas. Employment and training The CRC considered the issue of employment and training in 2006 investigation. In the Commissions view, one of the key barriers to African Australians exercising their human rights and being fully included in Australian society is lack of English language ability. Capacity to participate in employment, education and training and many other areas of community life is premised on having adequate English language skills. African Australians who enter under Australias humanitarian program typically have low levels of English language ability. For example in 2004-05, 85% of humanitarian entrants from Africa stated that they required an English language interpreter (CRC: 2006). Some may also not be literate in their first language, which makes learning another language very difficult. Lack of English language ability creates a significant barrier for this group in accessing education and training opportunities, and thereby obtaining employment in Australia. A review of the Adult Migrant English Program (AMEP) was undertaken in 2008 however the findings of the review have not yet been released by DIAC. The Review of the AMEP Discussion Paper July 2008, clearly observed that some new arrivals were completing their 510 hours of English language education under this Program, and any supplementary hours, without reaching functional English, and certainly without reaching vocational proficiency. Public submissions received as part of this review indicated that some learners are dropping out of the program before completion because the pace of the class was too fast and for other reasons (STARTTS: 2008). It is important that DIAC reform the AMEP program so that it provides an adequate number of hours to groups with very low or nil English to enable them to reach a level of proficiency suitable for participation in further education and the workforce. A related issue is the importance of the availability of recognised and accredited interpreters in African languages to enable African Australians to access government and non-government services. The CRC Report referred to above identified a shortage of accredited interpreters in emerging African languages including Lotuho, Swahili, Kirundi, Kriol, Nuer, Bari, Maadi and Moru. This report also identified it as a problem that the Telephone Interpreter Service (TIS) excludes a range of government service providers from access to free services and also excludes commercial agencies such as real estate agents. In some cases African Australians will want to participate in training that builds on existing skills and capabilities. For example some humanitarian entrants may be from a rural background and have skills in farming which they might wish to apply in Australia. TAFE NSW in its submission to the CRC report referred to above, documented a range of courses of this nature provided to African Australians. In addition, women may have skills in traditional arts and crafts, and may wish to understand how to market these skills in Australia or set up a small business. HREOC has also asked for comments on barriers African Australians may face in using Employment Services (Job Networks Agencies). AS HREOC would be aware the Australian government has recently undertaken a major review of employment services in Australia and is in the process of implementing the changes it has announced to the provision of employment services. Prior to this review, anecdotal evidence from some IHSS agencies has emerged that humanitarian entrants including refugees from Africa, have been referred to employment services too soon after arriving in Australia (STARTTS: 2008). For example it has been reported that this has occurred prior to the completion of the 510 English language hours, or when refugees face significant health issues including the impacts of torture and trauma, and may not be fit to engage in paid employment. The CRC in its report, Investigation into African humanitarian settlement in NSW, highlighted the need for employment service providers with specialist skills and expertise in working with humanitarian entrants, which includes cultural awareness and an understanding of the refugee experience. HREOC has asked for input on the issue of the challenges faced by African Australians in finding and retaining employment and barriers to overcome these. In addition to English language barriers, discussed above, many humanitarian entrants from Africa also have very limited and disrupted schooling in their own country and may not have completed the equivalent of the school or higher school certificate. They face significant challenges in obtaining the necessary qualifications required to participate in the workforce in Australia. Lack of experience in the Australian workforce is also a significant barrier. Mentoring to obtain experience in an appropriate field, and participation in volunteer work, are ways in which the barrier of lack of local experience can be overcome. It is suggested that government and community sector organisations could take the lead in providing these opportunities. In the report Investigation into African humanitarian settlement in NSW, the CRC made a number of other recommendations in regard to addressing employment barriers, and HREOC is referred to the appropriate section of this report for further information in this regard. HROEC recognises that people from culturally diverse backgrounds (including African Australians) with a disability have difficulty accessing employment opportunities once they leave school. The NSW Department of Ageing, Disability and Home Care (DADHC) has indicated in response that it provides funds to non-government organisations across NSW to deliver the Transition to Work and Community Participation programs. These two programs aim to assist young people with a disability to develop the skills they need to increase their independence and participate as valued and active members of the community. Further information about these programs and their outcomes is provided in Appendix 1. HREOC invites comment on the health and social impacts of unemployment and underemployment for African Australians. Obtaining employment is an important part of successful settlement for many African Australians, although some women may also choose not to join the workforce immediately and to focus on family responsibilities. Unemployment is likely to lead to financial hardship, especially for larger families in urban centres with expensive rental housing markets. While most African humanitarian entrants would normally choose to settle in proximity to existing members of the African community and in proximity to services and facilities, particularly those that assist refugees and other migrants, the inability to afford housing costs in these areas is leading to secondary migration to outer metropolitan and regional and rural areas. Inability to afford other necessities such as healthy food, transport, household goods and clothing is also a consequence of unemployment and underemployment. As humanitarian entrants typically experience a range of health problems including those arising from poor nutrition, poor living conditions and inability to maintain dental health as part of the refugee experience, the consequences of ongoing deprivation upon settling in Australia are likely to be severe. Education The NSW Department of Education has provided a detailed submission outlining the range of services provided to students from non-English speaking and refugee backgrounds (see Appendix 2). Key services provided to newly arrived school age students that warrant highlighting include the following: English as a Second Language (ESL) New Arrivals Program short term intensive English language support when they first enroll. Newly arrived refugee students are eligible to receive initial intensive ESL support for a longer period than other students, in recognition of their generally limited previous education and greater need for support. Refugee Student Transition Program- implemented in 2008 - 2009, in targeted high schools in South West & Western Sydney. The program focuses on: English language, literacy and numeracy skills; curriculum concepts; study & organisational skills; educational and vocational pathways and school and workplace cultures and expectations. Pilot program evaluation indicated that the targeted students benefited from the additional support, with an overall improvement in spoken English, increased confidence and a greater awareness of career options & educational pathways. However, teachers indicated that even after 12 months of intensive support through the program, many students were still at or below ESL Scale level 2 in their literacy skills. The evaluation also found that the students had high support needs in developing understandings of curriculum concepts and study skills to allow them to participate successfully in school. After-school tutorial support programs for refugee students in a number of targeted schools, with significant numbers of refugee students. Evaluations of the programs have shown that the refugee students benefit from the additional support provided & gain in confidence in their approach to completing homework and assignments. Program supporting refugee students in targeted primary schools- implemented in 2008- 2009. The program focuses on more intensive English language support. Program evaluation showed that students benefited from the increased teaching support but that refugee students needed greater time allocated for social skills development & adjustment to life in Australia as well as counselling support. In both primary and high school refugee pilot programs, program evaluation indicated that teachers wanted further professional development focused on understanding the specific needs of refugee students as well as strategies for teaching basic literacy and numeracy skills to older students & strategies to address welfare & behaviour issues. In addition to the programs described above, the NSW DET has undertaken a number of initiatives in order to respond to demands on the education arising from secondary migration of predominantly African humanitarian entrants to regional and rural areas. In the schools sector, professional learning sessions including developing knowledge and understanding of the refugee experience and considerations for teaching and learning, understanding of ESL pedagogy and the development of a differentiated curriculum to meet the needs of learners, have been provided to class teachers and regional staff in Orange, Newcastle and Coffs Harbour. Similar professional learning sessions are being provided in other rural and regional areas with refugee enrolments including Armidale, Wollongong, Goulburn, Wagga Wagga and Albury. Health NSW Health has indicated that an adequate flow of information from DIAC on the settlement destination of humanitarian entrants, and of secondary movements, is important to enable planning and service provision for these groups to occur. In addition consistent numerical flows of humanitarian settlers to areas where services have been established are necessary in order to maintain the viability of the service. The Hunter region has been given as an example. The NSW Department of Health has indicated that given that many new arrivals, particularly refugees, are from countries with limited or non-existent health care systems, there is a need for health education for this group. It is important to note that the NSW Department of Health has indicated that it is currently developing a Refugee Health Plan that will outline the strategic directions for refugee health in NSW from 2010-2015. The Plan will seek to improve refugee health and well-being, assess current and future health service demand, and articulate a best practice model of care for refugee health. Anecdotal and published research suggests that family separation can have a negative impact upon the mental health and wellbeing of refugees, including African Australian communities, (Silove et al: 1997; Steel et al: 2006; Momartin et al: 2006). This is particularly the case where family members of refugees have remained behind in the country of origin or in a second country and are in an unsafe situation. Delays in granting visas to allowing family members to migrate to Australia, and failure to permit migration of children who may be over the age of 18 and thus not considered dependents, continue to be problems experienced by humanitarian entrants. Such separation is known to contribute to anxiety and depression, and a range of other mental health issues. African Australians may not have the same understanding of the nature of mental health problems, prevention, causes and treatment options, as is the norm in the Australian context. The provision of information and education about mental health issues that targets African communities is an important strategy to address any stigma that may exist around mental health. Successful programs to explain the health care system to newly arrived Africans include Fairfield City Councils Health Orientation Tours. These are guided tours for non-English speaking background residents to a range of services and programs, when participants meet staff and are given health resources in their own language. In addition, the Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) Families in Cultural Transition (FICT) Program, which is a 10 week series of workshops, includes a component on good health and recreation. Reluctance of some health practitioners, particularly general practitioners and medical specialists to use interpreters remains an ongoing issue, and is a significant problem as it can lead to inappropriate or ineffectual medical care. Strategies need to be developed to encourage GPs and medical specialists to make use of professional interpreters, not family members, through liaison with their professional bodies and insurers. However the shortage of recognised and accredited interpreters in some African languages remains an issue to be addressed. Secondary migration primarily of Sudanese humanitarian entrants is increasing in rural and regional NSW. NSW Health has indicated that there are a range of health service provision issues associated with secondary migration, including ensuring that catch up immunisation takes place or is maintained, checking for health conditions that may not be apparent pre-arrival, and providing education about nutrition, as knowledge may be at a very basic level, particularly among men. In advice to the Commission, the Department of Aging, Disability and Home Care (DADHC) acknowledgesthat asa consequence oftraumaticpre-migrationexperiences, including exposure to torture and trauma,refugees from African countriesmay experience arange of mental healthissues. DADHC indicates that these mental health issues may impact on the provision of its services. In response DADHC has delivered a recent state-wide practice development forum on the Intersection of mental health and disability in CALD communities to develop staff awareness of these issues. In addition the DADHC Integrated Services Program (ISP) is a model of service delivery and a partnership program with NSW Health for clients with dual diagnosis and takes a holistic approach to addressing clients' needs. Housing Issues African new arrivals, particularly humanitarian entrants, face difficulties accessing appropriate housing in urban centres such as Sydney and other regional centres. This occurs for a range of reasons. African humanitarian entrants typically have large families, and there is a lack of housing stock in both the public and private rental sectors available to meet their needs. This can lead to families living in overcrowded conditions in the private rental sector. It is acknowledged that waiting periods exist for new eligible applicants to access public housing, which is a more affordable option than private rental housing for low income families, and that waiting times can be longer in areas with high demand. However Housing NSW does provide a range of products to assist low-income people in the private rental market, including those without rental histories, including programs such as RentStart and Tenancy Guarantees. The latter assists people who can sustain a private rental market tenancy, but who are having difficulties establishing a new tenancy. In recent years there has also been a shortage of rental housing accommodation, particularly at the lower end of the market, due to low vacancy rates. In such a market low income newly arrived people without rental references or a history of renting in Australia, are at a disadvantage in securing accommodation. Housing NSW has provided advice to the Commission that one of the key housing concerns of African Australians is access to affordable housing, particularly housing which is suitable for larger households and singles. At a recent IHSS consultation convened by DIAC, Government agencies such as Centrelink indicated that the inability to find and retain affordable housing in initial settlement locations such as Auburn and Fairfield, is creating a secondary migration trend to outer Sydney areas such as outer western Sydney and the Macarthur area. Consequences include isolation of African new arrivals and lack of access to specialised settlement and refugee support services. On arrival housing is provided to refugees through agencies such as Resolve FM. Anecdotally Resolve FM have experienced difficulties in finding move on rental housing for new arrivals once their limited entitlement to on-arrival housing is exhausted. The CRC discussed the issue of the duration of the provision of on-arrival housing in the 2006 report, Investigation into African Humanitarian Settlement in NSW, and recommended that on-arrival accommodation be provided to refugees for an extended period (beyond four weeks) at the expense of the Australian government, determined by an assessment of the individual households readiness to move from on-arrival accommodation. Housing NSW supports the provision of an extended period of on arrival accommodation, as needed. Housing NSW is also of the view that SHP entrants should be eligible for on-arrival accommodation. In response to a recent consultation on settlement issues, Housing NSW has indicated that people on social security payments who sponsor their partners under the Special Humanitarian Program are facing extreme challenges in accessing and or maintaining sustainable tenancies. Housing NSW has suggested that an evaluation of current sponsorship policies/regulations regarding the assessment of their approvals and the levels of break down of sponsorships, including measures to strengthen sponsorship obligations, be undertaken by DIAC. Anecdotal information and published research indicates that African Australians, particularly new arrivals, may face race based discrimination by real estate agents and landlords in accessing private rental housing (Beer and Foley: 2003; CRC: 2006). These issues were discussed in the CRCs 2006 report cited above. Strategies to address this could include provision of information and education to the African community on their legal rights in Australia, what constitutes discrimination and their options for complaint or appeal. Consideration could be given to HREOC providing these information sessions. These bodies could also consider providing information targeting real estate agents about what constitutes discrimination, and the legal ramifications. It is also suggested that information be provided through professional bodies such as the Real Estate Institute of Australia (REIA). Housing NSW has suggested that the REIA could be encouraged to assist its members to develop cultural awareness strategies, especially those in locations of high African settlement. This should include an awareness of the housing needs of refugee and humanitarian entrants. Housing NSW indicates that its programs and services, including access to public rental housing, are based on non-discriminatory policies and processes. A Code of Conduct and Ethics applies to public officials of Housing NSW: a breach of these Codes may lead to disciplinary action ranging from counselling to dismissal. In addition it is important that new arrivals, including African Australians, receive clear information in plain English and community languages, about housing options in Australia, including private rental housing, public rental housing and home ownership. As private rental will initially be the primary form of tenure for African humanitarian entrants, there should be a focus on providing information in this area, including how to obtain private rental housing, understanding a lease, rights and responsibilities as tenants, understanding their entitlements under the Residential Tenancies Act, options for appeal if they believe they have been treated unfairly, and community based organisations and government agencies available to assist them. Housing NSW has indicated that it is currently discussing with the ACL Consortium the development of a specific information package for new arrivals about housing assistance products available to them, such as how to access private rental accommodation. The package is intended to be incorporated as a module into English training classes for new arrivals. Housing NSW has also indicated that it is currently developing a tenancy education resource to be made available on its website to assist marginalised clients become familiar with the process of securing and maintaining private rental. Housing NSW has indicated that while there is no Census breakdown on non-English speaking background homeless groups, data on African Australians using the Supported Accommodation Assistance Program (SAAP) indicates that in 2007-08 Australia wide: North Africa and the Middle East accounted for 2.5% (3,000 people) of SAAP users and 2.1% of accompanying children; Sub-Saharan Africa accounted for 1.6% (1,900) of SAAP users and 1.3% of accompanying children. Housing NSW has indicated that through its EAPS Framework 2009-14, it is proposing a range of priority strategies for implementation designed to improve access to services and settlement assistance to new arrivals and emerging communities, including African Australians. Other issues The issues of justice, policing and family violence are discussed in the CRCs report, Investigation into African Humanitarian Settlement in NSW, and the Commission refers HREOC directly to this report for further information on these issues. The issue of community harmony is also discussed in some detail in this report, including the impact of negative media reporting. In addition, the Commission would like to draw HREOCs attention to the difficulties experienced by people in refugee like situations, including members of African communities, who enter Australia under the Special Humanitarian Program (SHP). Unlike those who enter under the refugee program, SHP entrants rely on sponsors, who may themselves be recently arrived humanitarian migrants, for primary assistance, such as provision of housing and obtaining income support through Centrelink. This can lead to difficulty negotiating the system and delays in obtaining services. In addition, SHP entrants may face overcrowded, sub-standard housing conditions, and have to obtain their own housing if the relationship with the sponsor breakdown. Housing NSW has indicated that on occasion SHP entrants have been assisted with Temporary Emergency Accommodation on arrival as their proposers were unable to provide them with initial accommodation. To enable proposers to perform their role more effectively, Housing NSW has argued that increased resources should be targeted at this group. There are a range of other difficulties encountered by people entering under the SHP, including a lack of equal access to IHSS services and an expectation that they will repay debt accrued by their sponsor who is responsible for paying the airfares of SHP entrants. Further information on this issue is provided in the Commissions 2006 report, Investigation into African Humanitarian Settlement in NSW. In the above report, the CRC also identified changes to funding arrangements under the Settlement Grants Program (SGP), that entailed a move away from core funding of agencies such as Migrant Resource Centres to 1-3 year project funding, as potentially comprising the capacity of agencies to function effectively. It is suggested that HREOC investigate the impacts of this funding change by discussing this matter with SGP funded agencies, to determine what impacts if any, this has had on their capacity to provide settlement services to newly arrived African migrants. References Beer A & Foley P (2003), Housing need and provision for recently arrived refugees in Australia, Australian Housing & Urban Research Centre; AHURI: Melbourne. Community Relations Commission, (2006), Investigation into African humanitarian settlement in NSW, CRC: Sydney. Department of Immigration and Citizenship (2008) Review of the Adult Migrant English Program Discussion Paper  HYPERLINK "http://www.immi.gov.au/living-in-australia/delivering-assistance/amep_discussion_paper.pdf" http://www.immi.gov.au/living-in-australia/delivering-assistance/amep_discussion_paper.pdf NESB Housing Taskforce (2007), Submission to FaCSIA on increasing the Social Housing Supply,  HYPERLINK "http://www.shelternsw.org.au/nht/nht-sub0709facsia.pdf" http://www.shelternsw.org.au/nht/nht-sub0709facsia.pdf Momartin S, Steel Z, Coello M, Aroche J, Silove DM, Brooks R, (2006), A comparison of the mental health of refugees with temporary versus permanent protection visas, Medical Journal of Australia 2006, 185(7):357-361. STARTTS (2008) Submission toDepartment of Immigration andCitizenshipon theReview of the Adult Migrant English Program Discussion Paper  HYPERLINK "http://www.startts.org.au/ContentFiles/Startts/Documents/STARTTS%20AMEP%20submission.pdf" http://www.startts.org.au/ContentFiles/Startts/Documents/STARTTS%20AMEP%20submission.pdf Silove D, Sinnerbrink I, Field A, Manicavasagar V, Zachary Steel (1997), Anxiety, depression and PTSD in asylum-seekers: associations with pre-migration trauma and post-migration stressors. Journal of Psychiatry, 1997, 170:351 - 357. Steel Z, Silove D, Brooks R, Momartin S, Alzuhairi B, Susljik I, (2006), Impact of immigration detention and temporary protection on the mental health of refugees. British Journal of Psychiatry 2006, 188: 58-64. Appendix 1. Submission from NSW Department of Aging, Disability and Home Care Section 1: Employment and Training Does government employment and training policy and program design meet the needs of African Australians? Access issue: Gaining access to Government employment processes may be further exacerbated for African Australians due to unfamiliarity with government employment and selection processes, discriminatory practices based on not just culture but also disability, low levels of English language proficiency and lack of awareness of how to access information when seeking employment. Response: DADHC has developed an Employment Equity and Diversity Management Plan to ensure equal employment opportunities for people from culturally diverse backgrounds (including African Australians) and to promote a culture that is supportive of employment equity and diversity principles. Some of the specific strategies implemented to achieve these outcomes include: appropriate advertisement and selection processes (targeting ethnic media as well as mainstream); participation in employment equity and diversity-related community events to promote employment opportunities to the community; and support of managers and leaders within DADHC to meet their employment equity and diversity management responsibilities. 1.12 What can be done to increase employment opportunities for African Australians? Access issue: People from culturally diverse backgrounds (including African Australians) with a disability have difficulty accessing employment opportunities once they leave school. Response: DADHC provides funds to non-government organisations across NSW to deliver the Transition to Work and Community Participation programs. These two programs aim to assist young people with a disability to develop the skills they need to increase their independence and participate as valued and active members of the community. Transition to Work is a two-year program which achieves employment for young people with a disability. The Community Participation program is targeted to young people with a disability who have moderate to high support needs and who require an alternative to paid employment or further education in the medium or longer term. A key result area of both programs is that young people from culturally and linguistically diverse (CALD) backgrounds (including African Australians) have fair access to support and achieve job outcomes comparable to other young people in the programs. The program has been successful in enabling the participation of young African Australians with a disability. A number of activities are undertaken to achieve these outcomes including: the identification of cultural needs and strengths of each young person during individual planning and the formulation of relevant actions; the development of partnerships with local CALD services to increase staff skills and service expertise and community connections; and responsiveness to circumstances where cultural concerns are raised by a young persons family that may prevent them from attending the Program. How can African Australian workers be made aware of and supported to exercise their rights in relation to discrimination in the workplace? Access Issue: African Australians may not be aware of their rights with regard to Australias anti-discrimination laws and workplace anti-discrimination policies. Response: DADHCs Employment Equity and Diversity Management Plan includes strategies to develop, implement and monitor effective anti-harassment, anti-bullying and anti-discrimination policies and frameworks to ensure that the workplace is free from discrimination and that employees are supported to exercise their rights. Employment equity and diversity principles are also included in DADHCs Code of Conduct. Section 3: Health 3.6 3.10: Mental health and wellbeing Access issue:DADHC acknowledgesthat asa consequence oftraumaticpre-migrationexperiences, including exposure to torture and trauma,refugees from African countriesmay experience arange of mental healthissues. DADHC acknowledges that mental health issues impact on the provision of its services and that this needs to be taken into account. Response: A recent state-wide practice development forum conducted by DADHC included a session on the Intersection of mental health and disability in CALD communities to develop staff awareness of these issues. The DADHC Integrated Services Program (ISP) is a model of service delivery and a partnership program with NSW Health for clients with dual diagnosis and takes a holistic approach to addressing clients' needs. The program provides: Intensive time-limited (15-18 months) assistance to clients and their support system; Multidisciplinary comprehensive assessment; Individual case plan and case coordination; Intensive supported accommodation; Appendix 2. Submission from NSW Department of Community Services Background The following paper has been prepared for inclusion in the Community Relations Commission (CRC) submission to the Human Rights and Equal Opportunity Commission (HREOC) discussion paper African Australians: A report on human rights and social inclusion issues. The framework for the project involves the analysis of issues relating to the areas of employment and training, education, health, housing and justice. Issues relating to the area of child protection were not covered in the discussion paper however the project does allow for submissions related to emerging issues that are important to consider. The DoCS Multicultural Services Unit believes that issues relating to the protection and safety of African children, young people and families are a key emerging issue that also has some intersections with other issue areas. DoCS has previously identified for the Report of the CRC Investigation into African humanitarian settlement in NSW (June 2006) that many African families experience stress related to: Managing shifts in relationships between parents and their children (particularly teenagers) associated with entry into a new social system Adjusting to changes to family dynamics and roles associated with a lack of access by male family heads to employment and income Financial stresses associated with obtaining access to affordable housing for what are typically large families Limited understanding of the availability of mainstream family support services Social isolation and a lack of social services with expertise and experience in assisting African people. This is particularly the case where African families have been settled in regional areas such as the Hunter and Coffs Harbour Limited infrastructure within African communities in terms of non-government organisations and associations The Department acknowledges there have been improvements in some of these areas such as an increase in non-government organisations and associations within the African communities however the stresses that African families face remain predominantly the same. Ongoing Key Child Protection Concerns The Departments ongoing consultation with African communities has revealed the key consistent concern is limited information and understanding by African communities of the child protection laws and legislation in NSW. 1. Understanding of Child Protection legislation African parents lack information on the role of DoCS and the child protection system. They feel they lack awareness of their rights and responsibilities as parents under child protection legislation. Many parents have expressed in consultations that they believe children have all the rights and the parents have none. Ongoing consultation with African families continues to reveal a significant level of misunderstanding and fear about the role and function of DoCS. There continues to be a perception that DoCS breaks up families and is only there to take children away from their family and that this is the Departments first recourse. Understandably, this perception leads families to feel angry, fearful and suspicious of the Department. This results in increased difficulties for DoCS caseworkers when engaging with families from African backgrounds and the need for increased skills, tools and support. Since 2007, DoCS led Community Information Sessions with African communities have identified that this negative perception continues. The introduction of such sessions has revealed however that this negative perception can be shifted by the provision of information in appropriate and effective ways. More information about these sessions can be found under Current DoCS Initiatives later in this paper. 2. Navigating the legal system Parents from African backgrounds have expressed a bewilderment regarding the legal system when attending court for child protection concerns. Parents are unaware of how the legal system works, what their rights and responsibilities are as parents and what support and advice they can access. This is further complicated by their confusion and fear of the child protection system and the perception in the community that there is nothing that parents can do anyway. 3. Parenting practices There is considerable concern and confusion by parents about how they can discipline and provide proper guidance for their children, particularly young people. Some traditional forms of discipline and corporal punishment are not legal in NSW, and when parents are made aware of this they feel they are being told that they should not discipline or guide their children. This further leads to parents feeling disempowered and contributes to their concerns about the future of their young people. Communicating what are appropriate and effective discipline practices in an Australian context is often a complex task for DoCS. Negative community perceptions of the Department can make it difficult to engage families and build the trusting relationship needed to enable the sharing of ideas regarding parenting practices. Additionally, when an assessment of harm is being made by the Department, this can be stressful for parents and not always conducive to taking on new information. Parenting expectations in Australia regarding supervision, health and hygiene, nutrition, discipline and developmental expectations of children are often different and are often the subject of child protection reports. Access to timely and appropriate information about these issues could prevent parents from African backgrounds having a stressful interaction with the child protection system. 4. Intergenerational conflict Intergenerational conflict is common to many new and emerging communities. As young people quickly adapt to their new home and see different ways of living this can create conflict with parents. This conflict is often an unexpected outcome of moving to a new country that parents are not prepared for and may not know how to handle the conflict. Young people may view their parents as being too controlling and not understanding their needs. This can quickly become a source of conflict between parents and DoCS when the young person, wishing to be more independent, turns to DoCS for support. If the young person is of an independent living age then DoCS caseworkers may assist the young person to avoid homelessness. This has often interpreted by African parents as a removal or another example of parents having no rights. 5. Education Parents from African communities are confused about what is expected of them in relation to children attending school. When parents dont meet expectations of the school this can result in a report to DoCS. For example, a parent may not send their child to school with food and this may result in a report of neglect being made to DoCS. Another example is absenteeism where parents are not aware of their responsibility to contact the school. They are often not aware that school is compulsory and that regular absenteeism may result in a report. Clear orientation to the school system would reduce the number of African families coming into contact with the Child protection system. African parents may also have expectations of the school based upon their cultural experience. Often there is the expectation that the school will provide discipline and leadership with their children beyond what is expected in the Australian context. This causes frustration and confusion for the parents. It also places an additional responsibility on the parents that they may not be accustomed to. Recommendations There is a need for more proactive early intervention strategies across the Australian systems to support African parents such as: access to information about their rights and responsibilities as parents in the Australian context i.e. familiarisation about different systems culturally accessible parenting programs that empower African parents in their role dispute resolution & early intervention sessions where parents and young people can attend to resolve disputes. Overall there needs to be greater coordination across systems of education, health, justice, housing and employment and training and child protection to deliver early information and support to African families to avoid entry into the child protection system. This is supported by the March 2009 report released by the NSW Government Keep Them Safe: A Shared Approach to Child Wellbeing - a whole of Government response to the  HYPERLINK "http://www.dpc.nsw.gov.au/publications/news/stories/special_commission_of_inquiry_into_child_protection_services_in_new_south_wales" Report of the Special Commission of Inquiry into Child Protection Services in NSW. Keep Them Safe emphasises shared responsibility for childrens wellbeing and protection, beginning with parents and backed by a service system (comprising both government and non-government organisations) that works in a coordinated, collaborative and organised way to ensure that all children are given the best possible opportunities in life. Current DoCS initiatives The Department is undertaking a number of initiatives to address the needs of African clients and communities. These include the following: The establishment of the Multicultural Caseworker Program. Currently the types of multicultural caseworker positions include: Ethno-specific: targeting one specific community eg. Vietnamese Generalist: targeting all migrant/refugee communities in an area Emerging Communities: targeting new and emerging communities. There are currently six New refugees/migrants positions and one African communities position out of the 61 positions established across the state. Multicultural caseworkers work directly with their target communities and also support staff in their own offices and other DoCS offices to work with clients from their target communities. The African Sessional Workers Project in Metro West Region was established in 2007 to engage and train African staff to use their language and cultural skills to provide community education and casework support to DoCS caseworkers working with African clients. The program is managed by the Baulkham Hills Holroyd Parramatta Migrant Resource Centre and employs 15 African workers (20 languages) that can be booked by DoCS caseworkers to assist them in their work. In 2005 Metro West Region established an African Learning Circle, a forum made up of DoCS representatives and African community leaders, which exchanges information on community needs, the role of DoCS, and how DoCS can best work with clients from African communities. Feedback from these meetings and community representatives indicates that this forum is significantly helping exchange of information and development of trust and networks between the Department and community members. The Department has developed a  HYPERLINK "http://docsonline.dcs.gov.au/docsintwr/_assets/main/business_help/documents/practice_tools/multiculturalfacilitatorsguide.pdf" Multicultural Community Information Sessions: DoCS Facilitator's Guide. This guide was designed to be used by DoCS Managers and Caseworkers to deliver information about DoCS and the child protection system to Culturally and Linguistically Diverse (CALD) communities, in particular, new and emerging communities. These sessions are based on a discussion format allowing DoCS and communities to learn about each other. It aims to reach a common agreement on a common value of protecting children and then working from there to discuss the different approaches taken in Australia and their homeland. Evaluations from community members indicate that this is a positive approach and the sessions begin the process of building trust and opening further discussion. Translations of some key documents have been made into Arabic, Swahili, Somali and Dinka. During 2007 and 2008 approximately 700 DoCS caseworkers attended training on Culturally Reflective Practice. This training focused on the skills, attitude and knowledge required to complete a child protection risk of harm assessment in the cross cultural context. Case studies were used that focused on African families. DoCS MSU has developed a number of practice tools to assist caseworkers to work more effectively with CALD communities with particular attention paid to the issues of resettlement and refugee trauma, as experienced by African communities. DoCS MSU has commenced work on increasing the Departments ability to support children and young people in care to develop and maintain positive cultural identitie. This has included the development of cultural competencies for carer assessment, development of training for carers and caseworkers to more effectively address cultural maintenance needs and the use of specific recruitment strategies such as the Muslim Foster Care Project and Multicultural Caseworkers targeting specific communities. A number of initiatives are operating through Communities Division programs: An enhanced child protection component in the Families in Cultural Transition (FICT) package has been funded to be delivered to 10 African facilitators and over 100 African community members. Low bi-lingual literacy brochures have been developed that provide simple low literacy materials for African communities on basic child protection information, the role of DoCS and hints for positive parenting. Languages available are Dinka, Somali, Arabic, Swahili and English. An agreement has been made for the delivery of Child protection training to Australian Centre for Languages (ACL) caseworkers and case coordinators in the Integrated Humanitarian Settlement Strategy (IHSS) program. ACL has agreed to implement Child Protection and parenting curriculum in classes. This is an ideal place to capture most newly arrived refugees and Special Humanitarian Program entrants. Parenting Stories is a funded community media project addressing the issues and challenges of parenting in emerging communities. Working with Sudanese and Central African communities in NSW, the project will produce radio pieces which will be packaged as a CD and DVD and incorporate an additional printed information resource. Appendix 3. Submission from NSW Department of Education and Training This response from the NSW Department of Education and Training does not address the specific questions in the discussion paper. Rather, it outlines some of the challenges faced by African Australians, in particular recently arrived refugees, in the broad education and training arena and outlines the range of programs and services provided by the Department to address their educational needs across the schools and post-schools sectors. Introduction Since 2002 there has been a significant increase in the numbers of recently arrived migrants from African countries enrolling in NSW government schools, TAFE NSW Institutes and the NSW AMES program. The great majority of these students have entered under the Australian Governments Refugee and Humanitarian Program. African Australian students, both children and adults, as a group are very diverse. They have come from a large number of different countries in Africa. They speak many different languages and come with diverse levels of education and employment histories. While acknowledging this diversity, it is important to recognise that the majority have come to Australia as refugees and as such share many of the characteristics of refugees generally. As has been well documented in recent years, refugees and in particular those from African countries, have greater educational and support needs than most other newly arrived migrant students. Refugees have usually escaped from war or civil unrest, have often experienced trauma and in some cases torture, have lost family members and have often spent long periods, up to 20 years in some cases, in temporary refugee camps, with no education or health services. As a result of these experiences, most children and young adults have had severely disrupted or no schooling prior to arrival in Australia, many have no literacy skills in their first language and need considerable support to adjust to formal education, learn English and reach the education levels of their class peers. Many exhibit a range of complex health problems including mental health issues from having experienced torture and/or trauma and may be suffering from post-traumatic stress, which can impact on their resettlement. At the same time, it is important to avoid over-generalisation in relation to African communities. Some communities have been in existence in Australia for a considerable period of time. While the majority has come as refugees, some have come through the Family or Skilled Migration streams, and so may not have experienced the same levels of dislocation as have refugees. EMPLOYMENT AND TRAINING TAFE NSW TAFE NSW is the major provider of vocational education and training in New South Wales. TAFE NSW is committed to universal access as part of its community service obligations so that people from all backgrounds and circumstances can gain knowledge, skills and support to participate in vocational education and training. TAFE NSW not only provides individuals and industry with the skills they need but also plays a critical role in community development across New South Wales. As required by the NSW Government, TAFE NSW implements a variety of initiatives that give effect to the principles of multiculturalism and social justice, enshrined in the Community Relations Commission and Principles of Multiculturalism Act 2000. These include customised and specifically designed products and services for overseas-born groups with diverse needs, including refugees with limited formal schooling and those with overseas skills and qualifications. TAFE NSW also provides a range of support services to current and intending students. These include services for people from non-English speaking backgrounds through designated multicultural education support staff, counselling and career services, services for students with a disability, programs for people who confront multiple barriers to learning and childcare facilities at some campuses. Enrolment statistics for African Australian students Main countries of birth and languages spoken TAFE NSW enrolment data have been analysed for specific countries of birth Burundi, Congo, Egypt, Ethiopia, Ghana, Kenya, Liberia, Nigeria, Sierra Leone, Somalia, South Africa, Sudan and Zimbabwe. There has been a steady increase in enrolments by students from the selected African countries, with a total of 30,803 enrolments for the period from 2004 to 2008. Over this period nearly one third of these enrolments are by those born in the Sudan (9,905 or 32%), followed by South Africa (6,288 or 20%), Egypt (5,118 or 17%) and Sierra Leone (1,626 or 5%). Enrolments by students from the Sudan have also increased markedly between 2004 (1,035 enrolments) and 2008 (2,485 enrolments). Enrolments by students from Liberia and Congo are relatively low but have increased markedly between 2004 and 2008. Additional detail is provided in Appendix A. In 2008, the selected African countries recorded 7,559 enrolments. Arabic is the main language spoken by students from the selected African countries. Of this group, Arabic is spoken by nearly one third of these enrolments (2,387) with the main countries of origin for Arabic speakers being Sudan (1,408) and Egypt (941). Other languages included Dinka (795 Sudan), Krio (191 Sierra Leone) and Somali (191 Somalia). Enrolment patterns In 2008, 80% of enrolments from the selected African countries were recorded in the Sydney area. The bulk of these enrolments were in the Western Sydney (2,313), South-Western Sydney (1,992) and Sydney Institutes (1,046). The enrolments in metropolitan TAFE NSW Institutes reflect settlement patterns with the exception of Sydney Institute which draws students from across the metropolitan area. Over the five years from 2004 to 2008, enrolments in the Sydney metropolitan area increased by 63%. During this period, enrolments in the Hunter and Illawarra Institutes increased by 84% while enrolments in rural Institutes increased by 121%. The largest increases in rural Institutes were reported in Western (245%; 91 to 223 enrolments) and Riverina (202%; 120 to 363 enrolments). Development in regional and rural areas has been increasing, reflecting the regional focus of the migration program. Rural and regional enrolments are mainly concentrated in one or two college(s) / campuses in each Institute consistent with settlement patterns; Newcastle in the Hunter, Wollongong in the Illawarra, Wagga Wagga in the Riverina and Orange in Western NSW. Enrolment patterns by age show that 50% of enrolments from the selected countries are in the 25 to 44 year age group. This compares with 36% for the entire TAFE student population. Conversely, 45% of TAFE enrolments involve students 24 years or less. The comparable figure for the selected African countries is 30%. For the selected African countries in 2004, enrolments were higher for males (52%) than for females (48%) across all age groups. In 2008, this situation was reversed with females comprising 52% and males 48% of enrolments. The greater participation of females from these African countries occurred at a rate that was faster than the growth in female enrolments in TAFE NSW (which increased from 47% to 49% of total enrolments). It is not as high as the proportion of female enrolments from non English speaking backgrounds which rose from 56% in 2004 to 58% in 2008. Enrolment patterns by curriculum area have changed over the period from 2004 to 2008. In 2004, 1,629 enrolments from the selected African countries related to Access and General Education (or 37% of all enrolments from these countries). In 2008, 3,507 enrolments related to Access and General Education (or 46% of all enrolments from these countries). This is higher than the proportion of non English speaking background enrolments (42%) and all TAFE enrolments (25%). In 2008 in the Access and General Education area over 1,000 enrolments were in English language programs including Access English for Speakers of other Languages (ESOL) and ESOL Certificates I and II. In addition there were nearly 600 enrolments in Access courses which assist people with barriers to accessing education and over 300 were enrolled in preparatory programs for education and employment. In 2008, 31% of enrolments from selected African countries were at Certificate III level or above. This was lower than for NESB enrolments (41%) and overall TAFE enrolments (43%). In 2008, the unit completion rates for students from Kenya were 88%, Zimbabwe 85% and South Africa 81%. This compares to a unit completion rate of 77% for all students from non-English speaking background countries and 79% for students from English speaking countries. In contrast, relatively low unit completion rates emerged for students from Sudan 61%, Liberia 65%, Somalia 65% and Burundi 66%. Services for African Australian students In responding to the needs of African Australian students, TAFE NSW Institutes are faced with a range of issues including: customising support services and learning programs to meet the particular needs of students and their communities ensuring effective processes for consulting and engaging with communities identifying appropriate models of communication with communities with limited ethnic community infrastructure, lack of ethno-specific media outlets or bilingual interpreter or translation services contributing to effective partnerships with government and community agencies to ensure holistic approaches to support programs targeted at refugees in both metropolitan and regional areas. TAFE NSW Institutes address these challenges through the provision of: multicultural support services information about TAFE NSW available in different languages and media customised programs addressing pre-employment, vocational training, work placement and employment issues recognition of overseas qualifications and skills financial assistance including exemptions from the TAFE NSW Fee for students in receipt of a Centrelink benefit or Youth Allowance TAFE NSW Child Care services including up to 90% discounts for students receiving Centrelink benefits. welfare officers and leadership programs Cultural Awareness Training to staff to promote inter-cultural communication skills and awareness of the needs of refugee learners and their communities. In February 2008, TAFE NSW released a report on the Communication Strategy for Recently Arrived Small and Emerging Ethnic Communities. This report identifies models that support equitable access, participation and outcomes from TAFE NSW delivered vocational education and training for African Australian communities. Six service models were identified and presented to the project reference group for discussion. Two models were identified for trial: Emerging ethnic communities worker position (TAFE NSW South Western Sydney, Granville College) Student Support Officer for African communities (TAFE NSW Hunter Institute, Newcastle Campus ) Effective strategies identified in these pilot trials included: effective consultation and identification of community needs by reaching out to communities facing barriers to accessing information and programs culturally and linguistically inclusive information dissemination and awareness raising to increase understanding of VET and access to TAFE courses mentoring and pathways planning and support for refugee students at all stages of their learning customised access and vocational education and training programs including English language, vocational and workplace training professional development and cultural awareness and community information training for TAFE NSW staff to build their capacity to respond to issues faced by refugees interagency collaboration and networking and local community partnerships to provide holistic service delivery enhanced community capacity building. The report concludes that either of the trialled models can be utilised across all Institutes with customisation depending on the nature and needs of the local refugee population. The strategies identified relate to the questions in the Discussion Paper on Education on page 10. EDUCATION SCHOOL EDUCATION Since 2004, NSW public schools have enrolled approximately 3,300 newly arrived students from African countries, the majority of whom have been refugee or humanitarian entrants. The number of African students enrolling reached a peak of 816 in 2005 and has decreased each year since, with 461 newly arrived students from Africa enrolling in 2008. The percentage of those students who hold refugee visas has also decreased in that time, from 79% in 2005 to 60% in 2008. The majority of African Australian students have enrolled in South Western Sydney and Western Sydney regions, but there are significant numbers also in non-metropolitan areas, in particular Hunter / Central Coast, Illawarra and South East and Riverina regions. The main language spoken by students from Africa is Arabic, followed by Dinka, Shona, Kirundi and Swahili, with smaller numbers of speakers of many other languages. More detailed data on students from Africa is provided in Appendix 1. Many African students have been in refugee camps for many years and this, combined with their refugee journey, has resulted in disrupted schooling. Some have received limited education in refugee camps but education in the camps, where it occurs, generally consists of rote learning, in large groups. Schools report that most African refugee students, in particular high school students, require high levels of support to enable them to learn English, acquire literacy and numeracy and participate in schooling. The NSW Department of Education and Training provides a range of programs and initiatives to support the education of migrant and refugee students in schools. These include intensive English language support for new arrivals, after school homework and tutorial support, bilingual School Learning Support Officers, as well as professional learning for teachers to develop the skills needed to support refugee students. Information on these programs as well as some of the specific challenges faced by African Australian students and the measures taken to support them is provided below. English language and literacy education There are varying levels of English language proficiency among African students on enrolment. A number of African students are bilingual. Some speak English with a degree of fluency, especially those coming from former British colonies such as Nigeria, Ghana and Sierra Leone, but may not have developed equivalent literacy skills in English. Other students, such as those from Sudan and Ethiopia, may be bilingual in Arabic and their first language. For many students from Africa, their disrupted previous formal education and limited literacy in their first language, impedes the acquisition of English as a second language. Research indicates that it takes about two years for second language learners to become fluent in basic interpersonal communication, but up to seven years to gain the cognitive academic language proficiency needed to cope with the language of schools, teacher talk, of textbooks and examinations. For refugees with limited previous education, the acquisition of academic language can take even longer, up to 10 years. Some African students come from cultures which value oral learning over written learning and as a result children may have good oral skills but no experience of writing. Many African students also need support to develop basic literacy skills such as pencil and pen use. English as a Second Language (ESL) Program English as a Second Language (ESL) education is provided in primary schools, high schools and Intensive English Centres. ESL programs are delivered in a variety of ways to meet the different needs of ESL students at different stages of learning English. They include intensive and post-intensive English language support to both newly arrived and continuing ESL students from Kindergarten to Year 12. The ESL Program consists of two elements: the ESL New Arrivals Program which provides newly arrived migrant students with on-arrival intensive English instruction; and the ESL Targeted Support Program which supports students English language development and facilitates their participation in mainstream education activities following the initial support provided under the New Arrivals Program. ESL New Arrivals Program Under the ESL New Arrivals Program, newly arrived non-English speaking students, including refugees, receive short term intensive English language support when they first enrol. High school students in metropolitan Sydney and Wollongong may enrol in an Intensive English Centre (IEC) or the Intensive English High School (IEHS). Primary school students receive this initial intensive English language tuition in their school, as part of the ESL program. Newly arrived refugee students are eligible to receive the initial intensive ESL support for a longer period than other students, in recognition of their generally limited previous education and greater need for support. The number of teachers and the level of support provided to schools vary according to the number of students and whether the school has an existing ESL program. Secondary Intensive English Program In IECs and the IEHS, refugee students are classified as special needs, which means that they are accommodated in smaller class sizes and are able to stay longer in the IEC/IEHS (up to 5 terms) to complete an intensive English program. In rural and regional areas, where there are no IECs, high schools which enrol significant numbers of newly arrived refugee students may apply for additional support to establish a short term intensive English class. This additional support recognises the greater level of need of secondary aged refugee students and allows them to access intensive English support each day of the school week. Intensive English Program for refugee students in targeted primary schools The Intensive English Program in primary schools provides a supplementary staffing allocation to a number of targeted schools with high refugee student enrolments. In these schools ESL teachers provide intensive English support to newly arrived refugee students for part of each day. In 2009 the program is operating in 10 schools. School Learning Support Officers School Learning Support Officers (Ethnic) are allocated to IECs and schools with high numbers of recently arrived refugee students to provide bilingual support. They provide bilingual support to students in the classroom and assist schools in working with parents and community members. Teaching resources A number of teaching resources are available to support new arrivals with limited English. These include: Out and 鱨վ: Interactive Literacy Resource for ESL Beginners with first language support in Arabic and Dinka ESL Readers: for newly arrived students with limited English Thematic Picture Dictionary and student workbook: suitable for newly arrived students with low literacy Bilingual Dictionary for ESL Beginners, published in Arabic, Dinka, French, Kirundi, and Swahili. ESL Targeted Support Program Following the initial intensive English support, schools which have sufficient numbers of students requiring on-going ESL support receive an ESL teacher allocation under the ESL Targeted Support Program. Under this program, ESL teachers are allocated to both primary and high schools on an annual basis. The amount of support in each school depends on the numbers of ESL students and their relative need for ESL support. ESL teacher allocations are revised each year, based on data provided by schools in their ESL Annual Survey. Transition to school Entering a school in Australia is for many African refugees their first experience of schooling. There are many issues related to school readiness that impact on these students and the schools in which they enrol. Transition from primary to high school is also challenging for African refugee students, particularly in dealing with the increased English language demands of the secondary curriculum. African parent and community representatives have often requested that high school aged students be allowed to stay in the IEC/IEHS for longer periods, in order to give them more time to prepare for high school. In NSW public schools, refugee students are currently able to stay for longer periods than other students up to 5 terms (15 months) - in recognition of their greater need for support. The NSW Department of Education and Training is not currently planning to extend this period further. After their period in an IEC or an intensive English class, enrolling in high school allows refugee students to experience a normal high school environment and to access the full range of curriculum offerings. In high school, recently arrived students receive ongoing English language support through the schools ESL program and may also receive support from the Learning Support Team. However, the Department recognises that many refugee students, in particular African students, need greater assistance to make a successful transition to high school. Transferring to a high school from an IEC entails a change from small to large class sizes, from specialist ESL teachers to subject trained teachers, from a specifically designed ESL curriculum framework to the full secondary curriculum. The increased academic demands and the level of English language competence required to negotiate the curriculum can be daunting for some African students. In recognition of the need of many refugee students for additional support, the Department has developed a more coordinated approach to supporting refugee students, with a strategy which includes support for targeted groups of students in particular schools as well as professional learning for teachers to better equip them to teach students with disrupted previous education and limited literacy. Refugee Transition Program in high schools The Refugee Transition Program provides a supplementary staffing allocation to a number of high schools with high refugee student enrolments to support refugee students in transition from intensive English programs into mainstream high school and to help them plan their transition from school to further education, training or employment. The program assists refugee students to develop English language and literacy skills, study and learning skills, curriculum concepts, understanding of available educational and vocational pathways and school and workplace cultures and expectations in the Australian context. In 2009 the program is operating in 10 schools. Other transition initiatives in schools with refugee students include mentoring programs such as the Helping hand program that trains high school students to be mentors to exiting IEC students transferring to their high school, and the Mentoring for refugees at risk program in which adult community members support the transition of students from IECs to high schools or TAFE colleges. Class placement The issue of appropriate class placement of newly arrived students with limited previous education has been raised by African parents and community representatives in a number of consultations with the Department. Parents often request that students be placed in a class of younger students believing that this will give them the opportunity to catch up on their missed education. While decisions as to where students are best placed are made by individual schools, depending on their level of English and the nature of the program, it is generally the policy of schools to place students in age appropriate classes. It would be particularly inappropriate to place adolescent students in a primary school setting, even if they have missed out on primary schooling. While newly arrived students of different ages may be grouped together for English language instruction for part of the day, in general students are placed in age appropriate classes, regardless of their level of English. This is because students are more comfortable and can relate better with peers of a similar age. Teachers are able to provide a more personalised program for individual refugee students who may be experiencing difficulties or who may not be at the same level of competence as others students in the class. Student well-being At enrolment, African refugee students may present with a complex array of health and welfare issues, as a result of the refugee experience including having spent long periods in crowded conditions in refugee camps with poor nutrition and little access to medical treatment. Many have also experienced torture and trauma. In some cases, post traumatic stress and poor health can lead to absences from school, or manifest in inappropriate behaviour in the classroom. Welfare support School counsellors School counsellors, appointed to all schools, provide support to refugee students individually or in groups, often utilising the Settling In program. Specialist school counsellors are appointed to each of the 15 IECs/IEHS to provide diagnostic, welfare and settlement support to students. These specialist counsellors also assist other school counsellors dealing with refugee students and students from new and emerging communities. These school counsellors work closely with STARTTS to provide support to refugee students. Settling In program The Settling In program is an early intervention program for newly-arrived migrant and refugee students and is conducted by trained school counsellors and teachers with interpreter assistance. The program assists students in the process of adjustment to life in a new country and covers issues such as talking about feelings, dealing with anger, anxiety and sadness, people and places that can help, goal setting, problem solving, personal strengths and socialisation. Behaviour support Teachers have reported that some refugee students may exhibit inappropriate behaviour at school and in class. This inappropriate behaviour can be the result of the difficulties that students with little previous schooling experience in understanding normal school practices and routines and in negotiating the learning demands made of them. Cultural differences in relation to issues such as politeness, how to ask questions, how to behave with adults or in classrooms, may impact on students adjustment to schooling. Students are sometimes quick to take offence and to react violently to perceived injustices. In addition, African students may be targets of prejudice and racism. In some cases suspensions may result from students reacting violently to inappropriate behaviours, including racist behaviour, directed at them by others. Schools have a number of procedures they may put in place to encourage better behaviour and attendance, to support children who are poorly behaved and to improve the attendance of students who are frequently absent. All schools have a welfare team that works with teachers, students and parents on behaviour and attendance programs. In addition, learning support teams in schools assist teachers in identifying learning needs and constructing activities appropriate for their students. Promoting positive behaviour and learning Promoting positive behaviour and learning: Assisting refuge students at school is a resource designed to assist schools to support successful resettlement for refugee students and families; promote effective teaching and learning; and respond with sensitivity and awareness to behavioural issues that may arise for refugee students. The resource is intended for use by both primary and high schools and provides practical ideas and strategies to help teachers to manage challenging behaviours at school. Promoting community harmony and countering racism The Department actively promotes community harmony in all public schools and has a number of policies and programs in place to counter prejudice and racism and ensure that schools are inclusive and tolerant learning and working environments. The Departments approach is articulated in two policy documents: the Cultural Diversity and Community Relations Policy: Multicultural education in schools and the Anti-Racism Policy. Under the Anti-Racism Policy, schools must have a trained Anti-Racism Contact Officer (ARCO) to whom students, staff, parents and community members can bring complaints of racism. If any student, parent or teacher experiences or observes racist behaviour at school they should in the first instance report it to the ARCO at the school. If this is not possible, it should be reported to the principal who has the responsibility to follow up on the complaint. In addition, schools may access a range of programs and resources to promote community harmony, counter racism and intolerance and develop understanding of cultural, linguistic and religious differences. These include: Anti-racism teaching resources available at  HYPERLINK "http://www.racismnoway.com.au" www.racismnoway.com.au, and  HYPERLINK "http://www.prejudicenoway.com.au" www.prejudicenoway.com.au Cultural exchange programs for schools  HYPERLINK "http://www.culturalexchange.nsw.edu.au" www.culturalexchange.nsw.edu.au Culturally inclusive teaching resources that reflect Australias diverse society available at  HYPERLINK "http://www.multiculturalaustralia.edu.au" www.multiculturalaustralia.edu.au . Homework support Parents and caregivers of African refugee students often do not have the educational background or knowledge or English language skills to be able to assist their children with homework. In addition, African families are often living in crowded conditions in which there is no particular place for students to complete homework. Domestic duties, particularly for girls, can also mitigate against the completion of homework. For older students this is critical, especially when it is expected that students will complete HSC assessment tasks at home. After School Program for Refugee Students This program provides after school tuition, with bilingual support, for refugee students who have been in Australia for less than three years. The program supports students in their transition to high school and increases their understanding of the high school curriculum and its expectations. In 2009 the program is operating in 11 schools and Intensive English Centres. Refugee Action Support Partnership The Refugee Action Support Partnership is a joint initiative of the NSW Department of Education and Training, the Australian Literacy and Numeracy Foundation and the University of Western Sydney. University student tutors, as a component of their Master of Teaching (Secondary) practicum, provide after school tuition and in-school assistance to refugee students to develop their literacy skills and improve their participation and engagement in schooling. In 2009 the program is operating in 10 schools with planning under way to expand the program further into regional areas. Teacher professional learning and resources Professional learning opportunities are provided for teachers and school administrators to assist them to understand the refugee journey and put in place programs that meet the individual needs of refugee students. Schools, regions and state office work collaboratively with universities, STARTTS, Anglicare, Refugee Health and Transcultural Mental Health to provide appropriate training. Professional learning forums for teachers of African students have been conducted covering areas such as the diversity of Africa and its peoples, transitions and pathways for refugee students, African community/school relations, refugee students and learning, dealing with behaviour issues and African student perceptions of school. To facilitate professional learning in isolated areas of the state, a DVD of the proceedings of one forum has been distributed to regions along with professional learning support materials for the use of schools. A range of professional learning programs are developed and delivered for schools by regional officers, including Refugee Support Officers, ESL Teacher Mentors and Multicultural / ESL consultants. Refugee Support Officers State-wide support for refugee student initiatives including development of professional learning and curriculum support materials is provided through the Multicultural Programs Unit Refugee Student Support Officer. Two Regional Refugee Student Support Officers in South Western Sydney and Western Sydney regions coordinate regional refugee student initiatives and provide direct support to schools. ESL Teacher Mentors ESL teacher mentors provide professional support to teachers in the six non-metropolitan regions: Hunter/Central Coast, Illawarra & South East, New England, North Coast, Riverina and Western NSW. ESL teacher mentors are experienced ESL teachers who provide support to newly appointed ESL NAP teachers, with a particular focus on the learning needs of refugee students. Multicultural / ESL consultants Schools can also receive the support of Multicultural / ESL consultants based in Sydney and the Illawarra and South Coast Region. Multicultural / ESL consultants provide advice and information regarding resources available to support the learning and settlement needs of refugee students. Resources A number of resources are available to assist teachers in meeting the educational and emotional needs of refugee students. These include: Assisting Refugee Students at School: Information and strategies for school communities Promoting Positive Behaviour and Learning: Assisting refugee students at school a resource to help schools understand the impact of refugee experiences and provide practical strategies to promote positive behaviour and learning Teaching Refugees in my Classroom: a professional learning program for mainstream teachers 4 x 2 hour modules ESL New Arrivals Kit sent to schools in regional and rural areas receiving newly arrived ESL students. Provides teaching lessons and resources. Roads to Refuge: a teaching resource including 2 videos and teachers guide for students in Years 5 10 Stories from a Troubled Homeland: a compilation of student writing relating to refugees accompanied by teaching strategies Young Africans in School: Professional learning DVD and support materials Surviving War, Surviving Peace: a professional learning DVD which can be used to increase staff awareness of the refugee experience and its impact. Parent and community support Recently arrived African parents are themselves dealing with the challenges of resettlement at the same time as their children are settling into school, restricting their capacity to engage with the school. African Australians generally value the education offered in Australia very highly and there are high expectations for children to succeed in school. However, parents understanding of education in Australia may be limited and their confidence in visiting or contacting the school adversely affected by their lack of English. Parents themselves may have a limited education and therefore find it difficult to support their children in their schoolwork. It should be noted, however, that a number of African adults settling in NSW have very high levels of education despite their children not having had the opportunity to experience formal schooling. In addition, most refugees from Africa have limited financial resources and there can be pressure on children to get a job as soon as they are old enough in order to help the family. Practical and financial implications for parents include the costs of uniforms, what to give children for lunch, how to travel to school, how to help with homework, how to approach school teachers. The Department provides a number of services to support schools in communicating with parents and community members from diverse cultural and linguistic backgrounds and to assist in the settlement of newly arrived families. Communication Community Information Officers Schools can receive the support of Community Information Officers (CIOs), located in every region of the state, to assist them in linking with parents and community members from language backgrounds other than English, including those from African communities. CIOs conduct information sessions for parents and community members, assist schools with projects aimed at increasing parental involvement and provide information to school staff about students cultural and linguistic backgrounds. Interpreting Interpreting services are provided at the request of a parent/carer or school for matters involving children such as school enrolment, subject choice, educational progress, attendance, welfare or behaviour. Interpreters can also be requested for school meetings, School Council meetings, Parents and Citizens meetings or parent-teacher interviews. In the year October 2007 September 2008 the following numbers of interpreting assignments were recorded for speakers of African languages in NSW schools: Dinka (120); Swahili (36); Sudanese Arabic (31); Kirundi (26); Krio (18); Somali (11); French (8); Kpelle (3); Madi (1); Susu (1). Translations A large number of Departmental  HYPERLINK "http://www.det.nsw.edu.au/languagesupport/index.htm" publications have been translated in up to 40 languages and are available on the Department website. While many parents may not have access to the internet, community leaders often do and schools can use the service to provide translated letters and forms to parents. Due to the large number of Arabic speakers in NSW, all translated school information includes Arabic. In addition, for many years now Somali has been included in the list of languages for translation of important school information. More recently, school information has also been translated in Dinka and Kirundi as well as French. A list of translations in relevant languages is available at:  HYPERLINK "https://www.det.nsw.edu.au/languagesupport/index.htm" https://www.det.nsw.edu.au/languagesupport/index.htm . The following documents are examples of recent translations for the information of parents and to improve communication by schools with parents from African countries Application to enrol in a NSW government school - a bilingual document to assist parents in the enrolment process. National Assessment Program Literacy and Numeracy 2009 documents include general information for parents explaining the 2009 program. School Attendance documents include a parent brochure, bilingual templates for parents to use if their child is absent from school and Absentee Notices which schools can use to communicate with parents. Suspension and Expulsion documents include letters to parents to explain why a student has been suspended or expelled and an appeal proforma. Written reports for students learning English as a second language (ESL) provides information for parents on reporting requirements for ESL learners. Settlement support Families in Cultural Transition (FICT) Families in Cultural Transition (FICT) courses are conducted by schools to assist in the settlement process for recently arrived parents and community members. The FICT course has been developed by STARTTS to provide information to newly arrived migrants and refugees about settling in Australia. The course provides information about schooling in NSW and puts newly arrived parents in touch with service providers who can assist them with their settlement needs. Refugee Student Assistance Scheme The Refugee Student Assistance Scheme provides limited financial support for refugee students in NSW government schools. Funds are distributed to schools with the highest number of refugee students. Principals determine priorities for using funds to support students for such things as textbooks, excursions, subject costs, stationery and uniforms. Interagency networks The NSW Department of Education and Training works closely with a range of government and non-government agencies supporting refugees. These include: NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) NSW Refugee Health Service Australian Red Cross Refugee Support Network Refugee Health Improvement Network Centre for Refugee Research, University of Newcastle Department of Immigration and Citizenship Community Relations Commission for a Multicultural NSW NSW Adult Migrant English Service (NSW AMES) Australian Centre for Languages Refugee Student Support Group Research In 2005 the NSW Department of Education and Training commissioned research from the University of Western Sydney into the experiences of African refugee students in western Sydney schools. The report of the research, Making Up for Lost Time, has assisted the Department in identifying professional learning priorities. NSW ADULT MIGRANT ENGLISH SERVICE (AMES) NSW AMES is primarily engaged in the delivery of English language tuition and related services to adult migrants and refugees to assist them to participate in the community, education and work. NSW AMES is the prime contractor and lead agency in the Department of Education and Training (DET) Consortium which is contracted by DIAC to deliver the Adult Migrant English Program (AMEP) in three regions: Inner City and Eastern Sydney Region, the Burwood, Hornsby, Newcastle and Rural NSW Region and Southern Sydney and Illawarra Region. Eligible adult migrants receive an entitlement of up to 510 hours of free English tuition under the AMEP. Some eligible migrants can receive up to an additional 400 hours under the Special Preparatory Program (SPP) for those with limited or disrupted years of schooling. Younger SPP clients (16-18 year olds) may access the NSW school system or NSW AMES. All African students in AMES courses enrol in accredited language courses delivered through the AMEP. These courses are the Certificates I, II and III in Spoken and Written English. HEALTH Health programs for school students The Department of Education and Training recognises that refugee children have an increased risk of significant health issues and that these can have serious health consequences if they remain undiagnosed or are inadequately treated. Liaison with health care providers To enable appropriate health care for newly arrived African and other refugee students, public schools, including IECs, liaise with the NSW Refugee Health Service, Local Area Health Services and the Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS). Schools, including IECs, are able to refer refugee children to the HARK (Health Assessment for Refugee Kids) service at Westmead Hospital which provides comprehensive health assessment, treatment and support for newly resettled African and other refugee children in NSW. Schools also refer students to STARTTS for support through the Early Intervention Program which provides counselling for individual students with high support needs. A special vaccination program for newly arrived students is run in all IECs to ensure that these students receive those vaccinations that students in mainstream schools would already have received. Nutrition for refugees Newly arrived refugee parents are provided with information on basic nutrition requirements for school aged children. A nutrition training package has been developed and delivered by NSW Refugee Health Service to School Learning Support Officers (Ethnic) and Community Information Officers in order to train them as facilitators. The SLSOs are able to deliver this program in first language. Data on African Australian students in government schools and TAFE NSW Institutes Table 1: TAFE NSW enrolments for selected African countries, 2004 2008 COUNTRY20042005200620072008% Change 2004-2008Burundi037109149181 Congo173445104152900Egypt8791 0031 0931 0381 10526Ethiopia16218518018122036Ghana13716916221320650Kenya918810810411324Liberia28167252246247882Nigeria8685809212444Sierra Leone156256303464447186Somalia2411912532212462South Africa1 3961 2711 4671 4761 67820Sudan1 0351 5892 2192 5772 485140Zimbabwe161172217255355120TOTAL4 3895 2476 4887 1207 55972 Table 2: Total newly arrived students from Africa, including refugees, enrolling in NSW government schools, 2004 2008 Total newly arrived African students, 2004 - 20083,290Total newly arrived African refugee students 2004 - 20082,418% of African students who arrived as refugees73.5% Table 3: Newly arrived students from Africa enrolling in NSW government schools by region, 2004 - 2008 Region20042005200620072008AFSTAFREAFSTAFREAFSTAFREAFSTAFREAFSTAFREHunter/Central Coast69587464673831234826Illawarra/South East14112622474355373324New England101086647576North Coast30251919211819142524Northern Sydney364242190360280Riverina1381918212042331713South Western Sydney25620932426426520824519510574Sydney38245017361548165621Western NSW3111313060112Western Sydney20517526123619215616314013187Total674525816651687502652463461277% refugees77.9%79.8%73%71%60% Notes: AFST: Total numbers of African students (includes refugees) AFRE: Total numbers of African refugee students Data sources: NSW Department of Education and Training ESL New Arrivals Program Surveys, 2004 2008. Table 4: Main languages spoken by students from Africa in NSW government schools, 2004 2008 20042005200620072008LanguageNo. StudentsLanguageNo. StudentsLanguageNo. StudentsLanguageNo. StudentsLanguageNo. StudentsArabic241Dinka187Arabic142Dinka106Krio61Dinka163Arabic185Dinka120Krio93Dinka50Shona23Kirundi37Krio44Arabic74Shona31Acholi18Shona33Shona32Kirundi39Swahili25Creole15Swahili32Kirundi27Shona25Arabic18Kirundi15Krio21Somali16Swahili25Kirundi17Swahili12Creole18Swahili16Somali20English10Akan11Twi18Akan9Creole18Ewe7Somali11Acholi13Amharic9Amharic17Amharic6Krio9Somali13Gio9Fullah17Ndebele6Amharic8Fullah7Liberian8Acholi12Yoruba6Tigrina7Kiswahili7Ndebele8Twi8Zulu5Ndebele6Madi7Mende7Gio7Akan4 Data sources: NSW Department of Education and Training ESL New Arrivals Program Surveys, 2004 2008.     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