ࡱ> xzuvwg bbjbjVV ddr<r<U 4 4 ( &&&:::8rN: u::t.F dp 4rttttttttttttt$)wyt&,"",,tt$!0!0!0,8&rt!0,rt!0!0NDlqPD - m0^tt< uniz.iz`qqFiz&bq T$!0&) tt/p u,,,,iz 4 T:  Introduction Education, training and workforce participation are central to the Department of Education, Employment and Workplace Relations (DEEWR) goal of creating a productive and inclusive Australia - one that values diversity and provides opportunities to build rewarding social and economic lives. The Department implements policies and programs to provide education and training opportunities, increase employment participation, and ensure safe and fair workplaces. These responsibilities are about productivity and provide the Department with the opportunity to make a positive difference. A major policy challenge for the Department is to ensure that its policies and programs address the needs of all Australians, including disadvantaged groups. In common with migrants from other countries, African migrants may face challenges in their new country. This is particularly the case for those who are refugees. The Australian Governments Social Inclusion Agenda provides a policy framework and approaches that aim to engage individuals and communities experiencing disadvantage. With a vision of a socially inclusive and fairer Australia, this agenda is about enabling all individuals, regardless of background or circumstance, to fully participate in the economic, social and civil life of their local community. Social exclusion is not just about poverty or unemployment. It can also mean not being able to participate in social, cultural or political arenas. The Government recognises the barriers disadvantaged groups such as African migrants and refugees can face, and is committed to increasing their opportunities for participation in all aspects of Australian society. In March 2009, the 鱨վ released a discussion paper to investigate the support available to African communities and the issues impacting upon their inclusion, with particular reference to: employment and training; education; health; housing; and justice. DEEWRs submission addresses two of these areas that fall within the Departments portfolio: employment and training and education. Employment and Training The Australian Government acknowledges that employment and training are critical to the successful settlement for migrants and refugees, including African Australians. The income support arrangements, policies and programs that DEEWR administers reflect the Governments commitment to providing support and assisting people to enter and remain in employment. The employment assistance programs administered by DEEWR focus on improving peoples employment prospects and opportunities. Services are funded to assist job seekers with employment preparation, job search and placement, and/or post placement support. Vocational Education and Training The Government is investing in education and training to provide Australians with the vocational skills they require to enter the workforce and/or upgrade their skills. Vocational education and training (VET) is a core sector of Australias post-school education and training system. It provides Australians, including people from culturally and linguistically diverse (CALD) backgrounds, with the skills needed to enter the workforce for the first time, to re-enter the workforce, to retrain for a new job and to upgrade from an existing job. The Government is undertaking a number of measures to identify issues and barriers facing VET learners, to improve the participation of disadvantaged groups in VET, and to assist VET providers to effectively engage with specialist needs groups. A wide range of research has been undertaken by the National Centre for Vocational Education Research (NCVER) specifically on African Australians and other groups. This research assists in informing the VET sector on effective ways of engaging with the specialist needs of this group.  HYPERLINK "http://NCVER" NCVER has published its research through a number of reports that can be accessed via the website www.ncver.edu.au: Creating learning spaces for refugees: The role of multicultural organisations in Australia Teaching learners from highly oral cultural backgrounds: Good practice guide Classroom management strategies to address the needs of Sudanese refugee learners Second-chance vocational education and training Advancing equity: Merging bottom up initiatives with top down strategies. To further assist the participation of disadvantaged groups in VET, the National VET Equity Advisory Council (NVEAC) will streamline existing advisory arrangements, and replace three advisory taskforces, Indigenous, Disability, and a general Equity Advisory Council. The NVEAC will provide a national perspective on improving outcomes for VET students from disadvantaged backgrounds. Increasing the participation of disadvantaged groups in VET, as well as in higher education, is important in addressing social inclusion and promoting productivity. The NVEAC will examine the barriers affecting equity groups to participating in education and training and will build on the research that has been completed by the National VET Equity Advisory Taskforce (NVEAT). NVEAT, whose period of operation ran from 2007 2008, advised Ministers on the common issues and barriers faced by learners in VET, as well as considered the issues and barriers specific or unique to particular client groups. The NVEAT final report provided results from research undertaken on the needs, barriers, expectations and attitudes of students from disadvantaged groups, particularly in regard to their motivation to study and access to support and information. The final report found that the barriers faced by students from disadvantaged groups include: orientation, i.e. assisting atypical students with the transition to VET training; accessibility, for example difficulties for students from regional and remote localities to access training; difficulties for disadvantaged students; teacher experience, for example current industry knowledge; transitioning, for example better access to careers counselling and personalised assistance; and language and cultural barriers, for example a need for more multilingual Indigenous teachers for VET courses. The research undertaken by NVEAT also indicates that VET benefits disadvantaged students by: improving employment opportunities; raising self esteem; improving quality of life via engagement in the learning experience; and providing general employability skills. Research of this nature assists the Government and industry to create a training system and training environment that can assist job seekers, in particular disadvantaged groups which may include AfricanAustralians to participate in employment and training. The Australian Government is also committed to supporting job seekers to gain the necessary skills to enter and remain in apprenticeships and other skilled employment. The Australian Apprenticeships Access Program provides vulnerable job seekers who experience barriers to skilled employment with nationally recognised pre-vocational training, support and assistance. Vulnerable job seekers from migrant and refugee communities, including African Australians who meet the eligibility criteria, are entitled to participate in the Program. The Program is provided at no cost to participants and assists them to obtain and maintain an Australian Apprenticeship. Nine thousand five hundred base program places are available nationally each year, with an additional 5,500 places available during 2009-10 to support job seekers who are most likely to be affected by the impact of the global recession and those made redundant. The Program currently includes a minimum of 150 hours of prevocational training linked to an Australian apprenticeship pathway, up to 13 weeks of job search support, and 13 weeks post-placement support. The Program is delivered by brokers and providers that work closely with local employers to deliver training that meets industry needs. The Productivity Places Program (PPP) is another program designed to develop skills in areas of existing and expected future demand. Commenced in April2008 as part of the Skilling Australia for the Future initiative, the PPP will provide an additional 711,000 training places over five years to ensure Australians develop the skills that industry needs. Of these places, 392,000 will be allocated to existing workers wanting to gain or upgrade their skills and 319,000 places (including 20,000 places for redundant and recently retrenched workers) will be allocated to job seekers. The Australian Government delivered job seeker places through the PPP until 30June2009. In November2008, the Council of Australian Governments (COAG) negotiated a National Partnership(NP) Agreement for PPP which enables state and territory governments to deliver PPP progressively from 1 January 2009 up until June 2012. Seven state and territory governments have signed the NP. The Victorian Government has negotiated separate arrangements for the delivery of training places. In addition to providing training and apprenticeships to assist job seekers gain or upgrade their skills, the Government is also working to have overseas qualifications recognised in Australia. Trades Recognition Australia (TRA) provides occupational skills assessment services for people intending to migrate to Australia and domestic skills assessments for Australian residents. The assessment process examines any formal qualifications along with the length, breadth, depth and nature of work experience in any one occupation. The process determines if an individual is capable of undertaking the full range of tasks expected of a tradesperson/associate professional. TRA issues Australian Recognised Trade Certificates (ARTCs) to eligible Australians under the Tradesmens Rights Regulation Act 1946. Australian residents with skills in the electrical or metal trades and gained skills other than through an Australian apprenticeship, can be provided with recognition through ARTC. Employment Services On 1 April 2009, the Hon Brendan O'Connor MP, then Minister for Employment Participation, announced Job Services Australia: People, Skills and Jobs. The new employment services JobServices Australia commenced on 1 July 2009 and replaced Job Network and other services. Job Services Australia (JSA) replaces seven separate employment services programs into a one stop shop that ensures Australians receive employment services appropriate to their needs. JSA provides flexible assistance tailored to the individual needs of job seekers, including refugees and people from CALD backgrounds. Humanitarian entrants are eligible for the full range of employment services upon arrival in Australia, and this has not changed with the introduction of the new employment services. These services provide more personalised help, better targeted services and greater access to training opportunities and work experience in areas of skill need. JSA providers work with job seekers to develop individual Employment Pathway Plans, drawing on a mix of vocational and non-vocational activities. Job seekers are placed in one of four streams based on their level of disadvantage. Stream 4 provides integrated, intensive assistance to the most disadvantaged job seekers in our community. Stream4 job seekers are those who have complex and/or multiple non-vocational barriers that may prevent them from obtaining and sustaining employment or undertaking further skills development. Barriers may include torture or trauma, stress disorders including post-traumatic stress, or poor communication or language skills. The new employment services also have stronger links to training. For example, humanitarian entrants have access to the PPP to ensure they develop the skills needed to address areas of skills shortage and remain connected to the labour market. This assists new arrivals and disadvantaged groups who require support and assistance to participate and be socially included, and enhance the nations skills base. There are more than 2,000 JSA sites across the nation, an increase from 1,800 sites under the previous system. While all sites must provide assistance to people from CALD backgrounds, 29sites specialise in delivering services to CALD job seekers, including refugees - an increase from 23specialist sites previously available. JSA providers are required to engage organisations specialising in assisting the homeless an issue that can affect highly disadvantaged groups including people from CALD backgrounds, particularly humanitarian refugees. JSA providers are provided with, or will develop strategies to assist, humanitarian job seekers to counter the effect of experiences such as torture or trauma, or other isolating experiences that may be a barrier to finding and retaining employment. A range of employment and related services brochures are produced in at least 12 different languages to assist people from CALD backgrounds to understand employment services and their rights and obligations. These are available online and through providers. All JSA providers must also provide access to an interpreter where required. Following a Job Seeker Classification Instrument (JSCI) and/or Job Capacity Assessment (JCA), Centrelink will refer eligible job seekers to JSA, identifying if an interpreter is required. JSA providers will receive Employment Pathway Fund (EPF) credits for each fully eligible job seeker commensurate with their level of disadvantage and other requirements. The EPF can be used for interpreter services for Fully Eligible Streams 1-4 job seekers. The JSA provider must use an interpreter for contacts with job seekers in the following circumstances: where Centrelink has indicated that an interpreter is required; when a job seeker requests an interpreter; or where the JSA provider assesses that an interpreter is necessary to communicate effectively with a job seeker. An additional $1000 will be credited for Stream 4 job seekers who require interpreter assistance in the following situations, when: A job seeker is referred by Centrelink, following a JCA to determine Stream 4 eligibility, and Centrelink has identified the job seeker as requiring interpreter assistance. A Vulnerable Youth or Vulnerable Youth (student) registers directly with a JSA provider and upon their subsequent registration with Centrelink is identified as Stream 4 and needing interpreter assistance. Any other job seeker who may register with a JSA provider directly (such as a Disability Support Pension recipientor Community Development Employment Project participant), is commenced into Stream4 through a JSCI and either the Centrelink system has recorded them as requiring interpreter assistance or there is no registration required with Centrelink and the JSA provider records that interpreter assistance is required. In addition to JSA, there are also programs to assist job seekers with specialist needs. The Disability Employment Network (DEN) is a national network of community and private organisations dedicated to helping people with a disability, including mental health conditions, find and keep employment in the open labour market. DEN members also help employers to access programs to assist with employing people with disability, for example by using wage subsidies or workplace modifications. DEN is available to job seekers with disabilities that are permanent or likely to be permanent and result in a substantially reduced capacity for communication, learning or mobility requiring ongoing support. All DEN providers must offer services that are appropriate to personal circumstances and background, as well as tailored to individual needs and abilities. Vocational Rehabilitation Services (VRS) providers give support to people who have a disability, injury or health condition (including mental health conditions) by developing individual programs that focus on client strengths and abilities and barriers to employment, to help clients find and keep a job. They help job seekers to understand, compensate for or manage their injury or disability, or the limitations or restrictions imposed by their injury or disability. The service helps job seekers build work capacity and/or develop new work strategies to avoid re-injury. VRS is available to people between 14 and 65years, who because of an injury, disability or health condition, find getting into, or returning to work difficult. All VRS providers must also deliver services that consider the clients individual circumstances and background. The Government values the contribution to Australian society of people with disability. In keeping its commitment to promoting social inclusion and improving the nation's productivity, the Government has reviewed the current disability employment and related services. The Government has undertaken this consultative process to ensure there is widespread exposure to the proposed disability employment services and purchasing arrangements in order that stakeholder and community comments may be incorporated into future services. As part of the National Mental Health and Disability Employment Strategy, from 1March2010 the Government will be implementing new Disability Employment Services. Under the reforms, places will be demand driven and all job seekers with disability will have access to individually tailored employment services. Participants will receive more personalised employment services better suited to their needs and with stronger links to skills development and training. A new Employee Assistance Fund will better support employers with broader access to workplace modifications and Auslan (Australian sign language) interpreting services. The new service also provides better support for employees with episodic disability, including mental illness. The Government recognises that some communities can experience multiple disadvantage, such as unemployment, low income, difficulty in accessing services such as health and education or poor physical amenity. The Government is providing local communities with the resources required to reinvigorate themselves and reduce local hardship through supporting local jobs, training and opportunities. The $650 million Jobs Fund supports the Governments commitment to increasing the participation of Australians in community life by creating jobs and increasing skills. Through the Jobs Fund the Government is investing in one-off capital projects and providing seed funding for social enterprises. The Jobs Fund provides one-off grants of up to $2 million for projects from 1 July 2009. The aim of the Jobs Fund is to create jobs, build skills and produce long-term improvements in communities affected by the global economic recession. The Jobs Fund has three streams: Local Jobs - $300 million of funding is available over two years for community infrastructure projects with a focus on the promotion of environment-friendly technology and heritage. Of this stream, $60 million has been specifically set aside for heritage-related projects and $40 million for the construction of bike paths. Get Communities Working - $200 million of funding is available over two years. Seed capital will be available for self-sustaining projects which create jobs and provide activities and services to improve community amenity. Infrastructure Employment Projects - $150 million of funding is available over two years to provide for investment in infrastructure projects which generate jobs in regions affected by the economic downturn. The Jobs Fund projects focus on directly generating jobs for people in communities with already high unemployment levels, rising jobless rates or which are particularly vulnerable. Jobs Fund projects must address at least one of the following four target areas: create jobs or retain people in jobs at risk due to the downturn; build skills for the future; build community infrastructure or improve community amenity which generates local jobs; or provide seed funding for social enterprises to start up, maintain or expand services, generating jobs and improving community services. All projects must also meet a common set of gateway criteria: be in areas experiencing high unemployment, a significant rise in unemployment or vulnerability; be viable and ready to start; and be self-sufficient and/or not require Commonwealth funding beyond 30 June 2011, as funding will not extend past 2010-11. The $41m Innovation Fund is a Government initiative that specifically focuses on innovative ways to connect disadvantaged job seekers to training and employment. The Innovation Fund complements the Governments new, more effective employment services. The Innovation Fund supports projects that offer innovative place-based solutions to address barriers to employment for groups of the most disadvantaged job seekers. This could include people in locations with entrenched disadvantage, the homeless, people with mental health conditions, and job seekers in jobless families. Flexibility under the Fund has been maximised to ensure innovation can flourish. Partnerships are encouraged with a range of community and health organisations, employers, and state, territory and local governments. On 10 June 2009 the Prime Minister, the Hon Kevin Rudd MP, announced that 33 projects are to be funded under the first round of the Innovation Fund, totalling $20.4 million. Three of the projects are specifically targeted at migrants: Green Works Social Enterprises, Startup Phase; Mamre Refugee Transition to Work and Enterprise; First Steps Project. On 1 June 2009,the secondround call for Innovation Fund proposals was issued. The changes to the employment services also includes a greater focus on employer needs by rewarding employment services providers for working with local employers to supply work-ready and skilled job seekers. The Government is providing $6 million over three years to fund Employer Brokers who will work with employers and employment services providers to find local solutions to local labour market demands. Employer Brokers are be required to develop strategies to help employers, including small businesses, to meet local labour market needs and there is be an emphasis on skilling and training job seekers in identified areas of skill shortage. The Employer Broker Panel members include organisations that provide services to people from CALD backgrounds. Employer Brokers will both strengthen and streamline links between employers, industry and employment services providers. Employer Brokers will play a pivotal role in helping to coordinate and target the efforts of employment services providers, working with individual employers, training providers and other stakeholders to secure sustainable employment for job seekers that strongly align with the needs of employers. As part of the Social Inclusion Agenda, DEEWR has developed a Family-centred Employment project (FCEP) designed to assist members of jobless families move into work. The initial objective of the FCEP is to develop and test new service delivery models to support jobless families. In early 2009, a community engagement exercise with jobless families and local stakeholders took place in Broadmeadows, Victoria; Goodna, Queensland; and Mansfield Park, South Australia. Broadmeadows and Mansfield Park have significant jobless families populations from Africa, many of whom are refugees from the Horn of Africa. The FCEP, which will commence later in the year, has adopted a social inclusion approach designed to redress discrimination and overcome disadvantage, including for African Australians. Language, Literacy and Numeracy The Government recognises that one of the barriers migrants and refugees can face in participating in employment or training is language, literacy and numeracy skills. The Language, Literacy and Numeracy Program (LLNP) and the Workplace English Language and Literacy (WELL) Program are designed to assist job seekers gain skills to participate in employment or training. LLNP provides language, literacy and numeracy training for eligible clients whose skills in these areas are below the level considered necessary to secure sustainable employment or pursue further education and training. African Australians who meet the eligibility criteria are able to undertake up to 800 hours of LLNP training free of charge. The Program provides five standard streams of training, namelyinitial, basic and advanced English language training; and basic and advanced literacy and numeracy training. Additional optional services include: Complementary Training for disadvantaged clients including humanitarian entrants; Advanced Vocationally Oriented Courses including specific vocational training and work experience; Small Group Training which consists of more personalised training in groups of five or less. LLNP delivers up to 800 hours of language, literacy and/or numeracy training in 200 hour training blocks. The training is tailored to the individual needs and aspirations of the clients. The WELL Program provides funds to assist enterprises (or Registered Training Organisations that have obtained enterprise support) to provide workers with English language and literacy skills to help them meet their current and future employment and training needs. It particularly targets workers with low literacy skills. WELL funding is granted on a competitive basis and is regarded as seed funding i.e. it is designed to support employers to cultivate a culture of training in their workplaces. As part of the Governments Job package, an additional $28.2 million has been provided to fund an extra 5,888 language, literacy and numeracy training places to 30 June 2010 for retrenched employees over 25 to build on their foundation skills as well as initiatives for the language, literacy and numeracy teaching workforce. This will ensure highly skilled and qualified practitioners are available to deliver adult literacy training. Income Support The provision of financial assistance through income support payments plays an important role in assisting people to participate in training and labour market programs. Income support entitlements are usually specified in the social security law. These payments are intended to assist those most in need based on eligibility criteria (including residency requirements), are subject to means testing arrangements and delivered by Centrelink. Payments for the unemployed and students are made to those looking for work, preparing for work, studying or in training. Relevant payments for those of working age include Newstart, Parenting Payment, Youth Allowance, Special Benefit, ABSTUDY and Austudy. In return for financial support, recipients may be required to demonstrate that they are studying full-time, actively looking for work or undertaking activities to improve their work prospects, such as short training courses or approved voluntary work. In addition, a range of supplementary allowances may be paid to eligible income support recipients undertaking approved training courses. These include the fortnightly Pensioner Education Supplement, the Education Entry Payment, a new temporary Training Supplement (commencing from 1 July 2009 and available until 30 June 2011) and the $950 Training and Learning Bonus (which will remain available to those eligible until 30 June 2010). Child Care The Government is committed to providing supportive arrangements to assist people to enter and remain in employment. This support includes assistance with child care as the Government understands that high quality child care is important for many Australian families. High quality child care plays an important role in improving childrens educational and developmental outcomes. Child care also enables parents to participate in the workforce and the broader community. To help with the cost of approved child care, the Government provides the following assistance: Child Care Benefit which is available to parents, foster parents or grandparents with a child in their care who is attending a child care service approved by the Government; Child Care Tax Rebate which is additional assistance for use of approved child care for work, study or training related reasons; and Jobs, Education and Training (JET) Child Care fee assistance that provides extra help for parents on an income support payment and who are looking for work, studying or starting a job. Child Care Benefit and the Child Care Tax Rebate are only a part of the assistance which the Government provides to families to help with the cost of child care. Other payments that may assist Australian families include Family Tax Benefit Part A and Part B and the Baby Bonus. The Family Assistance office (FAO) can help determine a familys eligibility for child care assistance and other family payments. The Government is also committed to providing families with access to better information about child care. The  HYPERLINK "http://www.office.mychild.gov.au" www.office.mychild.gov.au website is a virtual hub that provides access to comprehensive health, early learning, child care and parenting support information and information about Government initiatives and assistance with child care options. Families can also search this website to find local child care centres, including information on the services they offer and the fees they charge. The Government has also established a Child Care Access Hotline to provide information on all approved services which have notified vacancies. The Hotline can be accessed between 8.00 am and 9.00pm, EasternStandard Time, Monday to Friday on 1800670305 (a free call unless calling from a mobile phone). The Workplace Providing a fair and flexible work environment that meets the needs of employees and employers is critical. The existence of such a work environment enables employees and employers to design together the workplace arrangements that best support jobs, productivity and fairness. The Government is committed to ensuring that all Australians of working age are supported to participate in the labour force and that they enjoy decent terms and conditions of employment. The Governments new workplace relations system, which will commence on 1 July 2009 balances the interests of employers and employees and is based on the fundamental principle of fairness. The Fair Work Act 2009 (Cth.) (FW Act) provides a safety net of minimum employment conditions and minimum wages. The safety net comprises two parts - 10 National Employment Standards (NES) and new modern awards. The NES consist of 10 legislated employment entitlements covering essential conditions such as maximum weekly hours of work, leave and the right to request flexible working arrangements. Consistent with election policy commitments, both the NES and modern awards will commence on 1 January 2010. The FW Act also provides for multi-employer bargaining for low paid employees. This is particularly important for vulnerable classes of employees such as migrants and workers from non-English speaking backgrounds who are often employed in low-paid industries and workplaces that have not traditionally had the benefits of collective bargaining. In addition, the FW Act establishes Fair Work Australia (FWA) to act as a one-stop shop for information, advice and assistance on workplace issues. Many vulnerable workers may not be aware of their employment entitlements or may not have the confidence or knowledge to lodge a complaint if they are not receiving their entitlements. The Office of the Fair Work Ombudsman (which forms part of FWA) is responsible for safeguarding the rights of vulnerable workers. It does this by: targeting education and compliance campaigns which proactively enforce compliance with federal workplace relations laws; providing information on their website in 22 languages other than English; allowing individual complaints to be lodged through several avenues complaints can be lodged online, by post, over the phone or through a third party (such as a local member of parliament or community group); providing the option for people to initiate confidential complaints or provide information anonymously; and creating awareness of workplace rights amongst employers and employees through the media and communications campaigns. At the Commonwealth level, workplace discrimination on the grounds of a persons race, colour, descent, national extraction or ethnic origin has been unlawful since the introduction of the Racial Discrimination Act 1975 (Cth.) in 1975. Protections against discrimination for migrants and workers from non-English speaking backgrounds are reinforced by a range of other anti-discrimination laws at the state and territory levels, as well as by the anti-discrimination protections contained in workplace relations legislation. The FW Act provides enhanced protections against discrimination by prohibiting employers from taking adverse action against an employee on discriminatory grounds such as race, colour, religion, national extraction or social origin. Adverse action is broader than termination and includes for example, refusing to employ a person, prejudicially altering the position of an employee or treating an employee differently for discriminatory reasons. Protections from discrimination are extended to prospective employees as well as existing employees. There will be areas where certain groups of African Australians have different occupational health and safety (OHS) needs from Australian-born workers and from other migrant groups. These different requirements may need to be addressed either in pre-employment orientation and training, or by employers or support workers once the migrants enter the workforce. While all migrants and refugees will have undergone health checks, some African migrants may have ongoing health issues. For example, common medical conditions affecting refugees from the Sudan, Eritrea and Ethiopia include tuberculosis, human immunodeficiency virus, poor eyesight, diabetes, malnutrition and high blood pressure. Where these are present and affect the workers ability to perform a task safely, they will need to be taken into account by the employer or the support agency. Mental health issues such as depression, anxiety and post traumatic stress disorder (PTSD) are also concerns. They may be due to the effects of pre-arrival experiences, culture shock or the pressures of settling in Australia. In the workplace, there needs to be an awareness of PTSD, and its triggers and management. Events such as harassment or bullying are serious for any worker and may a have more serious impact on workers already suffering PTSD. Employers and others will need to ensure that their workplace is safe for these workers emotionally as well as physically. Africans coming to Australia under refugee and humanitarian programs may be more likely to be employed in less-skilled occupations which typically have higher OHS risks. In many unskilled occupations, safety hazards are managed by administrative controls using rules about working safely, rather than removing or avoiding hazards. Such rules rely on the workers ability to understand these and willingness to observe them. For workers with low levels of literacy and numeracy, this system of controlling workplace risks may create greater hazards than for Australian-born workers. Australian occupational health and safety requirements do not target specific migrant groups - an employer's obligations are the same for all workers. However, OHS regulators may target their OHS programs to recognise the special needs of any particularly vulnerable group of workers, for example by providing material in specific community languages, or by addressing specific hazards in industries where large numbers of migrant groups are working. The provision of these kinds of resources and programs is the responsibility of the jurisdictions, and Safe Work Australia supports them in this role by encouraging national harmonisation and sharing of resources. Australia has a national OHS strategy that aims to improve Australia's OHS outcomes by establishing national priorities for intervention. The role of Safe Work Australia is to support the national OHS strategy and the delivery of OHS services. The enforcement of OHS requirements is a matter for all Commonwealth, state and territory governments and OHS regulators. The introduction of the Inter-Governmental Agreement for Regulatory and Operational Reform in Occupational Health and Safety made in July 2008 formalises cooperation between the Commonwealth and state and territory governments on the harmonisation of OHS legislation, and establishes appropriate governance arrangements to support this cooperation. National harmonised OHS legislation will make it easier for both workers and employers to understand their OHS rights and obligations, and may also make it easier for jurisdictions to pool useful OHS material. Education The Australian Government is committed to making Australia one of the most educated and highly skilled workforces in the world. In general, higher educated individuals earn more, are less likely to be unemployed and enjoy better health. The Government appreciates the unique educational needs of African Australian students and their families, and is committed to ensuring that all young Australians receive the highest quality education. The Education Revolution is a set of linked reforms which will lead to jobs and prosperity for Australians, and which invests in a high quality schooling system, a strong national training system, and reforms in higher education. The Education Revolution will give Australian children the best possible start in life, drive equity and excellence in schools across Australia, will match education and training to peoples ambitions, and will give Australians access to a world class tertiary education and research system. In November 2008 major new Education Revolution reforms were agreed to at COAG in interlinked National Partnerships in early childhood education, schooling in low socio-economic communities, teacher quality, literacy and numeracy skills and workforce development. The Education Revolution will be delivered in the classroom through major policy reforms in the areas of transparency and reporting, quality teaching, additional support for disadvantaged school communities, literacy and numeracy and the development of a national curriculum. National Curriculum The Government is committed to the development of a rigorous and world-class national curriculum from kindergarten to Year 12, beginning with the key learning areas of English, mathematics, science and history. A national curriculum in the key learning areas will be developed by 2010 and implemented by the states and territories from 2011. As a second phase of work, a national curriculum will be developed in languages, geography and the arts. The new national curriculum will provide clear and explicit agreement on the curriculum essentials (the content and achievement standards) that all Australian students are entitled to access, regardless of their cultural background or the location of their school. It will also seek to equip all young Australians with the skills, knowledge and capabilities to effectively engage with and prosper in modern society and will also include a number of cross-curriculum perspectives, such as cultural sensitivity and engaged citizenship. At the end of 2008 the Ministerial Council of Education, Employment, Training and Youth Affairs (MCEETYA) released the National Declaration on Educational Goals for Young Australians. The Declaration sets goals that seek to ensure that all Australian school students gain the knowledge and skills to effectively participate in society and employment within a globalised economy. National Partnerships The Low Socio-Economic Status (SES) School Communities National Partnership (NP) will facilitate reforms to support the educational needs and wellbeing of students in disadvantaged schools, including tailored learning opportunities and extended school services. The Government will contribute $1.5 billion over seven years to this NP. The Improving Teacher Quality National Partnership which targets critical points in the teacher lifecycle to attract, train, place, develop and retain quality teachers and leaders in our schools and classrooms. The reforms will provide a platform for raising student performance and will support other school reforms targeting low socio-economic status school communities and literacy and numeracy outcomes. The Australian Government is providing $550 million over four years to this Partnership. The Literacy and Numeracy National Partnership which will drive reforms to deliver accelerated literacy and numeracy improvement, with a priority focus on those primary aged students most in need of support. The Australian Government will provide $540 million over four years to this initiative. The Government believes that every child should have the opportunity to achieve their full potential regardless of their socio-economic background, location, or type of school they attend. Australian Governments have agreed to focus on improving outcomes for students and schools, particularly the most disadvantaged, through National Partnership Agreements on Improving Teacher Quality, Literacy and Numeracy and Low Socio-economic Status School Communities. The Government is working with states and territories to identify key areas for national, state-wide and school-level reforms that will build on school leadership, teacher quality, accelerated literacy and numeracy outcomes and student centred learning. Language, Literacy and Numeracy The English as a Second Language - New Arrivals (ESL-NA) program provides funding to state and territory non-government education authorities to assist with the cost of delivering intensive English language tuition to eligible newly arrived migrant primary and secondary school students who meet the  HYPERLINK "http://www.dest.gov.au/sectors/school_education/programmes_funding/programme_categories/special_needs_disadvantage/english_as_second_language_new_arrivals_programme/home.htm" eligibility criteria of the program guidelines. The Government strongly supports the rights of children with disabilities and special learning needs to have the same educational opportunities as other children, and provides significant ongoing funding to states and territories for this purpose. The Government also supports geographically isolated school students, who may be from specific ethnic areas under two targeted programs: The Assistance for Isolated 鱨վ Scheme helps the families of primary, secondary and certain tertiary students who are unable to attend an appropriate government school on a daily basis because of geographic isolation. The Country Areas Program provides additional funding to non-government education authorities in the states and Northern Territory for the enhancement of educational opportunities for non-government school students disadvantaged by geographic isolation. The funds are provided at the national level (as a national grant) and are distributed between states and the Northern Territory and the two non-government education sectors: Catholic and Independent, on the basis of relative need. To progress literacy and numeracy reform the Commonwealth is investing $41.03 million in 30 Literacy and Numeracy Pilots in Low SES Communities. The pilots are trialling or expanding on initiatives to guide systemic change in literacy and numeracy achievement. They will establish new ways of working together and sharing evidence of what works to deliver sustained literacy and numeracy improvement, particularly for those students most in need of support. Several pilot initiatives focus on improving the language and literacy performance of students who are learning English as a second language (ESL students), including students from an African background. These initiatives are under way in 2009 and 2010, and on completion governments and education systems will be able to identify those strategies which work best in improving the literacy and numeracy performance of Indigenous students and students in disadvantaged communities including AfricanAustralian students. There are two pilots specifically addressing English as a second language: the joint New South Wales (NSW) Department of Education and NSW Catholic Education Office Successful Language Learners: whole-school English as a second language and literacy practices Pilot; and the Western Australia Association of Independent Schools Development and Research of Focussed Intervention for Literacy Development in pre-primary Pilot. The Department is also funding a project, the Refugee Action Support Program, aimed at establishing a literacy tutoring program to facilitate adolescent refugees engagement in formal education. The project will be completed at the end of 2009. The literacy tutoring program for adolescent refugees aims to improve the future education and employment opportunities and assist with their socialisation needs by involving the students and their parents in the social activities of the school and community. The purpose of the literacy tutoring program for adolescent refugees is to assist young people in the transition between the Intensive English Centre and mainstream high school. This is achieved through tutoring that assists adolescent refugees with English language literacy and learning skills. The program also aims to increase the frequency of English language and literacy use outside the classroom. The Refugee Action Support Program has been managed by the Australian Literacy and Numeracy Foundation since 2007. The Government commends the efforts of the Foundation to support adolescent refugee students in gaining the fundamental literacy and learning skills necessary for their successful participation in schooling and beyond. This is why the Government is providing funding in 2009 to support the delivery and expansion of the Program in several high schools in the Sydney Western and South-Western regions where there are a high number of adolescent students from non-English speaking backgrounds. Child Care Services The Inclusion and Professional Support Program aims to build the capacity of child care services to provide a quality care environment that is inclusive of children with additional needs, including thosewith high, ongoing support needs. There are two main elements to the Inclusion and Professional Support Program, the Professional Support Program (PSP) and the Inclusion Support Program (ISP). Under PSP, Professional Support Coordinators are funded to provide professional development and resources to assist child care services build and maintain a quality service. They are also funded to manage Bi-cultural Support which aims to support servicesthat need assistance to include children from CALD backgrounds. Support can be on-site and can include assistance with facilitating communication between the service and families, raising cultural awareness and supporting curricula that are culturally and linguistically appropriate. There are two main components to the ISP. One is theInclusionSupportAgencies (ISAs) which aim to provide child care services with practical assistance so that they can provide a quality inclusive environment for children with additional needs, including children with disability, children from CALD backgrounds, humanitarian refugee children and Aboriginal and Torres Strait Islander children. An indicator of a quality inclusive environment is where child care services provide activities and learning opportunities that are developmentally appropriate, as well as culturally and linguistically sensitive. There are 67 ISAs located around Australia. The other component of the ISP is the Inclusion Support Subsidy (ISS). The ISS is a subsidy paid to child care services to help them with the costs that may be associated with including a child with high, ongoing support needs. In particular, the ISS assists with the costs of employing additional staff to increase the staff:child ratio so that child care services are better able to include a child with high ongoing support needs into the activities and opportunities that other children are able to participate in and benefit from. The Inclusion and Professional Support Program can be accessed by all eligible child care services that require support to include children from CALD backgrounds, including those who are AfricanAustralians or humanitarian refugees from Africa. International Education Australian Education International (AEI) provides leadership to support the development of a world-class international education and training system in Australia. As the international arm of DEEWR, AEI works with governments in 17 economies to realise the benefits of internationalisation for Australia. AEIs work facilitates international student enrolments in Australian educational institutions on student visas. For example, the number of students in Australia on student visas from Sub-Saharan Africa has grown from 3,733 in 2002 to 9,602 in 2009 (please see Table 1). These students are primarily from Zimbabwe and Kenya, and are equally distributed between Higher Education and VET. The international education industry in Australia supports a number of projects to address international student well being, and the benefits of these projects have the potential for a positive impact on education for African Australians. Intercultural education by Training Research and Consultancy Services (TRaCs) is one example. This project, initiated by ISANA (the representative body for Australian and New Zealand professionals who work in international student services, advocacy, teaching and policy development in international education) involves six TRaCs workshops which have been developed and are available for presentation at any educational institution in Australia and NewZealand for the professional development of staff who work with international students. The six workshops are designed to help staff working with overseas students to develop specific expertise in their particular area of interest and employment and could well benefit to African Australians and permanent residents. Table 1: Number of Sub-Saharan Africa International Student Enrolments 2002-2009 SectorYear20022003200420052006200720082009Higher Education2,4793,3643,9734,3224,2824,2814,1834,594VET9621,1431,2101,4481,7442,2372,9834,607ELICOS15510223244102145Schools1141261409981738895Other (Non-Award Courses, Enabling Courses)16318713610396113117161Total3,7334,8255,4695,9946,2356,7487,4739,602 Protections in Education The Australian Government believes that every Australian child has the right to receive an education and fulfil their potential. All state and territory education providers must comply with the Disability Discrimination Act 1992 which sets out the rights of children with disability to the same educational opportunities as other children. Recognising the links between student wellbeing and safe learning environments, the Government is currently reviewing the National Safe Schools Framework (NSSF) which was endorsed by all Ministers for Education in 2003. The NSSF was developed to assist schools and jurisdictions to respond to issues concerning bullying, harassment, child abuse and neglect. The NSSF emphasises the need for teachers to have appropriate training in positive student management, and the need for schools to respond proactively to all incidents of victimisation or abuse. There are many varying factors that contribute to bullying. These are highly dependent on the local factors such as the school ethos and culture, and are often related to the views of parents, teachers and peers. Students who are from different ethnic backgrounds and non-English speaking backgrounds can often become victims of bullying. The Government led the development of the NSSF which is currently being revised. The Framework consists of a set of nationally agreed principles for safe and supportive school environments and includes appropriate responses which schools can adopt to address the issues of bullying, harassment, violence, and child abuse and neglect. This includes issues relating to AfricanAustralian students. The National School Chaplaincy Program aims to provide greater pastoral care, general religious and personal advice and comfort to all students and staff within schools, and their communities. This may include guidance about ethics, values, relationships, spirituality and religious issues and enhancing engagement with the broader community. Two funding application rounds were held during 2007. Schools were able to apply for up to $20,000 per annum over three years (to a maximum of $60,000). Funding is only to be used for expenditure that directly relates to the provision of chaplaincy services within the school. The choice of chaplaincy services, including religious affiliation, is a decision for the school community. There must be extensive consultation with the school community, including parents, and broad support for the service. This was to be undertaken prior to application and ongoing during the period of the funding. Chaplains must undergo police checks, including any working with children requirements, and sign a Chaplain Code of Conduct prior to commencing services within the school. The Code of Conduct includes provisions requiring the chaplain to contribute to a supportive, inclusive and caring learning environment; act as a reference point for students and the school community on matters including spiritual issues, human relationships and wellbeing issues; they must respect, accept and be sensitive to other peoples views, values and beliefs and uphold a parent/guardian and individuals right to choose their beliefs and values; and actively discourage any form of harassment or discrimination. Conclusion The Australian Government acknowledges that people from culturally and linguistically diverse (CALD) backgrounds, including African Australian migrants and refugees, are not a homogenous group. The policies and programs developed and implemented by all levels of government must respond to the wide ranging needs and sensitivities of people from CALD backgrounds, while respecting, supporting and building upon their strengths and the varied and positive contributions they already make. Through its Social Inclusion Agenda, employment services and policies and programs, the Government is working to find new ways to address disadvantage, remove barriers to participation, increase opportunities, build capacity and ensure that services are accessible and provide effective support for all Australians. The Government is delivering skills and training, better job matching services and a renewed focus on fairness at work. These policies support Australians to find jobs, get the training needed for higher skilled jobs and develop workplace arrangements to drive fairness and productivity at work.  Eligible participants in the Program include: Australian citizens; permanent residents of Australia or holders of permanent Australian visas; or holders of a New Zealand passport who have been resident in Australia for at least 6 months and who are registered as job seekers with Centrelink or a Job Services Australia Provider or have been referred by a Youth Pathways or Connections provider; and who meet one of a range of personal circumstances criteria (available from www.deewr.gov.au/AccessProgram).  Clients must meet the following criteria to participate in LLNP: be of working age (15-64 years) be registered as job seekers with Centrelink and not be a full-time student; have no potential barriers to successful participation in the program (such as ongoing substance abuse); and one of the following; be either an Australian citizen or holder of a permanent Australian visa (excluding migrants who enter Australia under the skilled stream); or hold certain temporary or provisional visa sub classes such as 309, 310, 450, 820, 826 and 850.  The residence requirement for Family Tax benefit, for example, a person has to be: an Australian resident; OR a Special Category visa holder residing in Australia; OR the holder of a Criminal Justice Stay visa; OR a holder of a temporary visa subclass: subclass 070 - bridging (removal pending); subclass 309 - spouse (provisional); subclass 310 - interdependency (provisional); subclass 447 - secondary movement offshore entry; subclass 451 - secondary movement relocation; subclass 695 - return pending visa; subclass 785 - temporary protection; subclass 786 - temporary (humanitarian concerns); subclass 787 - temporary witness protection (trafficking); subclass 820 - spouse (provisional); or subclass 826 - interdependency (provisional). The child must also meet these residence requirements: be an Australian resident; OR be a Special Category visa holder residing in Australia; OR be living with the applicant.  Source: Department of Immigration and Citizenship website  HYPERLINK "http://www.immi.gov.au/living-in-australia/delivering-assistance/government-programs/settlement-planning/community-profiles.htm accessed 28/4/09" http://www.immi.gov.au/living-in-australia/delivering-assistance/government-programs/settlement-planning/community-profiles.htm accessed 28/4/09 - community profiles of African migrant groups.  The Declaration can be accessed at http://www.mceetya.edu.au/mceetya/natgaols,2467.html  An appropriate government school is one that offers the students level of study or, if the student has special health-related or educational needs, one that provides access to the facilities, programs, and/or environment required for those needs.     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