2015-2016 Multicultural Policies and Services Submission Template[b1]

To be completed by TAFE NSW Institutes and approved by the relevant Director.

Thank you for your contribution to the 2015-2016 TAFE NSW Annual Report.

Reporting period

The reporting period is from 1 July 2015 to 30 June 2016.

Report content

In 2015-16, TAFE NSW will continue to report against priorities the Department of Education’s Multicultural Plan 2012 – 2015; Multicultural Policies And Services Program (MPSP).

Please provide a brief outline (50 words maximum) for each relevant section of your Institute’s:

  • achievements in 2015-16 in the second column
  • strategies planned for 2016-17 in the third column.

Your response should include international education and higher education where relevant. The strategies identified for the 2016-17 period will be used to develop TAFE NSW’s own Multicultural Policies And Services Program Plan.

Examples of how this information was reported last year can be found in the 2014-15 TAFE NSW Annual Report, particularly the Multicultural Policies and Services Program report (starting from page 123).

Please ensure that your contribution:

  • avoids jargon or bureaucratic language
  • spells out any acronyms
  • is accurate and up to date as at 30 June 2016
  • is approved by the relevant Director
  • is sent by the due date.

Deadline for responses

Submissions are due by Friday 15 July 2016 to:

If you have any questions, please contact Abby Duruz, Policy Analyst, TAFE Strategic Policy Initiatives via the above email or telephone (02)92128646.

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Institute Multicultural Policies and ServicesReporting period – 1 July 2015 to 30 June 2016

MPSP Priority 1: Quality Teaching and Leadership Western Sydney Institute ( WSI) / Achieved 1 July 2015 to 30 June 2016
(50 words max) / Planned from July 2016 onwards
(50 words max)
1.1 / Build the capacity of teachers and leaders to deliver high quality education and training for a culturally and linguistically diverse community
E.g. qualifications and training including cultural competency training /
  • Multicultural Community Engagement Officer (MCEO) developed a Cultural Awareness online training resource which has been updated to version 2 for all staff in Western Sydney Institute (WSI). The strategy enables staff to access the Cultural Awareness Wiki site for an introductory unit. The unit has been updated with 2015 data.
  • The MCEOs continue to liaise and provide information and support to: all business lines and Head Teachers on multicultural provision and the training needs of Culturally and Linguistically Diverse (CALD) students.
  • MCEOs, Counsellors and Senior Counsellors conduct assessment and recognition of overseas qualifications.
  • Teachers delivering English for Academic Purposes attended a workshop in October 2015 facilitated by Western Sydney University to prepare TAFE students for university.
/
  • Stage 2 of the online Cultural Awareness training resource to be developed and delivered to teachers, assessors and customer service staff.
  • MCEOs to continue to provide high level strategic advice on the training needs of CALD people and support teachers to deliver appropriate training and teaching resources and methodology.

1.2 / Collect and analyse data on professional learning needs of staff to support education and training for cultural and linguistic diversity /
  • WSI’s Workforce Capability Unit (WCU) regularly assesses the training needs of all staff and organises appropriate training to meet those identified needs. Records are kept within the unit of all activities.The unit also responds to staff requests for internal or external training as deemed necessary for their positions.
/
  • Explore the possibility of conducting a research project to ascertain the impact of Smart and Skilled on CALD people and to identify measures to address gaps.

1.3 / Deliver professional learning programs and resources to assist teachers to meet the education and training needs of students from culturally and linguistically diverse backgrounds
E.g. English language and literacy needs /
  • The MCEOs organised Cultural Awareness training workshops: “Teaching and Supporting Refugee and Humanitarian Students” with the Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) trainers for OTEN and WSI staff. The strategy enables staff to better support this cohort of students.
  • OTEN MCEO produced a Cultural Diversity and Distance Learning Staff Guide booklet which was launched at the Harmony Day event and distributed to staff. The purpose of this resource is to provide practical strategies and raise staff awareness of appropriate practices. This booklet was also promoted through the OTEN newsletter to offsite teachers and on the staff intranet.
  • The MCEO role is to ensure language, teaching resources and customer service are inclusive and culturally appropriate. MCEOs also provide strategic advice to VET teachers on an individual basis re appropriate teaching, learning and assessment strategies for CALD students.
  • TAFE teachers have been required to undertake the Language, Literacy & Numeracy Unit (LLN) as part of Certificate IV TAE 10 in Training and Assessment.Skills for Education & Employment (SEE) teachers attend training and moderation sessions regularly.
/
  • STARTTS and Cultural Awareness training workshops are planned to be delivered in Semester 2, to Institute Customer Service staff - particularly to raise their awareness and provide them with strategies to be able to respond to the needs of new refugee and humanitarian groups including Iraqi, Syrian and Afghani refugees.
  • MCEOs to liaise closely with head teachers to identify teaching staff needs for further training to better meet the training and support needs of CALD students.

1.4 / Deliver professional learning to assist staff in countering racism and discrimination /
  • Multicultural training sessions and resources incorporate strategies for countering racism and discrimination, eg
all new staff inductions include anti-racism and cross-cultural awareness sessions.
  • WSI has an Anti-Racism Contact Officer (ARCO) flowchart, which outlines policy and procedures for handling complaints.
  • The two MCEOs are designated ARCOs and Harassment Contact Officers for WSI where staff and students are able to seek advice on relevant policy and legislation.
/
  • Continual professional learning and promotion of strategies to assist staff in countering racism and discrimination.
  • Increase visibility of information on racism, discrimination and complaints handling procedures through the website and the student online learning site.

1.5 / Employ specialist staff to deliver programs and services which assist in meeting the needs of culturally and linguistically diverse students
E.g. multicultural education coordinators, student support counsellors, teacher consultants, education support officers, bilingual teaching and administration staff, registers of bilingual staff to provide interpreting services. /
  • WSI has a workforce of specialist equity staff to meet the needs of culturally and linguistically diverse students. This includes the following.
15 x Disability Consultants
4 x Senior Counsellors
13 x TAFE Counsellors
3 Outreach Coordinators
I x Head Teacher and 2 x teachers of Equity
6 x Senior Education Officers (SEO)
Over 300 casual equity support staff
  • WSI has a bilingual staff register available on the WSI Intranet sitefor all staff to accessand use for simple enquiries.Staff are encouraged and resourced with information on the use of professional interpreters for more complex situations as required.
  • WSI has two bilingual MCEOs and seven bilingual Counsellors.
  • MCEOs and Counsellors provide education and career advice and conduct assessment of overseas qualifications towards credit transfers and recognition and where necessary refer applicants to professional bodies.
  • MCEOs are responsible for providing high level strategic advice and input on compliance with the federal, state and departmental multicultural legislation and policy.
/
  • WSI will continue to monitor and review the demand and success of these roles.
  • Ensuring WSI staff intranet Equity site is continually updated.
  • Ongoing promotion of multicultural services and resources through staff meetings and via emails.
  • Bilingual staff registers updated annuallyand promoted to all customer service and teaching staff.
  • Continue to ensure CALD people with overseas training and qualifications are informed and gain access to the TAFE recognition and credit transfer procedures.

1.6 / Employ specialist staff for engaging with culturally and linguistically diverse communities
E.g. bilingual staff, community engagement /
  • WSI has a workforce of 9 specialist staff engaging with culturally and linguistically diverse communities.
  • This workforce is made up of 2x SEO Multicultural Community Engagement Officers (MCEOs), 3 x SEO Managers Aboriginal Education and Training and 4 X Clerk ¾ Aboriginal Support Officers
  • WSI has a total of 5 staff receiving the Community Language Allowance (CLAS) payment for interpreting services.
  • The MCEOs engage with CALD communities and refugee groups regularly in the Institute catchment areas and state wide ensuring their representatives promote WSI programs and services and identify barriers to access and participation.
  • MCEOs advise the Institute management on issues arising from Smart and Skilled in relation to CALD people and recommend strategies to reduce or overcome barriers and issues.
  • Approximately 13 % of WSI staff are from a CALD background.
/
  • WSI will continue to monitor and review the demand and success of these roles.
  • MCEOs continue to monitor the impact of Smart & Skilled on CALD communities and communicate the findings with management and peak community organisations.

MPSP Priority 2: High Expectations, Closing the Gap Western Sydney Institute (WSI) / Achieved 1 July 2015 to 30 June 2016
(50 words max) / Planned from July 2016 onwards
(50 words max)
2.1 / Increase access to education and training for people from culturally and linguistically diverse families /
  • MCEOs are continuously seeking alternate measures and external funding to meet specific CALD cohorts’ access needs to training.
  • WSI staff regularly attend and present education and traininginformation at community and Interagency meetings.
  • Certificate IV Career Pathways which includes preparation for Professional English Assessment for Teachers (PEAT) and Occupational English Test (OET), NSW AMES Skillmax – Jobseeker courses and foundation skills courses with a vocational focus, including English for Retail were delivered in WSI.
  • WSI was able to address some of the needs of disadvantaged overseas qualified refugee and humanitarian students, by offering them customised Smart and Skilled part qualification fee-free Skillset courses to enhance their language and employability skills.
  • MCEOs identified barriers arising from Smart & Skilled which disadvantaged spouse visa holders and refugee people on bridging visas and sought other funding to meet their training needs. For example the OTEN MCEO sourced external funding from Scanlon Foundation in partnership with Australia Red Cross to provide a Leadership and Civic Engagement and training program to refugee youth from forced migration backgrounds. Some spouse visa holders are eligible to access SEE training.
  • OTEN staff presented information at the Employment Ready Workshop aimed for CALD people who are newly arrived and living in the Lower North Shore area, who need help finding employment in an Australian Job Market.
  • OTEN SMIP-Accounting (SMIPA) program was approved to continue to be offered from 2016 to 2018. Negotiations underway with Engineers Australia re the possibility for OTEN to deliver the Professional Year - Skilled Migrant Internship Program (SMIP) to Information Technology and Engineering clients, following the success of SMIPA program through OTEN for Accountants over the 5 year period.
/
  • Maintain and enhance partnerships with settlement service providers and migrant community organisations to ensure CALD communities are informed about WSI programs and services.
  • MCEOs continue to monitor participation levels and course completions of CALD students in Smart and Skilled and commercial courses, identify factors affecting them and seek measures to address lower participation and completion rates.
  • MCEOs seek external funding and grants or joint projects and partnerships, including NSW Youth Opportunities funding program,State StreetYouth Employment Pathways & Community Support program grants,Scanlon Foundation grants etc. in order to address unmet training needs of disadvantaged CALD communities and students.
  • Continue to liaise closely with CALD community organisations and service providers to plan and organise Skillset programs through the fee-free part qualifications provisions when available, in order to meet the specific training needs of disadvantaged refugee and humanitarian people.
  • Enhance CALD community awareness of Skills for Education and Employment (SEE) entitlements and provisions.
  • Plan, promote and deliver the Skilled Migrant Internship Program - Accounting (SMIPA) through OTEN as a commercial course for students who are on bridging or 485 Graduate Visa.
  • OTEN to continue to research and assess the potential for delivering commercial courses such as the Professional Year programs other than Accounting.

2.2 / Provide high quality English language programs and resources for students learning English as a second language, including refugees /
  • WSI delivered the following courses: Elementary English Language, Basic English Language, Foundation, English Language, Routine English Language, English for Further Study, Advanced English Language for Further Study, English for Academic Purposes, Certificate IV Career Pathways which includes preparation for Professional English Assessment for Teachers (PEAT) and Occupational English Test (OET) a NSW AMES funded program, Certificate in Spoken and Written English (units from Cert IV Employment) Migrant Youth Access (targeting young migrants), Foundation Skills, Language and Literacy (LLN) support programs and Skills for Education & Employment ( SEE ) for job seekers.
  • OTEN offered a range of courses to over 584 students of English for Speakers of Other Languages (ESOL), including refugees, from beginner to advanced levels to support incremental English language acquisition. Over 120 were SEE enrolees.
  • Elementary English Language Skills, Certificate I and 2 X Certificate II/ Certificate III courses in English for Further Studies and Certificate IV in English for Academic Purpose courses were offered.
  • A free Course in Pronunciation is also offered to all NESB students across all vocational courses.
  • A targeted fee-free course with blended face-to-face and distance provision was delivered to a group of highly qualified and overseas trained professionals from SkillME project, seeking to join the workforce.
/
  • MCEOs to explore and negotiate funds for language and literacy support to CALD students to enhance their course completions.
  • Promote Text Help Read Write Gold as a resource and study tool to assist learners of English as a second language with English reading, writing and study skills by planning workshops and staff training.
  • Continue to monitor progress and completion rates of CALD students in ESOL and SEE programs.
  • Continue to promote SEE provisions through OTEN to eligible CALD people State-wide.
  • Expand the suite of programs offered to CALD students to maximise language, literacy, vocational & employment outcomes.

2.3 / Provide support programs for students from refugee and humanitarian backgrounds
E.g. Settlement and transition programs /
  • MCEO attended the Settlement Symposium Support for Syria 2016 at Parramatta on 24 June 2016. The symposium aim was toprovide the Australian business community with an update on the Syrian crisis and the work of local business leaders involved in the Friendly Nation Initiative to create jobs and opportunities.
  • MCEOs network closely with Refugee Council/ Support Network, Settlement Services International (SSI), Red Cross and other stakeholders, to enhance awareness/ understanding of WSI provisions and explore the best models of practice.
  • Close relationships with government agencies including Settlement Services International (SSI) and Multicultural NSW to fund settlement and transition programs for refugee and humanitarian entrants.
  • One-on-one English Learner Support provided to support students’ course completions.
  • NSW AMES Skillmax – Jobseeker courses were offered at Blacktown and Mt Druitt. Other clients enrolled in English for Further Study, (EFS) English for Academic Purposes (EAP) and ESOL courses.
  • OTEN delivers classes flexibly at St Bakhita, a Sudanese Refugee Centre in Homebush West.
  • A commercially funded course for refugee youth with blended face to face delivery has commenced, as well as group focus on the needs of women in community settings (funded under the SEE program).
  • Individualised ESOL programs have been set up in conjunction with the Community Corrections for parolees at Fairfield and Parramatta.
  • Individual language support offered to eligible CALD students enrolled in vocational courses to enhance retention and completion rates.
/
  • Continue to improve the communication strategies with CALD target groups.
  • Identify specific funding that could assist CALD target groups gain access to WSI & OTEN provisions and overcome institutional barriers.
  • Advise management of issues and policy which impact on current and prospective CALD target groups with low levels of language, literacy & numeracy.
  • NSW AMES Skillmax - Jobseeker courses will be offered at Blacktown and Mt Druitt. Other clients will be offeredEnglish for Further Studies(EFS), English for Academic Purpose(EAP) and English for speakers of other Language(ESOL) courses, for individuals eligible for Smart and Skilled funded places.
  • Continue to engage with CALD community groups and agencies towards meeting the specific needs of refugee and humanitarian people who require additional support and enhanced language skills towards employment.
  • MCEOs continue to monitor retention and completion rates of refugee and humanitarian students by course and liaise with teachers and ESOL sections for their support.
  • OTEN MCEO to continue working closely with the Australia Red Cross on projects that enhance training pathways and job opportunities for refugee youth and asylum seekers.

2.4 / Promote tertiary pathways among students from culturally and linguistically diverse backgrounds
E.g. partnerships with universities and other agencies /
  • WSI delivered an 8 week Youth Employment Pathways program in partnership with SydWest, Mitchell High School and WSI Outreach Nirimba & Multicultural Unit in July 2015. 12 students enrolled.