Annual Report 2005 NSW Department of Education and Training

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Appendices Appendices • At the 2005 State SRC Conference, 130 student leaders in NSW participated in cross-cultural understanding and community harmony activities • A research study investigated the effectiveness of an holistic model of service provision in increasing the participation of young people and employers of Arabic speaking background in apprenticeship and traineeship opportunities within the South Western Sydney area • Units of work on anti-discrimination and antiharassment delivered to students through the Personal Effectiveness, Literacy and Living in Australia and Entry to TAFE NSW modules • In the 2004-05 period, 1,099 AMEP students participated in citizenship courses • The Department continued to consult key groups to help the development of policies, programs and services to meet the needs of the culturally and linguistically diverse community. These included: - Director-General's Advisory Group on Multicultural Education and Training (AGMET) - TAFE Equity Strategy Committee and TAFE Equity Working Party - AMES Community Consultative Council. Challenges and future directions • Conduct a forum and provide ongoing support to assist implementation of the Department’s new Cultural Diversity and Community Relations Policy: Multicultural education in schools and the revised Anti-Racism Policy • Conduct a Student Partnerships Conference in 2006 aimed at showcasing cultural exchange programs conducted in 2005 and developing student leadership skills • Continue to provide case management and mentoring programs for students from culturally and linguistically diverse backgrounds at risk of disengaging from school or training • Implement cultural exchange programs between schools to promote cultural understanding and community harmony • Continue to provide training for anti-racism, antidiscrimination and anti-harassment contact officers in all departmental workplaces • Continue to provide languages courses in primary schools, secondary schools, TAFE NSW and ACE • Customise curriculum products to address the vocational education and training needs of specific groups of students with overseas gained skills and qualifications • Increase career and training opportunities programs for students from culturally and linguistically diverse backgrounds through part-time traineeships • Develop and implement pre and post training careers and study pathways initiatives to ensure that students from culturally and linguistically diverse communities can make informed decisions about their further education and vocational training options • Enhance TAFE NSW course and service development for students from culturally and linguistically diverse backgrounds by developing consultation mechanisms with industry bodies and communities • Promote and deliver citizenship courses in all AMEP regions • Monitor student data at State Office, regional and Institute level to plan, design and deliver programs and services for students from culturally and linguistically diverse communities • Develop and implement community consultation strategies that are inclusive of small and emerging communities. Outcome 3: Staffing Achievements • Training for Anti-racism Contact Officers (ARCOs) and executive members of staff with responsibility for dealing with complaints about racism was conducted by all regions • Some 900 migrant jobseekers and public service employees completed Skillmax courses provided by AMES • The Department’s Pre-employment Program for Overseas Trained Teachers was completed by more than 250 teachers • The Multicultural Matters website www.oten.edu. au/learningware was launched, providing access to teaching and professional learning resources which promote culturally inclusive teaching and learning practices in TAFE NSW • Cross-cultural awareness and anti-racism training was provided for customer contact staff in TAFE NSW. Strategies • A range of professional learning activities was provided for teachers of ESL students. In schools these included: - ESL Orientation Program courses, conducted for some 170 newly appointed ESL teachers - ESL in the Mainstream course conducted for some 200 mainstream and 20 ESL teachers - Teaching English to Speakers of other Languages (TESOL) seminar series conducted for 200 ESL teachers - Challenging pedagogies: Engaging ESL students in intellectual quality to investigate the potential and effects of intellectual challenge in the curriculum of middle year classes with significant numbers of ESL learners • Resources promoting culturally inclusive teaching and learning were made accessible via the Department’s Teaching and Learning Exchange website 97 NSW Department of Education and Training - Annual Report 2005
• A conference, Young Africans in Schools, was conducted and a DVD of highlights was produced to assist staff to better cater for students from African backgrounds • The Department participated as a key agency in the Youth Partnership with Arabic-Speaking Communities and Youth Partnership with Pacific Communities • Cultural awareness workshops were conducted to assist teachers, administrative and support staff, counsellors, consultants, teacher aides and community liaison officers to work in diverse workplaces • Twenty Community Information Officers promoted awareness of the needs of students from culturally and linguistically diverse backgrounds in all regions by liaising with schools, communities and community agencies • Teachers Aides Ethnic assisted newly-arrived students in 14 Intensive English Centres and the Intensive English High School • Fourteen K-6 teachers participated in the Community Languages Induction Program • Fifteen Institute Multicultural Education Coordinators assisted students from culturally and linguistically diverse communities • TAFE NSW Institutes conducted workshops for teaching staff to increase understanding of the prior learning experiences of refugee students. Challenges and future directions • Develop teacher and other staff skills in working in culturally diverse workplaces by providing professional learning opportunities at conferences, workshops, and through web based resources • Maintain provision of professional learning opportunities for ESL teachers by offering ESL Orientation Courses, ESL Information Networks and ESL Pedagogy Projects • Increase the skills of teachers to meet the education and training needs of refugee students who have not attended school before they arrived in Australia • Meet the professional learning needs of schools and personnel in rural and regional NSW who are new to catering for students and families from culturally, linguistically and religiously diverse backgrounds • Develop capacities of full-time and part-time staff of TAFE Institutes to work in culturally and linguistically diverse workplaces by offering crosscultural training and inclusive teaching practice seminars • Enhance support services for the LBOTE students, particularly those from emerging communities, by employing people with relevant cultural and linguistic skills • Facilitate the employment and career development of overseas trained teachers who gained approval to teach through participation in the Pre-employment Program for Overseas Trained Teachers • Continue to provide training in cross-cultural communication, use of interpreters and translations, and cultural awareness for teachers and administrative staff • Develop, update and promote access to registers of staff with community language skills, including staff receiving the Community Language Allowance Scheme (CLAS). Outcome 4: Communication Achievements • Six departmental documents were translated in up to 30 community languages to provide information for learners, clients and parents from LBOTE • Materials to support school community partnerships in drug education at school entry and transition to secondary school levels were developed and focus tested with parents from LBOTE • TAFE NSW course provision was promoted on radio in 15 community languages. Print advertisements were placed in 12 community language newspapers. • AMES updated its website so that people can hear and read information about its services in Arabic, Cantonese, English, Korean, Mandarin, Spanish and Vietnamese. Strategies • Translations of important departmental documents are available in languages other than English. In 2005 the following titles were added to those already available: - HSC Online for Parents in Khmer and Serbian (now in 10 languages) - Starting High School brochure (30 languages) - Starting High School Enrolment Forms (30 languages) - Tutorial Voucher Initiative (22 languages) - Anti-bullying information for parents (22 languages) - Eligibility of Temporary Visa Holders to enrol in TAFE NSW (12 languages) - TVET for School Students with disabilities (12 languages) • Funding was distributed among 154 school communities to support activities promoting participation of parents/caregivers from LBOTE • Advertising campaigns in 22 languages on SBS and community radio stations promoted the availability of departmental documents in translation • The Muslim Guide to Newcastle was developed in partnership with Newcastle University, Moslem Association of Newcastle and the Migrant Resource Centre Appendices NSW Department of Education and Training - Annual Report 2005 98
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Annual Report 2005 NSW Department of Education and Training

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