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4.3 INTERCULTURAL ANDANTI-RACISM POLICYIntercultural and anti-racist strategies should be situated within theoverall equality framework of an educational institution.<strong>IVEA</strong> recommends that the following initiatives be undertakenfor all staff:• Anti-racist and cultural awareness training programmes bedeveloped and delivered to all staff (managers, tutors, supportstaff, frontline staff) in consultation with organisations withexpertise who are already active in this area of work (such as theEquality Authority and the NCCRI), and involving target groups inthe design and delivery of programmes;• Specific training programmes for specialist areas be developede.g. women, survivors of torture;• Information sessions be provided for staff on asylum policy andprocess, working with groups with special needs etc.;• Accredited training programmes be developed for staff whichcould be undertaken on a modular basis;• Translation of all documentation into key languages.21
5ENABLING THE EDUCATIONALINSTITUTION TO INTEGRATEBILINGUAL/ESOL LEARNERSINTO THE LEARNING PROGRAMME5.1 INTRODUCTIONThe first contact between the prospective learner and the educationalinstitution must be welcoming and open. Many learners may not havebeen involved in education for a number of years. Reception andadmission staff need to be sensitive to these prospective learners.Each educational institution has a responsibility to plan inductionand assessment of learners to ensure that the needs of learners areidentified and the capacity of the institution to meet those needsdetermined.5.2 INITIAL ENROLMENTAND ASSESSMENTWhen enrolling a student, specific information is required to helporganise and plan provision. Questions should be asked in anon-threatening environment.Assessment is vital to understand the educational background andEnglish language needs of the prospective students. Assessmentshould be about valuing previous experience and additional languagesand cultures. There are currently no initial educational or languageassessment tools for adult and further education. Providers currentlyuse a range of assessment tools (formal ELT and self-made tools).The <strong>IVEA</strong> recommends that an assessment framework be developedto assess and establish:• Educational background;• Listening, speaking, reading and writing skills in English;• Study skills;• First language literacy;• Numeracy.5.2.1 Assessment/Enrolment of MinorityLinguistic Learners: GuidelinesThe following sections contain guidelines [S. 5.2.1] and a sampleenrolment form [S. 5.2.2] which have been adapted from an enrolmentform for second level students devised by Jessica Wanzenböck,Co-ordinator of the VEC Education Service for Separated Childrenat City of Dublin VEC. They are partly based on Hall Deryn’s 2001publication entitled Assessing the Needs of Bilingual Pupils – Livingin Two Languages (2nd edition, David Fulton Publishers, London).In order to fully assess the learning needs of students from minoritylinguistic groups, more information is required than is usually soughtthrough ‘normal’ admission procedures for monolingual learners. Amore complete picture of a learner’s linguistic situation will enableeducational institutions to more easily identify learning needs; identifywhen and if additional support is necessary; identify potential learningdifficulties; deal with problems that may arise; and, generally, bein a position to more fully understand a student’s progress anddevelopment in the educational institution.Please note:This is NOT a comprehensive educational assessment tool.If a learner’s educational progress is causing concern, moredetailed assessment and monitoring needs to be undertaken,which includes – amongst other things - English and firstlanguage development.The following form [Section 5.2.2] is meant as an aide to find outabout a learner’s general background.How should such an assessment be conducted?The following information/assessment form is meant as a guide tobe used while conducting a more detailed conversation with thelearner at enrolment/admission stage. It is important to establishgood communication with the learner at the earliest stage possible.Teachers should be aware that learners might have different culturalexpectations in respect of their involvement in the educationalinstitution’s affairs, for example their previous experience of schoolmay be negative; they may distrust the school as being an ‘officialagent of the state’ etc.22
Page 3 and 4: © IVEA, 20042IVEA wishes to thank
Page 5 and 6: contents667810101111131314141415151
Page 7 and 8: DefinitionsLegal TermsAsylum seeker
Page 9: Glossary of TermsAPVSCCAssociation
Page 12 and 13: Over one hundred delegates includin
Page 14 and 15: 2NATIONAL STRUCTURES2.1 CO-ORDINATI
Page 16 and 17: In co-operation with the Equality A
Page 18 and 19: 3.3.2 Report of the Steering Group
Page 20 and 21: 4PREPARINGTHE COLLEGE/CENTRE/PROGRA
Page 24 and 25: The educational institution should
Page 26 and 27: Previous education *Has the learner
Page 28 and 29: Training and materials need to be d
Page 30 and 31: 7FOLLOWINGTHE MAINSTREAMCURRICULUM,
Page 32 and 33: 7.4.3 FETAC ESOL ModulesAt the time
Page 34 and 35: 8.2.1 Experiences of Guidance Couns
Page 36 and 37: 9 CONCLUSION9.1 THE ROLE OF MANAGEM
Page 38 and 39: the situation of those who experien
Page 40 and 41: APPENDIX INATIONAL STRUCTURESThe fo
Page 42 and 43: (i) that one is a member of the Tra
Page 44 and 45: 1944, and section 11, a chief execu
Page 46 and 47: APPENDIX VCONTACT LIST OFSTATUTORY
Page 48: National Youth Development Educatio

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