Settling In Palmerston North and Feilding - Human Rights Commission

3.7 KNOWLEDGE AND SKILLSCommunity Voices‘Muslim young people going on school camps pray 5 times per day – teachers don’t know how to deal with this or about halal food’‘I wish I can get more teachers in class. At least two, so everybody can get help.’ Fia, 7‘When my son try to explain what is the meaning of EAD ADHA (when we celebrate Hajj and scarified a lamb to give it to poor people)teacher and children laugh. My son embarrassed and came home crying and asking what is wrong in my talk.’‘I was crying during the first week I came here. I was nervous, I don’t know the language.’ Sarah, 8‘One participant explained how he had to work (farming) for an income to support his family, but this prevented him studying English tobetter his situation in life. He feels much happier now he is retired and has the opportunity to study English at EHT. An ex-teacher, hemissed having the chance for another education.’‘Most people thought that their inability to communicate well in English was the biggest barrier to employment, and that this was a biggerfactor than their ethnicity. (Note – most participants have not been told yet about the new English for Employment programme whichEHT now has a contract to provide)’SETTLING IN PALMERSTON NORTH AND FEILDING‘Participants talked of seeing language as the real key to settlement – access to a higher standard of living, education, employment, andthe community generally. Without good English they were very isolated and lonely.’‘In the school, we need the respect to become one of the issues that children should learn it. Not only using the good manners such assaying thanks or pleases, but respect other culture believes and traditions.From focus groups April/May 2009IntroductionPalmerston North has a growing reputation as a centre for knowledge and learning. Tertiary education, research and innovative technology makea significant contribution to the local economy and a thriving student population fosters a lively atmosphere in the city.Knowledge and skill acquisition have become increasingly important in today’s world, where access to information and proficiency with technologyare key aspects of the way we live and work. At the most fundamental level, knowledge and skills enable people to meet their basic needs;beyond that, they broaden opportunities and experiences, and they influence the choices that people make and the lives that they lead. Socialand economic well-being for an individual is closely linked to the skills and knowledge they possess and are able to contribute. Those with feweducational qualifications are more likely to be unemployed or working in low-income jobs. The data on the overseas-born residents of PalmerstonNorth shows that on average they are more highly qualified than those across the rest of the country. This is no doubt a reflection on the city’stertiary learning focus and the numbers of international students and professionals who choose to settle here long term.Nevertheless, there are large numbers of newcomers to Palmerston North and Feilding who are experiencing difficulties – for many, this is relatedto limited English language, the costs of undertaking any training or the fact that the qualifications they have acquired in their homelands are notrecognised here. Some refugees, particularly the children, have spent long periods of their lives in refugee camps with significant disruption totheir education and limited opportunities to participate in any structured learning.Language underpins many other needs. Limited English is frequently seen asthe most significant barrier for newcomers with respect to accessing servicesand participating in the community. There are particular issues for older peopleand women, who may be more socially isolated than their husbands and childrenand have fewer opportunities to build their English language skills. There arealso issues identified in relation to schooling, particularly the impact that languagebarriers have on the quality of home-school partnerships and the support thatis available to schools to help meet identified ESOL needs. Issues arise forparents and children in relation to understanding the complexities of the NewZealand education system (eg NCEA, school zones and decile ratings), a lack ofcultural awareness in some schools and the pressures of trying to maintain theirfirst language at the same time as they are learning English. Specific issues forinternational students are discussed in section 3.11.Chinese group with Kay Wilson, ESOL tutor in Feilding52