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2015-2016 Multicultural Policies and Services Submission Template

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

Report contentIn 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 responsesSubmissions are due by Friday 15 July 2016 to: [email protected]

If you have any questions, please contact Abby Duruz, Policy Analyst, TAFE Strategic Policy Initiatives via the above email or telephone (02) 9212 8646.

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build, 02/06/16,

Kerry Evans, Louise Turnbull and James Duncan to complete this template.

mailto:[email protected]

https://www.tafensw.edu.au/__data/assets/pdf_file/0005/11696/TAFE-NSW-Annual-Report-2014-2015.pdf

https://www.tafensw.edu.au/__data/assets/pdf_file/0005/11696/TAFE-NSW-Annual-Report-2014-2015.pdf

https://www.det.nsw.edu.au/media/downloads/about-us/how-we-operate/strategies-and-plans/corporate/mpsp-multicultural-plan.pdf

https://www.det.nsw.edu.au/media/downloads/about-us/how-we-operate/strategies-and-plans/corporate/mpsp-multicultural-plan.pdf

Institute Multicultural Policies and Services Reporting 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

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.

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their positions.

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 Multicultural training sessions and Continual professional learning and

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assist staff in countering racism and discrimination

resources incorporate strategies for countering racism and discrimination, egall 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.

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 Consultants4 x Senior Counsellors13 x TAFE Counsellors3 Outreach CoordinatorsI x Head Teacher and 2 x teachers of Equity6 x Senior Education Officers (SEO)Over 300 casual equity support staff

WSI has a bilingual staff register available on the WSI Intranet site for all staff to access and 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

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 annually and 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.

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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.

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.

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MPSP Priority 2: High Expectations, Closing the Gap Western Sydney Institute (WSI)



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 training information 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

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 Street Youth 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

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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.

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

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

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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.

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

MCEO attended the Settlement Symposium Support for Syria 2016 at Parramatta on 24

Continue to improve the communication strategies with CALD target groups.

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humanitarian backgrounds

E.g. Settlement and transition programs

June 2016. The symposium aim was to provide 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).

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 offered English 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.

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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.

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. The Youth Employment Pathways is part of the youth stream of the Industry Skills Fund. It targets disengaged young people, aged 15-18 years, and aims to re-engage their motivation to return to school, move into the workforce or start vocational education. The training component was 8 weeks and the case management has continued after training with the SydWest Youth Projects.

WSI delivered an 8 week Youth Employment Pathways program in October 2015 in partnership with Mt Druitt Ethnic Communities Agency (MECA), Bidwell High School, local churches and WSI Mt Druitt Outreach & Multicultural sections. 12 students enrolled. The Youth Employment

Proposals have been submitted for the Youth Opportunities 2016-17 funding round partnering with MECA and SydWest. The Youth Opportunities program provides one-off, time-limited grants to non-government organisations and local government to fund projects that enable young people to initiate, lead, manage and/or participate in community development activities. The target group are young people who are in the transition from childhood to adulthood and from dependence to independence. The program aims to assist in minimising the risk of disengagement from education for all young people, particularly those who face disadvantage. The funding is for projects to be conducted between January and December 2017.

Continue to work closely agencies in seeking for contestable funds and grants to provide tertiary pathways for CALD communities.

Maintain links with schools, universities, settlement service providers and migrant community organisations to encourage

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Pathways is part of the youth stream of the Industry Skills Fund. It targets disengaged young people, aged 15-18, to get back into school, and aims to re-engage motivation to return to school, join the workforce or start vocational education. The training component was for 8 weeks and the case management continued after the training with the MECA youth worker.

Pathway Opportunities for Youth (POY) TAFE Taster program started in March 2016 with Bidwill High School students. 22 names were approved and 14 students started. Funding was from the Industry Skill Fund-Youth Stream Employment Pathways funding. Our partnership was with MECA, Bidwill High and local churches. It was an 8 week program which included 1 day per week at TAFE and one day a week case management at Bidwill High managed by MECA.

MCEO presented at the Arabic Employment Forum at SydWest in June 2016 to promote tertiary pathways in TAFE, recognition of overseas qualifications & skills and organise qualification assessments. 24 people attended from Syria, Iraq, Afghanistan, Egypt, Africa and Iran.

MCEO presented at the Southern Sudanese Community & Social

partnerships aimed at promoting tertiary pathways for CALD communities.

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Awareness event in partnership with Penrith City Council, Nepean Migrant Access and Community of Southern Sudanese and Other Marginalised Areas Association promoting tertiary pathways to TAFE. 35 people attended.

MCEO presented at 2 information sessions in March 2016 with the Arabic speaking community in partnership with MECA, SydWest and SSI at Mt Druitt with an Arabic speaking WSI Counsellor and Outreach teacher. Approx 30 people attended from Syria, Iran, Iraq, Lebanon, Afghanistan, Egypt and Africa.

Presented at 3 community Information sessions in partnership with MECA, SydWest and SSI, semester II 2015. 2 were for the Arabic speaking community which included people from Syria, Egypt and Iraq and 1 session was for the Afghan community. Approx. 40 people attended.

Community consultations and information sessions with the Indian sub-continental, Syrian, Iranian, Arabic speaking, Bhutanese, Japanese and Maltese communities. Consultations were organised in partnership with Nepean Migrant Access, Department of Human Services Centrelink, SydWest, MECA, Penrith Women’s Health and Nepean Blue Mountains Local Health District (NBMLHD) Multicultural

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Services. The outcomes of these consultations have resulted in programs being designed specifically to meet the needs of the groups including; Pathways to Horticulture, English in the Garden, Access Smart Technology for Work & Learning, Introduction to Floristry, Computing, English and Conversation classes, Preparation for the Australian Workplace and Mentoring.

Youth Employment Pathways Intervention programs developed in partnership with Sydwest, MECA and local schools for disengaged youth.

WSI staff, MCEOs and Career Counsellors have strong links with Settlement Services, local Councils, STARTTS, Department of Health, professional peak bodies, Human Service Centrelink & Family & Community Services, Non-government Organisations and other government agencies to enhance awareness of tertiary pathways through OTEN and WSI provisions and beyond.

2.5 Promote intercultural understanding and positive community relations

E.g. antiracism activities, teaching resources

MCEO Involved in the review of the “Refugee Welcome Zones” Refugee Council of Australia document distributed at the November Settlement Services Coalition as part of MCEO’s role as a member of the Multicultural NSW Nepean Blacktown Regional Advisory Council (RAC) .

Partnership with NSW Police and the International Unit to continue presentations to students.

Celebrations and awareness of Harmony Day and Refugee Week planned annually at OTEN and WSI colleges.

WSI and OTEN to continue sponsorship and participation in local community

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Partnership with NSW Police Force to deliver presentations by the Multicultural Community Liaison Officer (MCLO) and local Police Officers to ESOL and international students at Nepean and Mt Druitt Colleges informing students about the role of Police in Australia, general safety information and how to report crimes with the aim of bridging the gap between the new migrant community and NSW Police.

WSI sponsoring Nepean Refugee Week on Thursday 23 June in partnership with Penrith City Council, Settlement Services International (SSI), Nepean Migrant Access (NMA), Penrith Women’s Health, Centrelink, Nepean Blue Mountains Health District (NBMHD) Multicultural Health Services and Ability Links Anglicare. 125 people attended including the Mayor of Penrith, Counsellor Karen McKeown who opened the event.

WSI in partnership with Mt Druitt Ethnic Communities Agency (MECA) and the Community Services students at Nirimba College organised a YouTube video clip as part of Refugee Week. On the video, 12 people talk about courage, “what does courage mean for you” and “if we were courageous, what could we achieve together”. Ed Husic, Federal Labour Member for Chifley also spoke

Harmony Day and Refugee Week celebrations.

The final editions of the Harmony Day posters to be submitted for the 2017 Premier’s Harmony Dinner Medalsnominations.

Another Harmony Day poster competition with students from Nepean Arts and Design College is planned for 2017.

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on the video about courage. The purpose of the video clip was to create a social media clip and post it for Refugee Week as a message from Mt Druitt. The video will be posted through Community Migrant Resource Network (CMRN), Facebook and the Refugee Council of NSW.

MCEO representing TAFE WSI attended the 2015 and 2016 Ramadan Dinners hosted by the Afghan Community Support Association of NSW (ACSA) at Blacktown Mosque Community Hall.

The 2 MCEOs at WSI organised a Harmony Day Poster Competition at Nepean College through the Nepean College Arts & Design Centre (NADC) for Harmony Day in March 2016. Students studying at the NADC develop a series of posters focussing on the theme of Harmony Day “Our diversity is our strength”. The best entries were selected by a panel of judges made up of staff and sponsors. There were 3 community partners sponsoring and contributing financially towards the voucher prizes from Artsup, a local arts supplier in Kingswood. The sponsors were Penrith City Council, Nepean Migrant Access and SydWest MSI.The Mayor of Penrith, Counsellor Karen McKeown attended as a judge along

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with WSI Institute Director, Robin Shreeve. Exhibitions to display the posters were held at different colleges in WSI and OTEN as well as local libraries. The project will be nominated for 2017 Premier’s Harmony Dinner Medals.

MCEO represented TAFE WSI at the Multifaith Afternoon Tea in June 2016 organised by Penrith Mayor, Counsellor Karen McKeon. 20 people attended representing 15 different denominations. The aim was to promote Harmony in the Penrith LGA and to work cooperatively. A Multifaith Statement has been drafted to be signed by the group at the next meeting which Council will be recommending to develop into a policy.

Harmony Day and Refugee Week s were celebrated acrossWSI sponsored and supported by WSI staff and students.

Harmony Day was promoted and celebrated at OTEN with a display of information and an afternoon tea for staff who also had a chance to choose their favourite posters from the series of 9 posters produced for the occasion by WSI Graphic Design students.

Some OTEN staff attended: i) cultural training session on Engaging with Community: Myanmar (Burma); ii) Understanding the Tamil Community.

Discrimination and Racism Awareness

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resources available on WSI’s intranet for all staff.

2.6 Promote understanding about education and training in NSW among people from culturally and linguistically diverse backgrounds

E.g. community consultations, information sessions

Community consultations and information sessions were held with the various CALD community groups such as Syrian and Afghan groups and training programs were specifically designed to meet their needs through the Outreach, Foundation Studies and Pre-Vocational sections. Programs included Skills for Education and Employment (SEE), Skills for Work and Training. TAFE pathways information is presented state-wide in various media forms by MCEOs and other staff for new and emerging communities.

Promotion of the SEE program English language courses to Adult and Community Education providers, Employment Services providers, at community forums, Department of Human Services meetings with team leaders from Employment Service providers and Centrelink.

Blacktown Job and Training Expo held at Blacktown TAFE on 27 August 2015. English language students from TAFE and other Registered Training Organisations attended this event.

Promoted OTEN provisions, SEE program and English language courses through presentations at Multicultural Service Organisations meetings, to Adult and Community Education providers, Employment Services providers, at the

Maintain participation in community consultations, information sessions, Multicultural interagencies and forums to promote understanding about education and training including OTEN’s targeted provisions through flexible and distance education in NSW among people of CALD backgrounds.

Enhance communication strategies with regional and remote CALD communities.

Blacktown Job and Training Expo to be held August 2016.

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Multicultural Advisory Forum, in meetings with team leaders from Employment Service providers and Centrelink and community forums such as Alminia Association and International Women’s day event. This generated interest in OTEN provisions and particularly in blended learning.

2.7 Provide interpreter services to support communication with clients, parents and community members

WSI has a Community Language Register of bilingual/multilingual staff. All WSI staff have access to the Telephone Interpreter Service (TIS) and the Community Relations Commission Interpreter and Translation Services.

WSI has a total of 5 staff receive the Community Language Allowance (CLAS) payment for interpreting services.

Interpreting services are offered to all CALD clients to access information in TAFE NSW. This is a fully funded service.

Translating and Interpreting services are widely promoted on multicultural flyers, WSI course handbooks and websites.

Ensure WSI staff intranet and WSI internet sites are updated and maintained regularly for access to all staff, students and the CALD community.

WSI will continue to monitor and review the demand and success of these interpreter services.

2.8 Develop partnerships and contacts with other agencies and organisations to deliver appropriate programs and services to support students from culturally and linguistically diverse backgrounds

Partnerships and contacts have been developed with Settlement Services International (SSI), Service for the Treatment and Rehabilitation of Torture and Trauma Survivors(STARTTS), Multicultural NSW, SydWest , Metro Assist Multicultural Resource Centre (MRC), State Library, The Arabic Council, Hunter MRC, St Anthony’s Family Care, and Nepean Migrant Access, to support students from CALD backgrounds to access targeted programs,

Maintain and enhance partnerships with settlement service providers and migrant community organisations to ensure CALD communities are informed about relevant WSI and OTEN programs and services and to identify unmet demands ensuring communities are informed about delivery of appropriate services to support students from CALD backgrounds.

OTEN MCEO to continue negotiations with AMES for providing Skillmax courses via

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financial and settlement service support. MCEO is a member of the Blacktown

Emerging Communities Action Plan (BECAP) which is Blacktown’s response to services supporting the Syrian community. Partnerships with local agencies and WSI to offer appropriate programs and services to support these new and emerging communities to access education, training and employment. Members include Mt Druitt Ethnic Communities Agency (MECA) SydWest MSI, Blacktown City Council, Human Services, Centrelink, Family & Community services (FACs), The Washhouse, Community Relations Network, Settlement Service International (SSI), Catholic Care, Ted Noffs foundation, St Vincent De Paul Society.

MCEO member of the Nepean Blue Mountains Multicultural Advisory Committee. The role of the Multicultural Advisory Committee will be to provide strategic direction and leadership through collaborative practice to support CALD communities in the Nepean Blue Mountains District. The Committee will work together to constitute a consultative/advisory role for the FACS Nepean Blue Mountains District. It will have input into FACS operational management and policy development issues in relation to culturally and linguistically diverse (CALD) communities. It will comply with the Community Relations Commission

online and distance education. OTEN staff to continue to enhance pathways

between distance learning AMEP and SEE programs and target specific rural areas with high density of migrant and refugee population.

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and Multiculturalism Act 2000. Members include Family & Community

Services (FACs), NSW Police Force, Western Sydney Community Forum (WSCF), Community Migrant resource Centre, National Disability Insurance Agency (NDIS), Penrith City Council, SydWest MSI, Nepean Migrant Access (NMA), Settlement Services International (SSI), Multicultural Health Services, TRI Community Exchange, Wentworth community Housing, Bridging the Gap, Catholic Care.

OTEN MCEO partnered with Metro Assist MRC for the SkillME project which is funded for 3 years. Over 40 students from this project were enrolled with OTEN to date. Two customised employability and language skills courses were delivered and a new program is planned with vocational Units as gap training for this cohort of clients in response to demand.

OTEN MCEO succeeded in obtaining funding from the Scanlon Foundation in partnership with Australia Red Cross for a Refugee Youth Leadership and Civic Engagement and training project. This includes a customised Skillset delivered to young disengaged Refugee youth from forced migration backgrounds.

Engagement and collaboration established by OTEN with Settlement Services International (SSI), Australian Arab Council, Ethnic Communities Council, Inner West

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Multicultural Agency, Refugee Council, Refugee Support Network, Centrelink Offices, STARTTS, Multicultural NSW, Multicultural Disability Interagency and several Migrant/Multicultural Resource Centres in NSW, to identify resources and funding opportunities to address unmet training needs of CALD people.

Youth Employment Pathways Intervention programs planned by OTEN MCEO in partnership with Arab Council Australia, Hunter Multicultural Resource Centre and local schools for disengaged youth.

Partnership established with the State Library to disseminate information to CALD clients throughout all state libraries and to avail ESOL resources and bilingual dictionaries to OTEN students in remote areas.

OTEN continues to have successful partnership with St Bakhita, a refugee centre for Sudanese refugees. This relationship continues to strengthen with visits by OTEN teachers to the Centre to heighten OTEN’s understanding of the needs of the community and to modify and develop new learning resources.

A collaboration was formed with Pathway Advisers from Navitas and Mission Australia to provide a pathway for students exiting the English Distance Learning AMEP to articulate them into the SEE Program through OTEN. Eligible rural and remote

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clients who completed their AMEP entitlement were referred to OTEN as SEE clients.

2.9 Implement a range of communication strategies to inform people from culturally and linguistically diverse backgrounds about programs, services and activities

E.g. documents in languages other than English, different formats, targeted information campaigns

WSI promotes courses in local, metropolitan and community newspapers, Philippine, African and Chinese newspapers, MX Metro newspapers, on the 96.1 (The Edge), NOVA 96.9 and 2GB radio stations and uses Cinevation which advertises in cinemas in digital media, social media and digital advertising, billboards, buses, railway stations, Australian Traffic Network etc.

OTEN staff continued to engage with various CALD community groups and peak organisations to raise the profile of OTEN provisions, ESOL and SEE program for CALD clients, via presentations (including bilingual sessions) at forums and meetings, information displays, emails, mail out, media outlets and personal contacts. Areas of high migrant population were targeted.

A new short information Multicultural Video produced for OTEN enrolling students link on You Tube https://youtu.be/5yYpIl__rNw

OTEN staff participated at community events such as Auburn Welcomes You Expo, Blacktown Job and Training Expo, Merrylands Open Day, Africultures Festival, Refugee Week event in Fairfield, Refugee

Evaluate communication strategies promoting programs, services and activities to CALD communities to assess effectiveness and adapt if and where necessary.

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https://youtu.be/5yYpIl__rNw





and Employment Workshop in Parramatta, Burwood Chinese New Year Festival, Refugee Employment Working Group in Blacktown.These events helped to raise awareness of the OTEN provisions and SEE programs.

OTEN created a YouTube video tracking two SEE students and their journey through the Program click here to view

Regular community information sessions to CALD communities with the aid of approved interpreters where required.

Information leaflets distributed to CALD communities state-wide regularly by mail and email.

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MPSP Priority 3: New and Better Ways of Doing Business Western Sydney Institute (WSI)



3.1 Develop local plans for multicultural education and training

As applicable in line with multicultural legislation and policy drivers.

As applicable in line with multicultural legislation and policy drivers.

3.2 Allocate resources to support the implementation of multicultural education and training programs and services

As applicable – resourced under Smart and Skilled Community Service Obligation funding, fee free targeted priorities, mainstream programs and Thin Markets.

As applicable – resourced under Smart and Skilled Community Service Obligation funding, fee free targeted priorities, mainstream programs and Thin Markets.

3.3 Collect and analyse data on participation and outcomes of students and clients from culturallyand linguistically diverse backgrounds to inform planning and reporting

Equity Managers and MCEOs collect data on CALD student enrolments and completions and analyse them by ethnicity and by specific groups such as refugees, to identify underrepresented groups and address them through eg.:

targeted marketing strategies, meetings with teaching staff to address

CALD students support needs. customised programs through specific

Smart and Skilled skillsets or external funding sources.

Continued monitoring and analysing CALD students participation and completion rates in CALD targeted provisions, SEE, SEEK and other commercial courses.

Continue to monitor and analyse CALD participation rates in the light of Smart and Skilled.

Identify barriers that arose from these changes and ways to address them.

Monitor the impact of Smart and Skilled on the participation levels and course completions of CALD students and advise on enhancements.

A strategy for improvement can and has been achieved by partnerships with Not For Profit organisations to apply for educational grants and offer programs to CALD communities affected/disadvantaged by Smart & Skilled eligibility.

Identify barriers that arose from these changes and ways to address them.

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MPSP Priority 3: New and Better Ways of Doing Business Western Sydney Institute (WSI)



3.4 Conduct research into effective educational strategies to supportthe needs of students and clients from culturally and linguistically diverse backgrounds

As applicable – ongoing through the Multicultural and equity support units.

Identify research projects to assist management in measuring the effectiveness and appropriateness of current support provisions to CALD students in WSI and OTEN.

Monitor OTEN’s student satisfaction surveys for multicultural specific feedback.

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Deadline for responsesSubmissions are due by Friday 15 July 2016 to: [email protected] If you have any questions, please contact Abby Duruz, Policy Analyst, TAFE Strategic Policy Initiatives via the above email or telephone (02) 9212 8646.

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oten.tafensw.edu.au - online courses, distance … · web viewsome oten staff attended: i) cultural...

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