A fair go: Factors impacting on vocational education and training participation and completion in selected ethnic communities

• The research verified a generally low awareness and valuing of vocational education and training amongst the participants for the six language groups taking part in the research, widespread dissatisfaction with English as a second language programs, and little understanding of traineeship and apprenticeship opportunities.

• The main purpose of training, from the perspective of the participants in this study, is to get a job; undertaking training is generally not reconsidered once a job is found.

• The primary preference is for vocational programs with integrated English language support.

• Enrolment and completion in vocational education and training are strengthened in programs that:
  • provide clear pathways into employment
  • provide language support
  • acknowledge and address cultural issues
  • have teachers who understand issues faced by trainees (cultural, language and settlement), and who have, in turn, the ability to explain cultural and professional values and practices to trainees
  • acknowledge trainees' existing vocational skills
  • include work experience in their training.

This research project sought to examine key factors which may influence participation and completion rates in vocational education and training (VET) for six ethnic communities. Four general areas of investigation were selected:

• the levels of awareness, understanding and perception of vocational education and training

• the role played by English as a second language programs in providing pathways and linkages to vocational education and training

• the perceived role of English language proficiency in participation and module/course completion outcomes

• the role of cultural expectations and norms in participation and module/course completion outcomes.

During the research these general questions were further refined in an attempt to understand the various relationships between the areas being examined. The researchers set out to determine whether there were any clusters of factors which together would intensify obstacles to participation, and whether a hierarchy of factors existed.

For the purposes of this research, vocational education and training was defined to exclude language, preparatory and access courses, known as multi-field study. Data indicate that students born in countries where the first language is not English are well, if not over-represented, in lower-skill-level preparatory courses. The main objective of the research was to explore the factors which lead to the lower representation of these people in the higher credentialled VET programs designed to lead to employment.

The six language groups examined in the study—Arabic, Bosnian, Cantonese, Spanish, Turkish and Vietnamese—represent a broad cross-section of settlement experiences. Their demographic characteristics show a large proportion of working-age adults, including people in the 18 to 25-years age range. The English language proficiency of the groups is variable. A total of 200 people participated in the study through in-depth interviews and focus groups.

It is hoped that the experiences and opinions of this sample can serve to provide a more detailed understanding of the critical issues which may impact on people from culturally diverse backgrounds in relation to their participation in vocational education and training. There is a clear danger in continuing to define ethnic communities as homogenous, and ignoring differences within communities. The research identified differences between and within language groups; for example, different experiences of settlement between groups. The research also found, within language groups, differences between newer arrivals and older established members. By analysing the experiences of these six distinct groups, the study sought to create a more nuanced snapshot of VET participation and completion outcomes among ethnic communities.

The research identified a number of factors considered to affect whether people from the six language groups enrol in and/or complete vocational education and training.

Enrolment was strongly linked to an understanding of the diversity of training outcomes and range of programs available . As the key concern was to secure a job, training programs were expected to lead to employment. The research verified a generally low awareness and undervaluing of vocational training pathways, including apprenticeships and traineeships.

Linked to the high expectation that training should lead to employment was the importance placed on work experience. This was universally valued as a way of attaining a realistic understanding of the Australian workplace and work culture.

A strong theme in the research was the importance of integrated language support. Participants (except Vietnamese speakers) were strongly of the view that, even with only moderate English language proficiency, it was possible to complete training programs if language support was available as an integral part of the training program.

The research findings emphasise the critical role of the VET teacher. Participants were of the view that VET teachers were instrumental in supporting trainees to achieve successful outcomes. Support from VET teachers during the normal course of training was preferred over additional and specialised English as a second language support. The important role played by VET teachers was also underlined by the often-expressed concern about the lack of intercultural competence demonstrated by some VET teachers. Respondents drew attention to the importance of having sympathetic and interculturally competent trainers, with an understanding of and empathy for, the hurdles facing migrants and refugees.

Cultural issues were seen to prevent some from enrolling; for example, the more informal Australian adult education environment, the reliance on discussion and group work, the greater autonomy expected and the greater interaction between males and females were all seen to create potential obstacles to participation. This was particularly the case for people who spoke Arabic, Turkish and Vietnamese. While it was stated that, once enrolled in a course, trainees would persevere to achieve a qualification, the general view was that, if cultural issues were not addressed, the quality of the training experience suffered. Culture was therefore seen as a second-order factor by some respondents. The potential obstacles identified above would not prevent some people from enrolling and attempting to complete their course. However, if the trainee was struggling because of other factors, such as transport or difficulties with English, these additional obstacles could lead to withdrawal from the training course.

Adult participants in the research wanted existing vocational skills acknowledged during training. It was reinforced many times that adults come to Australia with pre-existing vocations, qualifications and experience. Adult migrants and refugees lack English competency, not necessarily vocational competency. Participants spoke about the frustration and diminishing confidence during training because of what they felt was a discounting or rejection of their existing skills. This lack of recognition of vocational competence was sometimes felt to be an impediment to completing training.

Settlement issues played a major role in participation and completion outcomes of the participants (except for Cantonese speakers). For the majority of participants in the other five language groups, the research highlights that settlement is an ongoing and long-term process. Consequently, training costs—either directly through fees or indirectly through lost earnings—were significant obstacles. There was heavy reliance on public transport; again, settlement factors impacted on a family's ability to own a car. The lack of an extended family network and associated difficulties with finding childcare were noted as factors influencing women's access to training.

The research also highlights differences between, and amongst people from the six language groups. Communities are different and unique. It is not very useful to speak generically of 'people from a language other than English background'. Different waves of migration create differences within the same language group. For example, there were significant differences between recently arrived and longer settled members of some language groups. There are pockets of multiple disadvantage within some communities. Some groups of people are seen to face greater difficulties in relation to participation and completion of VET programs. These include: some young people, women, workers who went straight into the Australian workforce without access to any training, people coming from rural backgrounds in their original countries, and people with low educational qualifications.