Erik S. Lloga, Chair, Employment, Education and Training Committee of the Ethnic Communities Council of Australia at Second Canada-Australia Round Table on Foreign Qualification Recognition in Vancouver, 20-22 March 2013.
Original Title
Innovations in Support Services for Immigrants and Employers: Comments and observations
Erik S. Lloga, Chair, Employment, Education and Training Committee of the Ethnic Communities Council of Australia at Second Canada-Australia Round Table on Foreign Qualification Recognition in Vancouver, 20-22 March 2013.
Erik S. Lloga, Chair, Employment, Education and Training Committee of the Ethnic Communities Council of Australia at Second Canada-Australia Round Table on Foreign Qualification Recognition in Vancouver, 20-22 March 2013.
To draw attention to the disparate nature of the process of recognition of immigrants skills and qualifications To raise some questions regarding current arrangements in the recognition processes of migrant skills and qualifications To suggest some innovative ways in which some of the issues raised might be approached A four stage recognition process There are at least four formal and de facto recognition processes that immigrants face: Pre-migration assessment of qualifications for migration purposes; Post-arrival assessment by relevant professional/trade/other body; Assessments by other organisations, e.g. universities and institutions of further study; Assessments by employers in deciding whether to employ or not immigrant applicants Assessments of comparative levels of academic, professional, trade qualifications Organisations, such as NOOSR and Trade Recognition Australia have amassed a great deal of information about the nature and content of academic and trade training systems and content in a large number of countries and provide ready assessments of qualifications, such as those concerning assessments for migration purposes. On arrival migrants are again reassessed, or are referred to external authorised bodies for assessment. Assessment of credentials or competency-based assessments? Assessment based on credentials is important but, in my view, on its own, is insufficient in assessing the requisite range of skills for practice. It does not tell us in any detail about the skills and competencies that the individual possesses (or lacks) and their appropriateness/adequacy for practice; Nor does it tell us about any other additional skills, experiences and attributes (e.g. LOTE) that the person possesses that may be important for practice in a culturally and linguistically diverse society and in a global context. The importance of context Following on from the last point, context is important and is a very real challenge for assessors. It is also a major challenge for migrants. Lack of familiarity with a new society, with the cultural context in which the particular profession is practiced. Disorientation, settlement pressures to secure an income Language and communication difficulties exacerbated by unfamiliarity and the added anxiety that this can produce, make the situation migrants are faced with especially difficult. Is assessment an enabling process or does it have (unintended) adverse effects? Time has consequences. The longer it takes to assess and recognise qualifications, the greater the cost to the migrant. And the costs are not only financial!!! There is a double negative effect here: knowledge and skills decay with non practice and, by not practicing their occupation, it is difficult for migrants to keep up with ongoing developments in their field. There are psychological and health costs as well as social costs! Supports for those qualified/trained abroad: Quo vadis? The current provisions that would support migrants leave much to be desired. It is interesting to note that with the cutbacks in funding/severe limiting of English language programs, the few provisions that were designed to assist the overseas trained (e.g. ESL for overseas doctors and health professional, teachers, etc.) are simply not on offer or are severely delimited. Similarly, welfare programs (e.g. ethnic specific programs and services), which provided supports to migrants, have also been severely affected by government cutbacks and the need to balance budgets The introduction of the so-called user pays principle, has further exacerbated the capacity of migrants to avail themselves of what used to be free government and community services.
The need for research into supports that migrants require and their availability The last review that was carried out into migrant services and programs in Australia was in 1988, the so-called Fitzgerald Review or ROMAMPAS. In light of the changes that have occurred in programs and services, it would seem appropriate to carry out such a review, especially with the overseas trained in mind. In Australia, the modality of community programs has been based on a welfarist (deficit) approach that regards migrants as needy, rather than as capable people who, at a particular stage of their settlement into a new society, require the communitys support to become productive members of the community. A paradigm shift in thinking and approach is required!!! A cooperative/partnership approach between government, industry and community Australia has a strong civil society, including a large network of ethnic community groups and organisations. Yet, it is surprising how often the link and relationships between these potential supports for the overseas trained and for assessing authorities are not developed. I would suggest that exploiting this potential can contribute greatly to the efforts of both recognition/assessing authorities and government in supporting the overseas trained. (Many migrants are employers too!) Some comments regarding the risk of discrimination/unequal treatment of the overseas trained In a major federal government study into Australian arrangements for the recognition of skills and qualifications in a cluster of professions and trades, in the 1990s, Stephen Castles, observed that although overt discrimination did not exist, nevertheless, the demand for ever higher levels of English and the sine qua non insistence on local work experience, while discounting past experiences elsewhere, could be regarded as a form of discrimination. His argument, as I recall, was that discrimination is not just direct or indirect (systemic), but includes the failure to provide for a well established need (e.g. language services) This view was also affirmed by the Victorian Task Force into Migrant Skills and Qualifications, in 1990. Information provision The right to know and to be informed, is a fundamental human right. In the age of the internet this task is made easy and less costly. However, from our past experience, not everyone can access the net and nor can it be, for some (?), at least, a substitute for direct face-to-face communication. Advanced information provision and career and other qualification recognition and employment related information needs to be available. The need for advocacy As Charles Taylor (a Canadian) has argued, recognition is about acknowledgement and demonstration of respect. Though unintended, non- recognition is never an innocent exercise, it can wound and injure. Advocating on behalf of those who require our support, regardless of the positions we occupy, so that they may receive fair, timely and not too onerously costly attention and support, is an obligation that we all share. As Taylor argues there are things we owe to strangers.