Transcript Slide 1

What Do We Mean
By Social Justice?
Aboriginal Employment, Education &
Community Development
Lynette Riley-Mundine
International Agenda
United Nations:
 Indigenous monitoring
 MDG – Millennium Development Goals
 EFA – Education For All
 EFI – Index
 Nation Reports
Visit website of UN and explore goals
Aboriginal Employment
Statutory, Policy & Reporting Requirements
Statutory Requirements
Commonwealth Legislation
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NSW Government “Aboriginal Employment in Practice for the NSW Public Sector”
2000
Racial Discrimination Act 1975
Disability Discrimination Act 1992
Age Discrimination Act 2004
Sex Discrimination Act 1984
Human Rights & Equal Opportunity Commission Act 1986
State Legislation
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NSW Government “Aboriginal Employment in Practice for the NSW Public Sector”
2000
Anti-Discrimination Act 1977
Aboriginal Employment
Statutory, Policy & Reporting Requirements
Policy Requirements
State
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NSW Government “Aboriginal Employment in Practice for the NSW Public Sector”
2000
NSW Policy Statement “Making It Our Business ” 2006
NSW Government “Two Ways Together ” 2005
NSW Public Sector “Workforce Planning Strategic Framework and Action Plan ”
2004 – 2006
Commonwealth
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Commonwealth of Australia “Overcoming Indigenous Disadvantage Report, Key
Indicators 2005 ”
Government Services 2005 “Indigenous Compendium ”
Statutory, Policy & Reporting Requirements
Reporting Requirements
Premiers Department Reporting Requirements
Minimum EEO statistical information includes:
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Number of EEO respondents in an agency
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Number of people who identify as Aboriginal
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Number of people who identify as Torres Strait Islander
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Number of people who identify as both Aboriginal and Torres Strait Islander
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Number of people who identify with a disability
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Number of people who identify with a physical disability requiring workplace
improvements
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Number of people for whom English is not their first language
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Number of people who identify as a racial, ethnic or in an ethno-religious minority
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Number of women
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Number of men
State Focus
“meeting the needs of Aboriginal people is core
business for NSW public sector agencies, agencies
have a responsibility to promote the employment of
Aboriginal people, and support Aboriginal staff once
employed. Getting a job is one thing – building a
rewarding career is a different challenge ”
(Making It Our Business, Foreword by The Hon
Morris Iemma, MP, Premier, 2006)
Statutory, Policy & Reporting Requirements
Reporting Requirements
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Whole of Government - TWT
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Number of Indigenous specific programs and services administered or funded by your
agency
Number of programs and services administered or funded by your agency which have a
significant Aboriginal client base
Number of projects which you are operating which are Indigenous specific or which have a
significant Aboriginal client base
Nature of the programs, services and projects
Amount of funding allocated to each of these programs, services and project
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Overcoming Indigenous Disadvantage
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Initiatives to raise cultural awareness
Initiatives to increase Indigenous recruitment
Specific Outcome 2 initiatives to increase Indigenous staff numbers
Initiatives to increase developmental opportunities of Indigenous staff in the department
Initiatives to improve retention rates of Indigenous staff in the department
Factors Affecting Involvement
INTERNAL FACTORS
cultural differences
EXTERNAL FACTORS
Cycle of poverty
HISTORY
History
1770
1788
1795
1814
1834
1838
1848
1850
1878
1881
1883
1897
1901
1909
1937
1940
1941
1942
1943
1944
1946
Captain Cook – claims Australia is unoccupied & Terra Nullius – legal non-existence of
Aboriginal people in Australia
Intensive contact – introduction of diseases
Martial Law – soldiers ordered to kill as many Aboriginal people as possible
Native Institution at Parramatta – Governor Lachlan Macquarie, closed in 1830
John Bateman Treaty with Aborigines not allowed – as it could subvert rights of
landholders
Myall Creek trials
Establishment - Board National Education
Pastoral Expansion & Policy of Extermination – Aborigines seen as “rural pests”
Reserves and Mission – created for Aborigines
Protector of Aborigines appointed
Aborigines Protection Board & Stolen Generations commence
Policy of Segregation
Commonwealth of Australia – White Australia Policy
NSW Aborigines Protection Act – APB control over Aborigines
Policy of Assimilation
Aborigines Welfare Board
Child Endowment for Aboriginal people – if non-nomadic
Invalid and Old Age Pension approved for Aborigines – no payment for 2 years
Certificate of Exemption – “Dog Tags” introduced as part of Assimilation Policy
School entry – via Certificate of Exemption
School entry – via Medical Certificate
History
1958
1960
1965
1966
1967
1969
1970
1972
1973
1982
1982
1983
1987
1989
1991
1991
1992
1993
1995
1996
1997
Aboriginal campaigns – Aboriginal Progressive Association & FCAATSI
Integration Policy – theory of creating new Australian culture – take the best from all
Freedom Rides – based on campaign for “Black” Rights in America
Gurindji people walk off Wave Hill Cattle Station – for equal pay – became first land claim
Commonwealth Referendum – implemented 1969 – citizenship; counted in Census &
Commonwealth power to make laws for Aboriginal rights over states
Commonwealth – Federal Office of Aboriginal Affairs established
Self-Determination – policy of control given to Aboriginal people, in theory
Teacher’s handbook – withdrawal Principals authority to exclude Aboriginal students
National Aboriginal Consultative Committee established
NSW - Aboriginal Education Policy – first in Australia
NSW Ministry Aboriginal Affairs
NSW Aboriginal Land Rights Act
Child Care Act – Aboriginal people could foster and adopt Aboriginal children
Royal Commission in Aboriginal Deaths in Custody
Report by the Royal Commission
Council for Reconciliation established
Mabo decision by High Courts – recognition of British Law Native Title – inheritance rights
Native Title Act
Inquiry into Stolen Children – Human Rights and Equal Opportunity Commission
High Court Wik decision
Reconciliation Convention & “Bringing Them Home” Report
Aboriginal Statistical Information
Population
Aboriginal population and total population of New South Wales in 2001, by age group (ABS, 2003)
Aboriginal Statistical Information
Geographic
Location
Aboriginal Statistical Information
Education – International Context
Australia’s Indigenous Students in PISA 2000: Results from an International Study, ACER, 2004
Aboriginal Statistical Information
Education – State Context
Aboriginal Statistical Information
Education – State Context
Average gap between Aboriginal and non-Aboriginal outcomes
2003
Months behind in learning progress
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
Literacy Year 3
Literacy Year 5
NSW DET, “The Report of the Review of Aboriginal Education”, 2004
Reading Year 7
Reading Year 8
Aboriginal Statistical Information
Health
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the life expectancy is at least 20 to 25 years or less than other Australians
45% of Indigenous males and 34% Indigenous females die before 45 years of
age, compared to non-Indigenous males at 10% and females at 6%.
Indigenous people are twice as likely to be hospitalised as other Australians
The main causes of death are circulatory disease, injury, respiratory disease,
cancer and diabetes
The reasons for this and other poor health are given as:
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Distance and lack of availability of transport
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Lack of access to GP’s and pharmaceuticals
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Lack of culturally appropriate service
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Non-proficiency in English
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Lack of involvement in service delivery
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Lack of private health insurance
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Economic disadvantage
Aboriginal Statistical Information
Labour Force
Aboriginal Statistical Information
Labour Force
Aboriginal people are:
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Twice as likely as other NSW Public Sector employees to have
temporary jobs
Represent 1.6% workforce – target is a minimum of 2%
60% ATSI employees earn less than $34,270 compared to 36%
total staff earnings below this level
Highly represented in service and amenities occupations
Poorly represented in Senior Executive Service, specialist
professional and high level clerical and administrative positions
Aboriginal Employment in Practice, for NSW Public Sector 2000, NSW Premier’s Department and ODEOPE (pages 12 -17)
Agency Profiles & Assessment
Employment Profile
By Aboriginal / non-Aboriginal – actual and percentage:
Gender; and Earnings
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Level of Employment – Managers, Administrators, Professionals,
Technicians, Tradespersons, Advanced Clerical, Intermediate
Workers, Elementary Workers, Labourers
Staff Profiles – Average age, Average Service, Location of Positions
Implications for Aboriginal Employment
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Disadvantaged in terms of career paths and
earning levels; and there is,
No representation of Aboriginal people across
all salary and occupational groups;
Identified positions are currently located in
response to community crisis, not in a
systemic or strategic approach, to support
Aboriginal people as customers and
employees.
Data – often not available
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Aboriginal data breakdown by: age, gender and
disability
Health status of Aboriginal workers
Absence from work by injury, compensation or health
related factors
Issues relating to harassment, grievances or bullying
as reported by Aboriginal staff and how these are
resolved, managed and monitored
Training undertaken by Aboriginal staff
Availability of cultural education training, for all staff
Use of Aboriginal trainers.
Equity within Human Resources
Model of Service Provision
Report on Government Services 2005, Indigenous Compendium
Equity within Human Resources
Equity Factors influence on Organisational Improvement
Employment
EQUITY
through Staff
ORGANISATIONAL
IMPROVEMENT
Practices
EQUITY
through Employment
Procedures
Service Delivery
Equity Factors influence Organisational Improvement - developed by Lynette Riley-Mundine, Mar 06
based on information in Report on Government Services 2005, Indigenous Compendium Page 14
Equity within Human Resources
Equity Factors influence on Organisational Improvement
Report on Government Services 2005, Indigenous Compendium
Equity within Human Resources
The service is not
operational – the
organisation does consider
minority group needs but is
unable to effect service
requirements (at present)
L h
LOW
service availability
The service is not
operational and does not
consider minority group
needs
L l
high
service aspects adjusted to suit needs
Equity Service Availability
low
Report on Government Services 2005, Indigenous Compendium
h H
The service is very effective
and highly operational and
considers all minority group
needs with full consultative,
participation and
engagement
HIGH
l H
The service is
operational, but the
organisation does not
consider minority group
needs
Equity within Human Resources
Direct & Indirect Discrimination
Equity Service availability - closely aligned to systemic practices of Direct and Indirect Discrimination.
Where service delivery and procedures are governed by the views of the governing structure and
may place particular groups of people at a disadvantage.
Examples of these are demonstrated in the following scenarios:
Direct Discrimination, examples are:
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No Indigenous people are to gain customer service or direct customer contact positions – as it is
assumed, that the public wouldn’t like with Aboriginal people
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No Indigenous faces to appear in promotional material – in case customers or others are offended
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No need for services to Indigenous community as, they wouldn’t appreciate the service or can’t afford
the service
Indirect Discrimination, examples are:
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Recruitment - through the culling process, limited numbers of Indigenous people are successful; or the
15 minute reading test excludes, poorly literate Indigenous people
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No senior managers are Indigenous – due to no applications
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Advertisement for positions are in “reputable” papers, not the kind that Indigenous people read or
access
HR Processes
HR strategy and policy
- Develop an Aboriginal employment strategic plan with implementation and
maintenance of specific actions
- Best practice is for agencies to have a senior designated Aboriginal person as the first
point of contact for Aboriginal employment, professional learning and career
development initiatives
Organisation design and structure
- Organisational promotional packages, in corporate and external communications to
have a clear representation of Aboriginal staff
- Develop a specific promotional package for use with Aboriginal targeted clients
- Employ Aboriginal staff in senior or executive positions
- Aboriginal advisory committee to provide expertise, knowledge and advice in
Indigenous employment, career and cultural issues
HR IT systems
- Create software and data collection procedures which supply accurate information on
Aboriginal employment and training
HR Processes
Corporate HR projects
- Provision of specific training programs to support Aboriginal staff
employment and career planning
- Ensure Aboriginal staff have appropriate training to be on selection
panels
- Ensure all staff on selection panel have cultural interview techniques
Work force planning and acquisition
- Aboriginal population trends demonstrated in workforce planning
- Collection and analysis of the numbers of Aboriginal staff who get
culled in position applications and numbers employed – develop
strategies for future employment initiatives
Developing and retaining staff
- Aboriginal staff employed as trainers
- Aboriginal cultural education programs for all staff and managers
HR Processes
Performance development
- Pro-active career planning and promotional opportunities of Aboriginal staff
Rewarding staff
- Pro-active reward program for Aboriginal staff
Industrial relations and grievances
- Aboriginal staff grievances to be addressed in an open, transparent and timely manner
Personnel administration support services
- Managers training to understand equity legislative requirements in relation to their
role; and how they can turn this into practical application to support equity within
the organisation
Health services
- Use of Aboriginal health networks to support and improve Aboriginal staff health
Employment Stages
Pre-employment
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Schools – School Based Traineeships (SBT)
Apprenticeships – cluster targets, to ensure
apprentice isn’t isolated
Traineeships – targeted across sectors
Cadetships – professional gaps eg: Aboriginal
engineers through UNSW
Training - bridging courses for employable skills
Marketing and promotional programs designed to
attract and inform Aboriginal people
Employment Stages
Recruitment
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selection panel - members cultural questioning
skills
Aboriginal representation on panels
Culling techniques – ensure they don’t cull the
majority of Aboriginal applicants; determine
- what skills are being targeted and what in the
process of culling, may appear to be ……
discriminatory to particular groups, such as:
language proficiency versus literacy proficiency
Employment Stages
Employment
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Aboriginal and Torres Strait Islander staff –
training, career development programs and
mentoring
Non-Aboriginal staff – cultural education training,
at all levels
Aboriginal and Torres Strait Islander staff representation at front line delivery, eg: at stations
where a majority of community are Aboriginal
Community involvement and representation as
reflects service delivery
ATSI Employment Issues
Data Collection
Recruitment:
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Numbers of Aboriginal and Torres Strait Islander people who
apply for position – using data breakdown listed above
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Numbers who go through to culling and numbers culled
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Numbers who seek employment
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Linkages – retention rates – how long employed and what is the
general career path like
Data storage and retrieval:
 The system / software being used are the greatest asset for any
organisation. There is a need to assess how RailCorp stores
data and how it is able to be retrieved to provide the
information required for Equity Reports.
ATSI Employment Issues
Procedures & Systems
Pre-employment
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What strategies have been adopted to ensure all minority groups are able to apply for
positions on an equal standing?
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What pre-employment strategies have been introduced to ensure pro-active positive
recruitment is possible?
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What promotional packages are used – for Indigenous representation; and are designed to
target Aboriginal people?
Recruitment Processes
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Application – do applicants receive information on how to apply for the position; how are
applicants advised if unsuccessful; is the application process fair to all applicants?
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Culling – how is the culling done to ensure fair processes for all applicants; what are the
culling criteria and can it be demonstrated that it is based on skills required for the position?
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Interview – where is the interview held; how is it held; who is on the panel; what cultural
sensitivity training has the panel received; are minority groups represented on the panels?
Employment
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Does Aboriginal staff have access to individual career plans?
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Are a range of training opportunities available for Aboriginal staff to enhance career
development?
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Is cultural education training available for all staff?
External Support
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Employment – Strategic Plans developed by external agencies
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Programs to provide direct support to Aboriginal staff
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Reports & Resources
Example and Suggestions for partnerships which may be
explored are with:
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Premier’s Department – workforce planning
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NSW Department of Aboriginal Affairs – Aboriginal workforce planning
and employment programs
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NSW Department of Health – Health strategies for Aboriginal staff
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NSW Department of Education & Training – Cultural education and
employment programs
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Universities – Research and projects
Implications of Statistics
In a country such as Australia with high living standards where is social justice for
Aboriginal people:
Economic disadvantage (poverty)
Social disadvantage (racism)
Government service delivery based on the aging population – not Aboriginal
population trend or needs
If Education is the KEY to overcoming disadvantage – consider for Aboriginal
students:
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Fastest growing and youngest population
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Aboriginal literacy performance is below OECD whilst general Australian
performance is 4th highest – this effects all other subject areas
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NSW BST results – Year 3, 5, 7 – gaps = 18, 24 & 36 months
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Low performance is not due to high or low socio-economic conditions, ie:
cultural differences are relevant
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Differences are in learning strategies, preferences and behaviours to education,
ie: the way they are taught, learn and self-actualisation
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Expectations – deficite, diminished capabilities or equal
Outcomes based on:
How you see the issues?
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Too hard to handle
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Confronting
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A challenge
What knowledge base you operate from?
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Personal interaction
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Educated
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Partnerships
Improved Outcomes
Improved outcomes for Aboriginal people
is a whole community issue – all are
effected.
What do you mean by Social Justice?
Thank-you