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National Agenda for a Multicultural Australia

Objectives

The Commonwealth does not have sole responsibility for Australia's education and training systems. Employers, trade unions, professional associations and under the Constitution, State and Territory Governments have important responsibilities and prerogatives.

Employers determine access to apprenticeships and traineeships. State and Territory Governments have significant responsibilities in relation to the school system, the training of apprentices and the recurrent funding of TAFE systems.

Similarly, many responsibilities in relation to the recognition of overseas qualifications rest with State and Territory Governments.

Most registration and licensing boards are established under State legislation; State Government departments, in their capacity as employers, also regulate entry to occupations.

Recognising the importance of co-operation and consultation with these and other authorities the Commonwealth Government will seek to ensure that efficiency, effectiveness and equity objectives are met in the development and utilisation of the skills of Australians from different cultural, linguistic and ethnic backgrounds. Specifically, the Government will seek to ensure that:

  • the labour market integration of people with overseas skills proceeds as quickly and as effectively as possible;

  • appropriate labour market assistance is accessible to people from disadvantaged backgrounds with individually tailored assistance being continued to Aboriginal and NESB people who have English language difficulties and indeed to all Australians who face barriers of culture or attitude in gaining work commensurate with their abilities;

  • access to the training system is improved for such people and that the training provided is appropriate to the needs of a multicultural society;

  • schools develop and provide a quality education incorporating multicultural education principles in which all children can develop their skills and abilities to the fullest;

  • access to and participation in higher education is equally available to all Australians, and that the performance of Aboriginal and NESB Australians is monitored; and

  • higher education curricula is reformed wherever appropriate to include training in the skills and knowledge needed in a multicultural society.

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