The program targets Khmer women who experience multiple barriers to further learning and work. A priority in the program is to validate the women’s life experiences by having them identify their existing skills. This strengths base approach has them identifying a multitude of employability skills they have including initiative, multilingualism, responsibility, parenting, organisation, multitasking and interpersonal skills. Identifying and validating these skills is a step on the way to building self esteem and addressing the barriers preventing them from participating fully and effectively in society.
Most of these students’ lives are effected by torture and trauma from the Pol Pot era in Cambodia. They all speak English as a second language, a significant proportion of them have had no schooling, most have had interrupted schooling. As a result they have to learn literacy skills as well as building on their English for further study or work. A lack of previous study experience demands learning and skills development in this area.
Their family status varies from single parent to couples with extended family living with them. Most women have significant caring responsibilities. There is cultural and family pressure to stay at home and care for their children and tend to the house. Program hours are limited to between 9.30am and 2.30pm so they can bring children to and collect children from school. Often, for various resons, there is a reluctance of partners to see the women become more independent.
Social isolation is a factor identified within the group. The teacher attempts to facilitate greater socialisation and participation in community events outside of the class however progress is slow.
Financially many of them have a very limited understanding of our systems and are vulnerable to exploitation. They are from low income households. Several of the women have debt that leaves them unable to meet basic cost of living demands on a weekly basis. Minimal or no access to family funds in this group is not uncommon. When informally surveyed the group was found to have an average of $40 a week left after all essential costs were paid. This can impact on their ability to pay for further study, childcare or public transport.
Transport is another issue that is explored in class as it frequently arises as a barrier to getting to TAFE colleges. Entitlement to concessions may assist.
Childcare, language and transport are the three barriers the learners most often identify. These are of course inextricably linked with low economic status, low family support, social isolation and family caring responsibilities.
