JUNE 2021
Building a TAFE environment that promotes gender equality and respect
VICTORIAN GUIDE Acknowledgements
Five TAFEs participated in the Respect and Equality in TAFE pilot: Chisholm Institute Swinburne University of Technology Melbourne Polytechnic Bendigo Kangan Institute SuniTAFE.
Our Watch would like to acknowledge the work of the following staff who contributed to the development of this guide: Joanna Brislane, Lucy Forwood, Catherine Gow, Ellie Swindon, Caitlyn Hoggan, Naomi Bailey.
© Our Watch (2021) Suggested citation: Our Watch. (2021). Respect and Equality in TAFE: Building a TAFE environment that promotes gender equality and respect (Victorian guide). Melbourne, Australia: Our Watch.
TAFEs and dual sector institutions with legal obligations, including under the Gender Equality Act 2020 (Vic) and Workplace Gender Equality Act 2012 (Cth), should refer directly to that legislation and its associated resources to ensure they are meeting these obligations.
Our Watch acknowledges the support of the Victorian Government.
Acknowledgement of Country Our Watch acknowledges the Traditional Owners of the land across Australia on which we work and live. We pay our respects to Aboriginal and Torres Strait Islander peoples past and present.
2 Respect and Equality in TAFE: Victorian guide This guide includes an overview of:
the role of TAFE in preventing violence against women
a whole-of-TAFE approach to preventing violence against women
where to start your prevention work
where to focus your work
how to implement a whole-of-TAFE approach
tools and resources to support implementation.
3 Respect and Equality in TAFE: Victorian guide Contents
Part 1 Understanding violence against women 6 What we currently know about violence against women 7 Violence is preventable 7 Multiple forms of inequality contribute to violence against women 11 What does this mean for the prevention of violence against women? 12 Engaging men and boys in this work 12 Gender equality benefits TAFE and the community 13 Getting started 15 Securing leadership commitment 15 Appointing a gender equality lead 16 Applying a whole-of-institution approach 16 Ensuring the safety of staff and students 17 Increasing staff understanding of the prevention of violence against women 19 A whole-of-TAFE approach to prevent violence against women 20 Bringing it all together 27
Part 2 Implementing Respect and Equality in TAFE 29 Meeting your obligations under the law 32 Alignment to the Gender Equality Act 2020 32 Eight steps for implementation 35 Step 1. Connect and align 35 Step 2. Gather information 36 Step 3. Complete the self-assessment 41 Step 4. Develop an action plan 43 Step 5. Develop your monitoring plan 46 Step 6. Establish partnerships 47 Step 7. Implement your action plan 49 Step 8. Monitor and review action plans 50 Tools and resources 51 Glossary 53 Endnotes 56
4 Respect and Equality in TAFE: Victorian guide TAFE is key to Victoria’s social and economic success. As such, TAFE has a vital role to play in creating a society which is respectful, equitable and free from violence.
This guide outlines the Respect and Equality It has been designed to support the in TAFE approach, which supports TAFEs staff or departments who are assigned to build environments where staff and to lead respect and equality work. students feel safe, respected and valued. The Respect and Equality in TAFE Research and evidence tell us that violence approach has been divided into five key against women can be reduced by increasing domains: workplace, students, teaching gender equality in everyday life.1 By and learning, communications, and engaging with the Respect and Equality industry and community. Taking action in TAFE approach, your TAFE can help in each of the domains can support prevent violence against women by actively TAFEs to build a culture of respect and promoting and modelling gender equality. equality across the entire institution. This guide recognises that everyone at TAFE has a role to play in promoting gender BELOW: The five key domains equality, from boards, CEOs and senior of the Respect and Equality executives, to managers, Human Resources in TAFE approach. staff, educators, Student Services and students, and industry and community partners.
CULTURE
WORKPLACE STUDENTS
INDUSTRY AND TEACHING COMMUNITY AND
LEARNING
C
U
L
T
U
R
E
E
R COMMUNICATIONS U
T
L
U C
5 Respect and Equality in TAFE: Victorian guide PART 1
Understanding violence against women What we currently know about violence against women
Violence is preventable Violence against women in Australia is a national epidemic. In Australia, on One in three women have experienced physical violence2 average one and on average, one woman a week is murdered by her woman is killed by current or former partner.3 However, it is not an inevitable her partner or ex- or intractable social problem. Rather, it is the product of partner every week. complex yet modifiable social and environmental factors. Put simply, violence against women is preventable. Preventing violence against women involves more than just changing people’s minds. It’s about changing the society and culture in which individuals develop attitudes and behaviours related to gender, power and violence. International and Australian research clearly demonstrates that violence against women is driven by gender inequality.4 The four expressions of gender inequality (see following page), called ‘gendered drivers’, increase the likelihood of violence against women occurring. To stop violence against women, we need to take action on each of these drivers. By challenging all four gendered drivers, we can improve gender equality in all elements of everyday life and prevent violence against women. In times of crisis, women are often disproportionately affected, including an increased burden of unpaid work and reductions to their economic security. Crises can have long-lasting impacts on gender equality and can threaten to reverse the gains that have been made to address this issue in Australia. Gender equality is crucial to the strength of economic and social recovery from COVID-19.5
7 Respect and Equality in TAFE: Victorian guide GENDERED ESSENTIAL DRIVERS ACTIONS
OF VIOLENCE TO REDUCE THE AGAINST WOMEN GENDERED DRIVERS OF VIOLENCE AGAINST WOMEN
1. Condoning 1. Challenge condoning of of violence against women violence against women 2. Men’s control 2. Promote women’s independence of decision-making and limits and decision-making in public to women’s independence in life and relationships public life and relationships 3. Foster positive personal 3. Rigid gender roles and identities and challenge gender stereotyped constructions stereotypes and roles of masculinity and femininity 4. Strengthen positive, equal 4. Male peer relations and respectful relations that emphasise aggression and between and among women disrespect towards women and men, girls and boys 5. Promote and normalise gender equality in public and private life
Gender inequality sets the necessary social context for violence against women to occur.
8 Respect and Equality in TAFE: Victorian guide GENDER INEQUALITY IN AUSTRALIA
WHERE WE ARE NOW
Despite progress in recent years, education institutions and workplaces can still be sites of inequality.
85% of Australian women Gender stereotypes as over the age of 15 have well as industrial and economic been sexually harassed at barriers inhibit the entry of some point in their lives.6 women into male-dominated VET courses and jobs.9
The average weekly wage for a woman is 17.2% less than for a man.7
Women represent only 2% of qualified trade workers, Male-dominated trades are but comprise almost half of generally higher paid than the all employed persons in the female-dominated trades and can labour force in Australia.8 offer opportunities for enhanced economic security for women.10
9 Respect and Equality in TAFE: Victorian guide Across our society, if we all work A VISION FOR together, as educators, as employers RESPECT AND and as a community, we can change this picture of gender inequality in EQUALITY IN TAFE Australia and stop violence against women before it starts. In achieving the vision of an Australia free from WHERE WE violence, every TAFE has a role to play. WANT TO BE
Vision Long-term goals
TAFEs are future-focused in the TAFEs enable gender equality delivery of value to students, in first- and second-chance industry and government and education over the life course. actively support gender equality in Australia by ensuring equality TAFEs are vocational educators and of opportunity in vocational employers of choice for women, education and employment. men and gender diverse people.
TAFEs’ ability to eliminate discrimination, sexism, racism, ageism, ableism, homophobia, harassment and violence against Objective women is strengthened. TAFE campuses are safe places where students and staff are Transforming business as usual to treated with respect. ensure gender equitable, safe and respectful TAFE communities.
10 Respect and Equality in TAFE: Victorian guide Multiple forms of inequality contribute to violence against women RESOURCES This guide aims to address the Power, privilege and drivers of all violence against oppression are reinforced by Changing the picture: women, including family social systems and structures A national resource to violence, sexual assault, such as health, education, support the prevention workplace harassment and welfare and legal systems. of violence against street harassment. It also Aboriginal and Torres Gender inequality is a Strait Islander women recognises that violence is necessary condition for experienced by people whose and their children (Our violence against women Watch resource) identity does not conform to occur and to be so to binary definitions of sex Putting the prevention prevalent. But it is not the of violence against and gender and therefore only, or the most prominent, covers violence experienced women into practice: factor to influence violence How to Change the by the lesbian, bisexual, in every context. gay, transgender, queer and story (Our Watch intersex communities. resource) People experience different forms of power, privilege and BELOW: Systems and structures oppression, based on their of oppression and discrimination identity and social status. can affect people differently. Women do not only experience sexism. Women may also experience racism, classism, ableism, heterosexism, colonialism, ageism and more. These multiple forms of discrimination interact and intersect, so there are not only inequalities between women, men and gender diverse people, but also inequalities between groups of women, men and gender diverse people.
11 Respect and Equality in TAFE: Victorian guide What does this mean for It is important to note that not all men experience power and privilege in the same the prevention of violence way. Men too experience intersecting forms against women? of oppression such as ableism, colonialism, racism and homophobia. The way you The gendered drivers of violence against engage with men and boys should take women are often experienced in combination this into consideration. We also know that with other forms of structural inequality men who are negatively impacted by other and discrimination. This helps explain systems and structures of discrimination why there are different rates and types of and disadvantage suffer disproportionate violence experienced by different groups of negative impacts to their health and women. Women who face multiple forms of wellbeing compared to other men.12 discrimination and oppression may experience violence more frequently, or of greater severity. The Respect and Equality in TAFE approach demonstrates opportunities for male staff Through the implementation of the Respect and students to increase their awareness and Equality in TAFE approach there are and knowledge about how they can opportunities to consider and address: actively promote gender equality and other forms of inequality and prevent violence against women. There discrimination that can intersect with are things all men can do to end the gender inequality to exacerbate violence; culture of violence against women. the need to partner with community Through the delivery of apprenticeships, organisations to ensure you have the TAFEs are ideally placed to address some of specialist knowledge and advice you need to do prevention work effectively; the drivers of violence against women at an educational and industry level (TAFEs deliver the attitudes, behaviours and systems that around 70% of all apprenticeships). Many drive other forms of inequality so that we trades, STEM and IT industries are male- can create gender equality for all; and dominated or do not traditionally feature how to deal with resistance and backlash. women in leadership positions. Many nursing, aged care and child care industries are female-dominated. Such historical gender Engaging men and divisions in industries will need to break down boys in this work if future industry needs are to be met.13 The drivers of violence impact everyone, TAFEs have a chance to build cultures where no matter your gender. Men are negatively gender stereotypes are challenged, sexism impacted by the gendered drivers of and discrimination is not tolerated, and violence, with research and evidence gender equality is promoted and modelled. demonstrating dominant patterns of In this way, our workplaces and educational masculinity have been found to produce: settings become safer, we have more skilled negative health and wellbeing outcomes workers for the community and employers, for men, including suicide and depression; skill shortages can be addressed, and economies will be supported by businesses poor mechanisms for coping that reflect the community that they service. and for seeking help; and more frequent involvement in incidents of violence and bullying.11
12 Respect and Equality in TAFE: Victorian guide Gender equality benefits TAFE and the community
Gender equality delivers positive outcomes System and institutional for students, teachers, the TAFE community and TAFE business. We know that we have Meeting the growing demand across better outcomes for employees, potential industries for workers who have a strong and future workers, local industry and the understanding of gender equitable work practices meets legal and ethical obligations. broader economy when we have a safe community.14 There are strong business and It also helps to transform the highly social reasons to prevent violence against gender-segregated workforce, thereby women and promote gender equality.15 attracting more females into male- dominated industries and occupations This guide outlines planned and and more males into female-dominated coordinated actions that require TAFEs industries and occupations. to make a commitment of time, skills and resources. The return on this Societal investment includes many benefits: Women and men experience equal employment opportunities across the Individual and relationship wide range of professions and industries Staff and students’ performance is enhanced that TAFEs feed into, which contributes by working and learning in environments to closing the gender pay gap. where they feel safe, respected and valued. Women and girls being safe and having Staff and students experience improved their human rights respected in TAFE health, wellbeing and economic results contributes to a Victoria free of violence if they are safe in their relationships. against women where women are respected, valued and treated as equals. Organisational and community Economics Being an employer and learning institution of choice influences the recruitment It will address the cost to the economy and retention of staff and students. of violence against women, which in ‘Workplace policies that support gender 2014—15 is calculated to be $21.7 equality are a crucial tool for attracting billion — this includes the cost of pain, and retaining talented employees. High- suffering and premature mortality. performing employees are attracted to Reducing violence against women is companies that have a positive reputation 16 anticipated to result in a benefit of $18 for promoting gender equality.’ million to $36 million over 10 years, and Requirements under federal and/or state over a lifetime a potential gain of $35.6 laws to promote workplace gender equality to $71.1 million to the economy.17 and alignments, such as in the Victorian Reducing violence against women Gender Equality Act, are adhered to. through the promotion of gender equality is associated with improved national productivity and growth and future proofing the economy.18
13 Respect and Equality in TAFE: Victorian guide Employers Taking a planned approach to preventing violence against women by promoting gender Gender equitable organisations save money and increase profits. Gender and cultural equality will assist TAFE to: diversity are correlated with profitability.19 add value to the experience There is a positive impact on occupational and learning of students health and safety as diversifying the support and provide a better workplace and addressing poor behaviours employment environment for staff that are encouraged by gender stereotypes can lead to safer workplaces.20 provide evidence for TAFE to meet regulatory obligations For employers, reducing violence against women through gender equality will position Victorian TAFE to be leaders in increase organisational performance, meeting changing market demand and enhance the company’s capacity to attract providing positive learning environments talent and retain employees, and enhance enable TAFE boards and executive teams the reputation of their business.21 to effectively plan for better use of resources to better meet the needs of employers, students and the community.
14 Respect and Equality in TAFE: Victorian guide Getting started
While no two organisations’ journey regarding gender equality will look identical, there are some things each and every organisation should consider RESOURCES prior to jumping into action, to ensure you set your organisation up for the best outcomes possible. Respect and Equality in The characteristics listed below provide the foundations TAFE Key messages any TAFE engaging in organisational change to (Our Watch resource) promote gender equality should have in place. Family violence Securing these foundational pieces is key to setting commitment your TAFE up for success, as it can streamline actions statement (City of and minimise resistance, and prioritises safety. Port Phillip resource) The essential foundations to work on before Respect and you start implementing the Respect and responsibility: Statement of intent Equality in TAFE approach include: (AFL resource) securing commitment from leadership Engaging leaders and appointing a gender equality lead securing commitment (Our Watch Workplace understanding a whole-of-institution Equality and Respect approach across the five domains webpage) establishing policies and practices to prioritise How it might look in the safety of staff and students my workplace increasing key staff’s understanding (Our Watch Workplace of violence against women. Equality and Respect webpage) Securing leadership commitment The success of the Respect and Equality in TAFE approach relies on formal support from TAFE leadership, including the CEO, board, senior executives and other members of the executive team. A commitment from the CEO and leadership provides legitimacy to the work, encouraging buy-in from staff and students, which can enhance participation in activities and minimise resistance. For leaders to support the use of time, energy and resources to achieve equality and respect in their TAFE, they need time to reflect on their own perspectives and possible biases, explore new ways of thinking, and consider how things like gender targets or new policies could impact the business or organisation. Therefore, it is worth investing time to secure genuine senior leadership commitment.
15 Respect and Equality in TAFE: Victorian guide Appointing a gender Applying a whole-of- equality lead institution approach Identifying and appointing an individual or Respect and Equality in TAFE takes a whole- department to take the lead on Respect and of-TAFE approach to preventing violence Equality in TAFE, with support and resourcing against women, because evidence from leadership to coordinate the work, tells us that we need to work across all is critical. This individual or department is areas of an institution to make lasting referred to as the gender equality lead in change. Complex issues such as violence this guide. The gender equality lead provides against women cannot be addressed with oversight of the implementation of the one activity. All efforts undertaken by TAFEs approach, coordinates actions across the need to sit within a broader, institution- TAFE, holds the vision for gender equality, wide strategy that addresses the drivers and communicates how to get there. of violence against women. This whole-of- But one person or department cannot TAFE approach is not intended to replace or do it alone. The gender equality lead will duplicate existing work. Rather, it aims to: need to work closely with staff across the draw together the entire TAFE community five domains. The gender equality lead in a joint commitment to the prevention will oversee and support each domain to of violence against women undertake various activities and will lead some support a primary prevention approach in components of the work. With guidance and TAFE that is holistic and underpinned by a support from the gender equality lead and long-term strategy and sector coordination authorisation from the executive, allocation highlight the role everyone within a TAFE of work across domains creates ownership, has in creating a culture where gender responsibility, accountability and impact. stereotypes are challenged, gender-based It is imperative that the team and individuals discrimination is unacceptable, and gender who lead the work have sufficient time equality is actively promoted and modelled and resources to enable them to carry provide practical tools and out the activities. Without sufficient time resources to support TAFEs. or resources to conduct activities, the Prior to implementation, it is helpful for initiatives may not reach as many staff as the gender equality lead to have a good desired, or may not be as impactful. understanding of each of the five domains, and what challenging gender inequality looks like in each of the domains. Actions to challenge gender inequality in each of RESOURCES the domains are discussed further in the Respect and Equality in TAFE domains - section on a whole-of-TAFE approach to see page 20 preventing violence against women. Other whole-of-institution models in Assigning a lead or key contacts in each of learning environments: the five domains is important to ensure there is someone who can support the A whole-of-school approach (Our Watch respectful relationships gender equality lead in implementing education webpage) actions and sourcing information. Respectful Relationships (Victorian Government webpage) Change the story at your university (Our Watch Educating for Equality webpage)
16 Respect and Equality in TAFE: Victorian guide Ensuring the safety of Additionally, TAFEs need protocols in place to ensure that no student or employee staff and students faces a penalty for circumstances related to For primary prevention activities to be experiencing violence (for example, missing delivered safely, appropriate response a deadline, absence from work, or needing policies, procedures and services must be in to disclose that another staff member place. Evidence shows that when we openly or student perpetrated violence towards discuss and show that a workplace supports them). TAFE processes and systems, such the prevention of violence against women, as complaints processes, mechanisms for staff and students may feel safe to disclose handling misconduct, and Human Resources their own experiences of violence. Therefore, units, have a significant role in ensuring response systems and referral pathways to the safety of students and staff. Processes family violence and sexual assault services must be confidential, safe and timely. It is must be established before action to prevent recommended that student-facing staff, Human violence is undertaken.22 Some students will be Resources staff and counsellors consider under 18 years of age and TAFEs are required completing Identifying and Responding to to comply with the Child Safe Standards.23 Family Violence Risk 22510VIC. This course will look different across the different TAFE The Multi-Agency Risk Assessment and 24 providers, so it will be essential to find the Management Framework (MARAM) states course that best meets the needs of your TAFE. that professionals across a broad range of services, organisations, professions and sectors have a shared responsibility for identifying, assessing and managing family violence risk, RESOURCES even where it may not be core business.25 It is essential that TAFEs are respectful and safe For staff training: environments for people who may be enduring Prevention and Response Training or escaping violence. Not all TAFE staff are (Domestic Violence Resource Centre expected to become experts at responding to Victoria course) violence — but everyone has a role to play. Course in Identifying and Responding Key staff and educators should be trained to Family Violence Risk 22510VIC in responding to disclosures.26 These staff (nationally recognised training course) members need to be aware of how and where Effectively preventing and responding to refer students or colleagues who disclose to sexual harassment: A quick guide being a victim or a perpetrator of violence. It is (Australian Human Rights Commission important that individuals are connected to the resource) service system through referral to TAFE Student Practice guidance: Responding to Services and/or local family violence and sexual disclosures (Our Watch resource) assault services. If there has been a disclosure of someone using violence, they can be linked to the perpetrator intervention services.
17 Respect and Equality in TAFE: Victorian guide RESOURCES Organisational focused resources: MARAM practice guides and resources (Victorian Government webpage) Responsibility 1: respectful, sensitive and safe engagement (Victorian Government resource) Practice guidance: Workplace support for staff who experience family violence (Our Watch resource) Practice guidance: Workplace responses to staff who perpetrate violence (Our Watch resource) Practice guidance: Working in regional, rural and remote workplaces to prevent violence against women (Our Watch resource) Employees who use domestic & family violence: A workplace response (Male Champions of Change resource) Workplace family violence: Policy template (North West Metropolitan Region Primary Care Partnerships resource)
18 Respect and Equality in TAFE: Victorian guide Increasing staff understanding of the prevention of violence against women TRAINING As discussed on page 7, violence against Non-accredited training: women is driven by gender inequality. While Prevention and Response Training not every person in the organisation needs (Domestic Violence Resource to have a thorough understanding of the Centre Victoria course) drivers of violence against women and the Introduction to Preventing reinforcing factors (outlined on page 8) it is Violence Against Women (GenVic important that key staff have this knowledge. eLearning module) This will allow those key staff to impart this Gender Equity Microcredentials information to fellow colleagues, build a shared (Women’s Health Victoria understanding, lead actions that will challenge online course) gender inequality, ensure actions are evidence- based and do no harm, and build your capacity Pathway course (Women’s Health internally, thus enhancing sustainability. Victoria online course) Professional development may be required for staff to deepen their knowledge of the prevention of violence against women. RESOURCES Organisations that specialise in the prevention of violence against women regularly host Change the story: training sessions that would be beneficial for A shared framework for the primary key staff to attend. Or these organisations may prevention of violence against women and their children in be able to deliver an internal training session Australia (Our Watch resource) for the Respect and Equality in TAFE Taskforce at a cost. Workshop materials can be found Changing the picture: A national on the Respect and Equality in TAFE website. resource to support the prevention of violence against Aboriginal and Our Watch has also developed a number Torres Strait Islander women and their of free, accessible evidenced-based children (Our Watch resource) resources that can support the gender Quick facts (Our Watch webpage) equality leads to build their understanding of the issue, and gain insight into how Prevention Handbook organisations can effectively challenge (Our Watch website) gender inequality in their environment.
19 Respect and Equality in TAFE: Victorian guide A whole-of-TAFE approach to prevent violence against women
Effective efforts to prevent violence against An effective whole-of-TAFE approach requires women engage people across the many focusing on all aspects of how a TAFE operates, different places where they live, work, learn to build a culture among staff and students and socialise. TAFEs play various roles as where gender equality and respect is promoted employers, educators, community members and modelled. Across the TAFE, multiple and industry partners, all of which make staff have a key role to play, including TAFE them a key player in influencing attitudes, boards, directors, executives, senior managers, behaviours and systems that help to address Human Resources, educators, students, the drivers of violence. TAFEs are leaders Student Services and communications. in the local community and can also set A whole-of-TAFE approach requires planned the standard for positive behaviours and and coordinated actions across five domains: equality across the local economy. workplace The prevention of violence against women students focuses on stopping violence from occurring in the first place by addressing the underlying teaching and learning drivers of violence. This means working communications with all people, across all levels of the TAFE, industry and community. to transform the social context in which The term ‘culture’ encompasses all the domains. violence against women occurs. It also means All domains need to be addressed to ensure ensuring the systems, processes and culture TAFEs are respectful and gender equitable. are in place to respond appropriately to any staff or students who experience violence, at home, at TAFE or in the community.
20 Respect and Equality in TAFE: Victorian guide RIGHT: The five key domains of the Respect and Equality in TAFE approach.
CULTURE
WORKPLACE STUDENTS
INDUSTRY AND TEACHING COMMUNITY AND
LEARNING
C
U
L
T
U
R
E
E
R COMMUNICATIONS U
T
L
U C
21 Respect and Equality in TAFE: Victorian guide DOMAIN: WORKPLACE RESOURCES Lead: Board/Senior Executives/Business and Operations/Human Resources Refer to the Respect and Equality in TAFE Self- assessment tool. The self- assessment tool will assist All workplaces have the Demonstrating that you are a gender equitable with determining where power to make changes that your TAFE is in relation to will support progress towards institution by proactively reporting to the board gender equality so you can gender equality in our society. tailor your approach to Every workplace conversation, on the workplace gender equality indicators address any opportunities policy and action has the (if you are a dual for improvement. potential to either reinforce sector institution). or challenge gender inequality and the kinds of attitudes and Embedding the principle norms that drive violence. of gender equality in staff recruitment, remuneration All TAFE employees including and promotion processes. contractors have the right Ensuring equal access to be safe, respected and to among staff to flexible have equal opportunity at work options. work. Building a TAFE work environment and culture that Ensuring staff feel safe promotes gender equality to raise concerns about gender inequality and and respect can involve discrimination without the following elements: adverse consequences. Establishing structures, Establishing clear policies strategies and policies that and procedures to provide explicitly promote gender on campus support for equality and respect. staff and students who Ensuring leaders and board experience violence, members understand the bullying or harassment. drivers of violence against Ensuring that response women and know their systems are established for legal obligations in relation staff and students enduring to gender equality. or escaping family Supporting TAFE board violence or other types of members and staff in violence (it is important rejecting all forms of that this is in place violence within and prior to implementing outside the workplace and this approach). modelling a workplace culture of gender equality and respect.
22 Respect and Equality in TAFE: Victorian guide DOMAIN: STUDENTS
Lead: Student Services/Human Resources (OHS)
Students have the right to Providing opportunities a learning environment to enhance students’ where they feel safe and leadership skills in gender respected, and where they equality, for example have equitable access to by seeking student representation in relevant TAFE opportunities and working groups. resources. Students should feel confident to express Seeking student input on concerns about violence, student-facing policies and and to challenge gender decisions about students’ stereotypes, roles and norms. rights, respect and gender equality, including To engage students with opportunities to involve Respect and Equality in students in the co-design TAFE, actions include: of activities to prevent violence against women. Investigating the students’ needs, making an effort Ensuring the student to capture diverse views code of conduct makes and experiences of gender clear that sexist language, stereotyping and gender comments, gestures inequality from a wide and images are unlawful range of students. and unacceptable. Ensuring structures Empowering students are in place to respond to become gender appropriately to equality voices for change students who experience within the TAFE and violence, bullying and within the industries sexual harassment. they are entering. Establishing policies and Reviewing student procedures that enable enrolment processes students to raise concerns to identify barriers to about gender inequality, accessing and participating violence, harassment or in training at TAFE. discrimination without adverse consequences. Building the confidence of students in using these structures and enacting the policies and procedures.
23 Respect and Equality in TAFE: Victorian guide DOMAIN: TEACHING AND LEARNING RESOURCES Lead: Educators Refer to Respect and Equality in TAFE Promoting Examining units of gender equality: A TAFE educators have influence practice guide for TAFE over the way students learn, competency and curriculum for gender bias educators for tips and what they learn, and the advice on examining environment in which they and adapting accordingly where possible. units of competency, learn. They have an important classroom delivery, role to play in creating equal Addressing gender, practical placements and and respectful classroom sexuality and racial assessment using a gender cultures where all students stereotypes in course lens. can freely participate. curricula to reflect Teaching practice that the experiences of promotes gender equality, diverse populations. inclusivity and respect can Reinforcing the importance have a profound impact of respectful relationships, on students’ classroom challenging sexism and experience. Each method role modelling gender and mode of course delivery equitable practices, both needs to be included when in the formal learning environment and reviewing teaching practice outside the classroom. with a gender lens, for example apprenticeships, Incorporating prevention traineeships, on-campus of violence and gender and online delivery. equality skills and knowledge into the With adequate support and development of new resourcing from leaders, or updated units of educators can apply competency where an the principles of gender understanding of gender equality and respect by: equality is required, such as Health and Considering opportunities Community Services, to embed gender equality Family Violence, Disability, and violence prevention Aged Care and Child messages into curriculum Care, Human Resources, content, assessments and Business Services, field work placements. Trades, Information Identifying and creating Technology and STEM. opportunities to increase Making new, accredited students’ understanding gender equality and and awareness of gender violence prevention inequality and the training available to prevention of violence students, such as the against women. course in Gender Equity Explaining to students and the course in the why gender matters in the Prevention of Family workplace and at TAFE. Violence and Violence against Women.
24 Respect and Equality in TAFE: Victorian guide DOMAIN: COMMUNICATIONS
Lead: Communications/Marketing
Communication staff can Supporting attitude create an organisational and behaviour change understanding of gender by promoting gender equality and the prevention equality social norms and of violence against women raising staff and student awareness of the gendered across the entire TAFE drivers of violence and community, through the bystander approaches. promotion of consistent key messages. Ensuring all Ensuring communication communication processes strategies engage with explicitly reflect the principles and meet the needs of all people and actively of gender equality and address forms of respect, and challenge discrimination such as gender stereotypes, is key racism, homophobia, to creating a safe, equitable sexism and ableism. and respectful culture. Creating opportunities Relevant actions for for students to have communications and active input into social marketing teams include: marketing and violence prevention campaigns. Ensuring all communications and Considering the genders of marketing staff understand student enrolments when and are trained in the developing the digital principles that underpin marketing and advertising effective communication to strategy for student promote gender equality. recruitment, with a view to attracting more women Providing consistent and gender diverse people messaging that into male-dominated promotes gender courses and more men and equality and challenges gender diverse people into stereotypes using female-dominated courses. multiple communication strategies via student and Regularly reviewing staff portals, intranets, student recruitment newsletters, social practices to ensure they media, blogs, student do not reinforce harmful and staff recruitment gender stereotypes materials and websites. through language and imagery used in Using accessible and communications. inclusive language in all communications in referring to people of all genders and sexualities without reinforcing biases or gender stereotypes.
25 Respect and Equality in TAFE: Victorian guide DOMAIN: INDUSTRY AND COMMUNITY
Lead: Student Services/Human Resources/ Skills and Jobs Centres
TAFEs are a trusted and Seeking opportunities respected part of their local to connect with industry communities and are able reference committees and to contribute to positive providing input into the social change. TAFEs have training package content a broad range of successful and review processes. partnerships and linkages Supporting industry with industry which help drive to recruit and support innovation and therefore are student placements and influential in relationships apprenticeships in non- with the sectors they serve traditional gendered work. and the communities Establishing partnerships who use their services. with local services that provide family violence There are many opportunities support, prevention for TAFEs to influence industry of violence against and community partners to women and gender help create a more gender equality programs. equal future. Relevant actions TAFEs can take include: Preparing future workforces to prevent and respond to family violence. Recognising that every industry has a role to play in changing structures, attitudes and norms that perpetuate gender inequality. Creating opportunities to engage with industry to address challenges and seek industry buy- in for gender equality and the prevention of violence against women. Inviting lead industry partners to be part of the Respect and Equality in TAFE Taskforce.
26 Respect and Equality in TAFE: Victorian guide Bringing it all together
Across our society, if we all work together, as educators, as employers and as a community, we can change this picture of gender inequality and stop violence against women before it starts. In achieving the vision of a Victoria free from violence, every TAFE has a role to play.
27 Respect and Equality in TAFE: Victorian guide ACTION LEAD DOMAIN WORKPLACE 28 and reviewed. established equality are promote gender policies that strategies and structures, TAFE workplace Operations/HR Business and Leaders/ RESPONSIBILITY 2. TAKE ACTION 3. TRANSFORM AND EQUALITY FOR RESPECT AND TRACK PROGRESS VISION AS USUAL BUSINESS IN TAFE 1. TAKE 1. TAKE
STUDENTS where students environments gender equitable TAFEs are from students involvement With active HR (OHS) Student Services/ respected. are safe and
4. 3. 2. 1. Respect and Equality inTAFE treated withrespect. TAFE campuses are against women. TAFEs for women. TAFEs are vocational-educators and TAFEs enable approach across thefive domains. lead andcoordinate awhole-of-TAFE with seniorityandadequate supportto Appoint anindividualordepartment opportunity invocational education andemployment. gender equalityinAustralia by ensuringequalityof students, industry andgovernment and actively support TAFEs are future-focused inthedelivery ofvalue to say no LEARNING TEACHING AND teaching practice. and respect into gender equality and promote incorporate delivery modes Course Educators to discrimination, sexism, harassment andviolence gender equality safe places : Victorian guide COMMUNICATIONS communications. integrated into TAFE and respect are Gender equality Marketing Communications/ ineducation over thelife course. where students andstaff are employers ofchoice
COMMUNITY INDUSTRY AND future. gender equal partners for a community industry and engages with TAFE actively Jobs Centres HR/Skills and Student Services/
PART 2
Implementing Respect and Equality in TAFE An effective approach to preventing violence against women and promoting gender equality in TAFE needs to be:
tailored to suit the individual resources, capacity and needs of the TAFE
owned and driven by the TAFE
supported by a long-term strategy
evidence-based
focused on changing organisational culture
a process of continual improvement
supportive of meeting the requirements of the Gender Equality Act 2020.
Building on one another, the eight steps in this approach will guide you in the development, implementation and monitoring of a Respect and Equality in TAFE action plan that is tailored to the needs and context of your TAFE.
30 Respect and Equality in TAFE: Victorian guide STEPS
FOR IMPLEMENTATION
STEP 1. Connect with staff assigned to lead the work and align with existing objectives
STEP 2. Gather information about gender equality
STEP 3. Complete the Respect and Equality in TAFE self-assessment process
STEP 4. Develop a Respect and Equality in TAFE action plan
STEP 5. Develop a monitoring plan
STEP 6. Establish partnerships with staff and departments across your TAFE and with industry and community
STEP 7. Implement your Respect and Equality in TAFE action plan
STEP 8. Monitor and revise action plans.
31 Respect and Equality in TAFE: Victorian guide Meeting your obligations under the law
In Victoria your legal requirements include: Under the Act, TAFEs are required to develop The Sex Discrimination Act a Gender Equality Action Plan (GEAP) 1984 (Commonwealth) every four years and report publicly every two years on progress. The Commission The Equal Opportunity Act 2010 (Victoria) for Gender Equality in the Public Sector The Victorian Charter of Human provides a range of implementation and Rights (public service bodies) support guidance materials to aid in The Gender Equality Act 2020 (Victoria). understanding and meeting the planning and reporting obligations, including practice For dual-sector institutes there are guidelines, toolkits and regulations. obligations to report to the Workplace Gender Equality Agency (WGEA) under the Commonwealth Workplace Alignment to the Gender Gender Equality Act 2012. Equality Act 2020 According to the Victorian Equal Opportunity The Respect and Equality in TAFE approach and Human Rights Commission employers supports you to meet your obligations have a responsibility to recruit staff in a non- under the Gender Equality Act by: discriminatory way and maintain a workplace that is safe and free from discrimination. defining the issues and challenging Employers also have a responsibility to assumptions about gender make sure their workplace is safe and free conducting a workplace gender from sexual harassment or victimisation. audit and Respect and Equality in TAFE self-assessments Under the Victorian Equal Opportunity Act 2010, organisations have a positive duty to undertaking a gender impact eliminate discrimination, sexual harassment assessment of policies, programs and and victimisation as far as possible. This services that impact the public means that positive action should be taken developing and implementing to prevent these behaviours — regardless of an action plan, and whether someone has made a complaint. reporting on the implementation. The Respect and Equality in TAFE approach will assist you to meet many of your legal workplace requirements. The eight steps for implementation encompass actions in each of the five domains of the whole- of-TAFE approach. Following these steps will assist you in your work to support alignment to the Gender Equality Act 2020. The Gender Equality Act aims to improve workplace gender equality across the Victorian public sector, including TAFEs, to lead to better results for the Victorian community through improved policies, programs and services.
32 Respect and Equality in TAFE: Victorian guide STEPS REQUIREMENTS
TO ACHIEVE UNDER THE RESPECT AND GENDER EQUALITY IN TAFE EQUALITY ACT
1. Connect with key players and align with existing objectives
2. Gather information about gender equality Conduct a workplace gender audit 3. Complete the self- assessment Complete gender impact assessments of policies, programs and services 4. Develop an action plan
Develop and implement 5. Develop a monitoring plan a Gender Equality Action Plan
6. Establish partnerships
7. Implement your action plan DUTY TO PROMOTE GENDER EQUALITY GENDER PROMOTE TO DUTY
8. Monitor and revise plans Report on progress
33 Respect and Equality in TAFE: Victorian guide Gender Equality Act — timelines and key dates 31 March 2021 TAFE’s obligations under the Gender Equality Act commence, including the duty to promote gender equality and gender impact assessments.
30 June 2021 Capture data for a workplace gender audit to assess the state and nature of gender inequality in the workplace.
31 October 2021 Submit the first Gender Equality Action Plan, informed by the results of the workplace gender audit, to the Public Sector Gender Equality Commissioner.
31 October 2023 Submit the first progress report to the Public Sector Gender Equality Commissioner.
31 October 2025 Submit the second Gender Equality Action Plan and second progress report informed by the results of a workplace gender audit.
31 October 2027 Submit the third progress report.
34 Respect and Equality in TAFE: Victorian guide STEP 1
Eight steps for implementation
Step 1. Connect and align
A range of different staff will be key in leading planned and coordinated actions across the five domains. It is essential that these staff members are engaged from the very beginning.
CONNECTING WITH STAFF women and the key elements of the approach, ASSIGNED TO LEAD THE WORK you can use the Respect and Equality in TAFE capability workshop materials designed for: To lead and coordinate work across the TAFE leaders and taskforce members TAFE, it is a good idea to establish a Respect and Equality in TAFE Taskforce. The Respect Educators and education leaders and Equality in TAFE Taskforce should have Administrative staff. representation of staff from each of the five domains, and comprise executive members, For effective delivery of these workshops, managers and leaders from across the TAFE. link with an expert in gender equality and Understanding their perspectives, unique family violence prevention who can facilitate barriers and opportunities and the support the workshops. These workshop PowerPoints they might need along the way is key to and facilitator notes are available on the success and sustainability. As the Respect Respect and Equality in TAFE website. and Equality in TAFE Taskforce is brought together, it can be helpful for the group to ALIGNING WITH EXISTING review existing initiatives to support work OBJECTIVES on gender equality, both within your TAFE Undertaking organisational change to and with your partners in the community. promote gender equality can be a complex Investing time and effort early into building process, requiring the involvement of all relationships and capacity with these leaders staff members, and student participation. across the TAFE will help to increase readiness Leveraging off existing pieces of organisational for change, build support for action, and activity and strategic directions, as well as manage resistance. Leaders may need support broader state-wide or national initiatives, can to make the link between gender inequality, enhance buy-in and outcomes. The more you gender stereotypes, individual attitudes, can highlight how your work can feed into social norms and violence against women. or complement existing commitments and strategies, or support reporting requirements, It can also be helpful to develop and the easier it will be to get others on board. share a business case that outlines the This could include reviewing the stated benefits for TAFE and specific departments commitments of your TAFE (including engaging in this work. You can draw on mission statements, strategic plans, value the Respect and Equality in TAFE Key statements and principles, etc.) or the messages to support your business case. requirements under current legislation and To assist you with building the knowledge of the standards of the national regulator, the your leaders and your taskforce about gender Australian Skills Quality Authority (ASQA). equality, the prevention of violence against
35 Respect and Equality in TAFE: Victorian guide STEP 2
Step 2. Gather information
As you engage leaders across the TAFE, you should also be conducting a gender equality ‘stocktake’ of your TAFE, to understand what already exists and identify where opportunities may lie for improvement.
You will need to collect and review data The Respect and Equality in TAFE approach about gender equality within your TAFE. recommends that the first step is to complete This is likely to require a desktop review a desktop review of policies, procedures of policies and procedures as well as and practices and then undertake a self- consultation with key Human Resources, assessment. This work will also assist TAFEs data custodians and Student Services staff. to meet the requirements of the Gender Numbers rarely tell the whole story, but they Equality Act by gathering information on key do offer a way to identify where attention is gender equality indicators to help you assess needed. Collecting data can support you in: where you can improve gender equality in your workplace. The Respect and Equality reflecting on the status of gender in TAFE approach can also guide you in how equality in your organisation to conduct a workplace gender audit. establishing a baseline to enable you to track your progress engaging in critical discussion of Dual-sector institutions barriers in your workplace making the case for resourcing needed Dual-sector institutions will to promote gender equality already be collecting data to meet the WGEA requirements. developing a good understanding of the student cohorts attending your TAFE Similarly, universities may be collecting additional data as part understanding and monitoring gender of a SAGE Athena SWAN Award segregation in particular courses by reviewing student gender-disaggregated application that can also be used. data in course enrolments and completions, For advice for dual-sector institutions and to develop actions based on this data on complying with the Gender Equality meeting many of the gender audit Act refer to the Commission for Gender requirements of the Gender Equality Act. Equality in the Public Sector.
36 Respect and Equality in TAFE: Victorian guide STEP 2
GENDER EQUALITY DATA You can also refer to the Workplace COLLECTION — WORKPLACE Equality and Respect survey as a guiding DOMAIN (STAFF) mechanism for staff to give feedback on their experiences in the workplace. It’s important to complete the data collection process outlined in this approach to create a baseline of gender equality across your TAFE. Workplace gender audits The collection of this data will also assist The Gender Equality Act 2020 requires in meeting the workplace gender audit organisations to regularly collect requirements of the Gender Equality Act. and report on data regarding gender In order to meet planning and reporting equality in the workplace by conducting obligations under the Act in 2021 and every workplace gender audits. Data helps us two years thereafter, TAFEs will be required to understand where change is needed and undertake a workplace gender audit against a what’s changing over time. By publicly series of workplace gender equality indicators. reporting on your workplace data, you The Act requires TAFEs to collect, investigate can be transparent and accountable to and respond to audit data collected against your employees and the community. the following workplace gender equality Collecting this data means you can see indicators, including reporting on progress: where gender inequality is present gender pay equity and persisting. This data will assist gender composition at all you in deciding what actions need levels of the workforce to be taken, and can demonstrate what is working and what is not. gender composition of governing bodies For further information from the workplace sexual harassment Commission for Gender Equality in recruitment and promotion the Public Sector on workplace gender gendered work segregation, and audits, see Workplace gender auditing. leave and flexibility. You must include the results of the workplace gender audit in your Gender While conducting the audit it is important Equality Action Plan and develop strategies to consider intersectionality. Gender and measures to make change based inequality may be compounded by the on the results. Workplace gender audits impacts of disadvantage or discrimination must be done in every year that you someone might experience on the basis of do your Gender Equality Action Plan. age, disability, ethnicity, and other factors. The first workplace gender audit must Gender equality data can be gathered be based on data as at 30 June 2021. You via your workforce data from payroll, HR must include the results of the workplace or case management systems. Employee gender audit in your Gender Equality Action experience data can be sourced via existing Plan and develop strategies and measures staff surveys such as the People Matters to make change based on the results. Surveys (or equivalent); an analysis of your existing staff data, such as employment status The results will need to be de-identified by gender and age; complaints data; board and submitted to the Public Sector Gender and committee composition by gender; Equality Commissioner as part of your and through the self-assessment process. Gender Equality Action Plan on or before 31 October 2021. You may wish to download the Workplace Gender Audit template from the Gender Equality Commission website.
37 Respect and Equality in TAFE: Victorian guide STEP 2
GENDER EQUALITY DATA FURTHER APPROACHES COLLECTION — STUDENT DOMAIN TO COLLECTING DATA The Respect and Equality in TAFE approach Staff and students’ gender can affect recognises the importance of gathering and their needs and experiences at TAFE. Your reviewing data about gender equality for TAFE’s policies, programs and services students in your TAFE. A desktop review of can impact people of different genders in student enrolment and completion data, different ways; therefore, it is important enrolments in specific courses by gender, to conduct gender impact assessments. numbers of Aboriginal and Torres Strait The Gender Equality Act requires TAFEs Islander students, etc., can provide you to conduct a gender impact assessment with insight into the student cohorts and when delivering new or up-for-review demographics. Demographic data can help programs, services and policies that you to better understand the student cohort have a direct impact on the public. — for example you may want to look at people of different ages, international students, Undertaking gender impact assessments Aboriginal or Torres Strait Islander people, can support your TAFE in understanding LGBTIQ people, or students with disability. how policies, programs and services are accessed and experienced by students and Our Watch recommends that gathering other stakeholders. This is an important data student data include, at a minimum: source to inform future actions that your the percentage of male, female and TAFE can take to promote gender equality. gender diverse students, overall and by For information from the Commission, course enrolment and completion. see Gender impact assessments. student demographics: Aboriginality, age, disability, ethnicity, gender identity, race and sexual orientation. gender disaggregated data, if available, on the number of students who are balancing caring commitments or returning to study following parental leave. student perceptions of TAFE culture as measured by annual surveys such as ‘student experience surveys’, if available. student perceptions on educators applying a gendered lens to their teaching practices. You may wish to review and update your existing ‘student experience surveys’ to ensure they include questions about gender, cultural identity, disability and age and how gender impacts their experience at TAFE.
38 Respect and Equality in TAFE: Victorian guide STEP 2
WHAT DO POLICY, PROGRAMS AND Apply a gendered lens to investigate SERVICES LOOK LIKE IN TAFE? and analyse the underrepresentation of women and gender diverse people Some examples: in male-dominated courses, and of men and gender diverse people Policies – Student sexual harassment in female-dominated courses. policy; equal access policy. Programs – Vocational education Seek gendered information on your student outcomes following course completion, courses provided; educators’ delivery such as employment, pay gaps, work role and assessment pedagogy. status (some of this information can be Services – Student Services; ESL supports. obtained via National Centre for Vocational Education Research student outcomes data). Consider how your TAFE currently promotes equality and addresses inequality. To undertake Services this data collection, you can include: Investigate the internal family violence support services for staff and Policies students, and the local service system. Map existing policies, operating Investigate how accessible and inclusive the structures and partnerships that internal support services are to students. present an opportunity to promote or influence gender equality within the Investigate the barriers students may organisation or the community. face in accessing TAFE and completing courses (fee structures, student loans, Undertake a review of current resources, family commitments, ESL supports, etc.). supports, relevant policies and procedures for staff and students, to look for differences Conduct research/reviews on students’ in the way processes and policies are experiences of sexual harassment likely to impact differently on women, and assault on campus or within men and gender diverse people. their industry placements. Consider if staff and students who are Leadership impacted by the policies and procedures are included in the decision making Seek leaders’ views on the most significant around the issues that affect them. issues for staff and students in relation to respect and gender equality. Review sexual harassment policies, including safe reporting and referral Undertake a training needs analysis pathways for staff and students who with members of your Respect and experience sexual harassment. Equality in TAFE Taskforce and arrange training for the members if needed. Programs Find evidence of your TAFE’s commitment Consider what type of assumptions are to promoting gender equality and respect made about women, men and gender through engagement with students, staff, diverse people in the TAFE’s vocational industry partners and the community. education learning programs and how they are delivered by educators. Map existing student and staff groups, collectives, online forums, events and activities that focus on equality and social justice. Seek staff and students’ views on the differences in how women, men and gender diverse people undertake and benefit from the units of competency they undertake.
39 Respect and Equality in TAFE: Victorian guide STEP 2
CONSULTATION AS YOU UNDERTAKE THIS PROCESS Safely engaging with staff and students Consultation is essential so that everyone in the TAFE community has opportunities Throughout any change process, to provide feedback on their experiences at meaningful engagement with staff TAFE, to identify the ways gender influences and students is critical. Consultation and shapes their work and study lives, and and engagement processes can be to provide feedback on their experience of great opportunities to raise awareness the Respect and Equality in TAFE approach. and increase understanding of As you collect data, it is important to create violence against women and to space to learn about the way that factors other positively influence TAFE culture. than gender may also impact on someone’s While these conversations about gender experience in TAFE, including discrimination equality and violence are necessary and disadvantage that they encounter due and useful, they can be uncomfortable to these factors. This will help you to ensure and bring up sensitive issues. It’s that the actions you take are meaningful, important, therefore, that you ensure accessible and responsive to the experience confidentiality where needed and provide of the student and staff community. safe and supportive opportunities for To understand what needs to change and people to speak frankly. You should why, staff and students should be asked about also make sure that anyone gathering the current situation and what they would information is equipped to answer like the future to look like. Without feedback common questions and concerns that and input, some aspects of gender inequality arise, has the backing of leaders and is may remain hidden, and you could end up provided with opportunities to debrief. prioritising inappropriate and ineffective actions. As part of this process, you may decide to consult with stakeholders outside your TAFE, such as key partners in industry and the local community, to understand their experiences of your TAFE’s culture and practices. All the information collected so far will help you prepare for the next step, which is to assess your TAFE under the five domains.
40 Respect and Equality in TAFE: Victorian guide STEP 3
Step 3. Complete the self-assessment
This section asks you to consider where you are now, where you want to be and how you will get there. The aim of the self-assessment is to establish where your TAFE is in relation to gender equality so you can then tailor your approach to address any opportunities for improvement.
Now that you have gathered desktop data, You may wish to have someone within the conducted surveys and consulted with key TAFE facilitate the self-assessment process, people, completing the self-assessment across or to seek support from a gender equality the five domains will help you understand expert to assist you. Contact Domestic where good practice is currently happening Violence Resource Centre Victoria or your and where further action is needed. It will local women’s health service for assistance focus your planning in the areas most likely to in identifying an appropriate facilitator. The yield the results needed to create a TAFE that facilitator will help your group stay within the actively promotes gender equality and respect allotted time, provide additional information and the prevention of violence against women. and steer you through tricky discussions. An A self-assessment tool has been developed external facilitator can challenge usual ways specifically for TAFEs to support reflection on of thinking, to overcome power imbalances the experience of preventing violence against and to bring expertise and examples to women and promoting gender equality. The enrich discussions. Whoever is chosen as a tool outlines how to go about undertaking facilitator should be familiar with the gender the self-assessment in your TAFE. It provides data that you have collated during Step 2. information about what to look for under each The findings from the Respect and Equality of the domains, as well as examples of actions in TAFE self-assessment may assist you to you can take to progress your work. identify where there is a need to develop or The self-assessment tool on the Respect and review policies, programs or services, based Equality in TAFE website will guide you through on the areas for improvement that have been this process, including setting up assessment identified. The self-assessment process will workshops and conducting the self-assessment. assist you to collect data needed to meet The workshops provide an opportunity to many of the obligations under the Gender engage staff (and students, when assessing the Equality Act for gender impact assessments. student domain) from different departments All the information you have gathered so far and levels of your TAFE so that you can capture will inform the development and directions a range of experiences and better understand of your Respect and Equality in TAFE the factors that may enable or impede change. action plan across each of the domains. The group that undertakes the self-assessment might be from the Respect and Equality in TAFE Taskforce, or it may involve others.
41 Respect and Equality in TAFE: Victorian guide STEP 3
Gender impact assessments — Gender Equality Act 2020 As a defined entity, the Gender Equality Act requires your TAFE to conduct gender impact assessments of all new policies, programs and services that directly and significantly impact the public, as well as those up for review. A gender impact assessment must: Assess the effects that the policy, program or service may have on people of different genders. Explain how the policy, program or service will be changed to better support Victorians of all genders, address gender inequality and promote gender equality. Where practical, apply an intersectional approach to consider how gender inequality can be compounded by disadvantage or discrimination that a person may experience on the basis of other factors such as age, disability or ethnicity.
The gender impact assessments are due to commence on 31 March 2021. For further information from the Commission, see Gender impact assessments.
42 Respect and Equality in TAFE: Victorian guide STEP 4
Step 4. Develop an action plan
The results of the work that you have undertaken in steps 1—3 of this approach will indicate the current status of gender equality in your TAFE. This will provide a basis for you to plan strategies, actions and measures that both build on your strengths and address areas that need improvement.
Planning processes are as diverse as TAFEs themselves, so it’s up to you how to develop your Respect and Equality in TAFE action plan. An action plan template is available from the Respect and Equality in TAFE website. When developing your action plan, it might be tempting to select a few actions that sound easy to achieve, but it’s important your choice of actions is deliberate and appropriate for your TAFE. You’ll need to base your actions on the consultations, data collection and the self-assessment you have completed. Mapping out how one action or achievement leads to the next will show whether you’re on track to meet your long-term goals. Consider which actions might support other actions — for example, making sure that changes to one policy are reflected in other relevant polices. It’s also important that you plan for change that builds over time. Once you identify your goals and gaps, use available evidence about what works to plan how you will achieve the desired outcomes. The Respect and Equality in TAFE action plan may assist in meeting your workplace RESOURCES obligations under the Gender Equality Act Respect and Equality in TAFE Action Plan to develop a Gender Equality Action Plan (GEAP) and may qualify as a GEAP if it meets all the requirements under the Act.
43 Respect and Equality in TAFE: Victorian guide STEP 4
BELOW: Examples of key actions under the domains.
DOMAIN EXAMPLE ACTION
WORKPLACE Review recruitment and promotion practices with a gender and diversity lens, ensuring practices are cognisant of and challenge biases and assumptions.
STUDENTS Enable student engagement by involving students in the co-design of family violence prevention activities.
TEACHING AND Provide professional development opportunities LEARNING for educators to learn how to apply a gender lens to their teaching practices.
COMMUNICATIONS Review and update your communications strategy to promote gender equality and the prevention of violence against women.
INDUSTRY AND Create opportunities for industry and partners COMMUNITY to get involved in addressing gender inequality in their own work environments.
44 Respect and Equality in TAFE: Victorian guide STEP 4
Gender Equality Action Plans Reporting on progress required by the Gender Equality Act TAFEs are required to prepare and submit a Gender Equality Action Plan to the Your organisation will be required to Commission every four years and report submit a progress report to the Public on progress in relation to the action plan Sector Gender Equality Commissioner every two years. The first GEAP is due every two years after submitting your by 31 October 2021 and the second is Gender Equality Action Plan. The first due on or before 31 October 2025. progress report is due on or before A GEAP needs to include: 31 October 2023 and the second is due on or before 31 October 2027. the results of a workplace gender audit, to assess the current state of Progress reports must include: gender equality in the workplace what policies, programs and strategies and measures to improve services were subject to a gender gender equality in the workplace, impact assessment based on the results of the audit. what actions you took as a result of the gender impact assessment The key areas a GEAP must cover: your progress in relation to the baseline audit analysis measures and strategies set out in meaningful consultation your Gender Equality Action Plan and engagement your progress in relation to the case for change the workplace gender equality indicators strategies and measures to be taken whether you met any relevant targets or quotas prescribed in regulations leadership and resourcing your GEAP in relation to your organisation. measuring progress. For details, see the Commission for Gender If you have already prepared a plan, for Equality in the Public Sector’s resources for example your Respect and Equality in TAFE Reporting on gender equality progress. action plan, you can apply to the Public Sector Gender Equality Commissioner to determine whether your plan can be considered a GEAP under the Act if it meets all the requirements under the Act. If it does not meet the requirements, you will need to prepare a new GEAP. For further information from the Commission, see Gender Equality Action Plans.
45 Respect and Equality in TAFE: Victorian guide STEP 5
Step 5. Develop your monitoring plan
Monitoring and reflection is an important part of understanding your progress and will help guide adaptations as you implement your Respect and Equality in TAFE action plan.
Attitude and behaviour change can be a slow process, and transforming structures that give rise to gender inequality takes time. Each individual, team and department of your TAFE will go through different stages of change, so regular monitoring and reflection will help make sure your actions are appropriate to support sustained change. It is important to consider what outcomes could be reasonably achieved over a period of time and to document the steps taken to achieve this outcome. This might include, for example, the establishment of governance structures to support gender equality, or the identification of staff who have a leadership role in promoting gender equality and preventing violence against women in TAFE. For guidance on how to develop a simple monitoring plan see the Respect and Equality in TAFE Monitoring guide.
RESOURCES Respect and Equality in TAFE Monitoring guide
46 Respect and Equality in TAFE: Victorian guide STEP 6
Step 6. Establish partnerships
Effective partnerships are a central ingredient to the success of the whole-of-TAFE approach and to implementing your Respect and Equality in TAFE action plan. Partnerships include internal partners, external stakeholders, community, industry and students.
INTERNAL COLLABORATIONS TAFE staff and the departments they represent Engaging students as partners are major contributors to the success of Suggestions: the program. The gender equality lead will assist in coordinating and implementing the Set up a student working group action plan in partnership with your TAFE enabling students to have input leadership team, senior managers, Human in the design, direction and Resources, educators, students, Student implementation of relevant activities. Services and communications teams. Engage students by using a co- design approach to work together STUDENTS on prevention campaigns such as 16 Days of Activism and those connected Engaging students as partners will help to International Women’s Day. ensure that actions are relevant and engaging Invite the student group to review, for this audience. Consider early how you analyse and contribute to an update of will engage students and who else may student-facing policies and procedures. need to support this process. You may need Identify opportunities to influence to work closely with Student Services, or curriculum by working with educators partner with educators to integrate new and students to incorporate knowledge content into classroom activities, curriculum, of gender equality and prevention of violence against women into the assessment and fieldwork opportunities. curriculum and assessments. Invite contributions from media and communications students to assist with designing and delivering relevant elements of the gender equality communications plan.
47 Respect and Equality in TAFE: Victorian guide STEP 6
COMMUNITY PARTNERS Ultimately our goal in this work is to provide Connecting with specialist services, to a safe, inclusive and respectful place for all provide vital supports to the diverse members of the community, regardless of age, population of staff and students within race, ability, socioeconomic status or gender. your TAFE. For example, connecting with While this may seem overwhelming, it is not specialist services that support people with disability, LGBTIQ people, Aboriginal necessary for one organisation to be an expert and Torres Strait Islander people, or on all these social issues. Having a relationship migrant and refugee communities can or partnerships with a specialist organisation support you in better understanding can be a way to gain expert advice, ensure your staff and student cohort. strategies are relevant to the population at hand, and build your own skills and knowledge. LOCAL INDUSTRY TAFEs can establish and nurture connections with external specialist Where possible, engage with local industry agencies in the local area by: and include them on relevant working groups and program activities. Seek opportunities Developing relationships with to engage with industry representatives external partners that specialise in such as unions or industry peak bodies. gender equality and the prevention of violence against women, such as Some ideas: your local women’s health service. Explore how your TAFE and industry Joining a local area gender equality or can work together to desegregate primary prevention of violence against specific professions and industries women program such as Communities of that tend to be dominated by one Practice, to enable increased capacity in gender, and how to increase the gender equality and create opportunities gender balance in that workforce. for shared activities and collaborative Promote workplaces that are safe efforts. Contact Domestic Violence and inclusive for all people. Resource Centre Victoria — Partners in Prevention network Partners in Prevention Study the pay and working conditions in or your local women’s health service. female-dominated industries, especially those occupied by women from culturally Raising the profile of your TAFE and and linguistically diverse communities. contributing expertise to the local primary prevention regional planning and implementation processes. To be part of your regional prevention network, contact your local women’s health service. Seeking partnership with local family violence and sexual assault services. Hearing from response services can help prevention workers keep sight of people’s lived experiences of family violence and other forms of violence against women.
48 Respect and Equality in TAFE: Victorian guide STEP 7
Step 7. Implement your action plan
Once you have consulted staff, students and industry and community partners, collated the information gathered, and developed a robust Respect and Equality in TAFE action plan and accompanying monitoring framework, the next step is implementation.
As you take action, remember the importance of partnerships with students, staff and other stakeholders and of communicating your work internally and externally. Connecting with others leading prevention work in TAFEs, schools or workplaces can support your work. Refer to the Commission for Gender Equality in the Public Sector for additional information on how they can support you via their support page. The Our Watch Workplace Equality and Respect website contains examples of good practice in workplace equality and provides guidance materials on a range of areas including: engaging leaders and securing commitment supporting cultural change communicating with staff and stakeholders responding to staff who experience violence or harassment dealing with backlash and resistance. Working towards gender equality and the prevention of violence against women is a long-term process requiring cultural and structural change. Your action plan is a part of a long-term process, requiring you to review and report on your progress each year to evaluate what impact your efforts are having, and adjust your action plan accordingly. The Gender Equality Act requires your reporting to be publicly available every two years and published on your website.
49 Respect and Equality in TAFE: Victorian guide STEP 8
Step 8. Monitor and review action plans
Once you have collected and analysed monitoring data, it’s important to interpret the results and reflect on what this means for the activities you have implemented, the adaptations required and the next steps you should take.
TAFEs should consider how to bring together key stakeholders and different perspectives when reflecting on and interpreting the monitoring data. The Respect and Equality in TAFE Taskforce plays an important role in contributing to the analysis of, and reflection on, data collected. This group can provide valuable insights into refining your approach in response to lessons learned, and how to report and share your learnings with a wider audience. It’s also critical to pause and recognise success. Celebrating and communicating the gains you have made will increase people’s engagement with the work and help support further work. Reflecting on what has worked and what has not will support the formulation of more effective actions and support continuous improvement and more effective change in the long term.
50 Respect and Equality in TAFE: Victorian guide Tools and resources
Building capability among Evaluation and monitoring tools: leaders and staff Evaluating Victorian projects for the primary prevention of violence against Our Watch resources: women: A concise guide (VicHealth) Change the story: a shared framework Respect and Equality in TAFE for the prevention of violence against Monitoring guide (Our Watch) women and their children in Australia SAMPLE Respect and Equality in Changing the picture: a national resource TAFE Action Plan (Our Watch) to support the prevention of violence against Aboriginal and Torres Strait Workplace Islander women and their children Men in focus: Unpacking masculinities Websites: and engaging men in the prevention Commission for Gender Equality of violence against women in the Public Sector Our Watch webpages: Male Champions of Change Workplace Equality and Respect Quick facts about violence against women Workplace Gender Equality Agency Prevention Handbook Resources: Training opportunities: Preventing and responding to sexual Course in Gender Equity – 22521VIC harassment: A quick guide for employers (nationally recognised training course) (Victorian Equal Opportunity and Course in Identifying and Responding Human Rights Commission) to Family Violence Risk – 22510VIC Respect and Equality in TAFE (nationally recognised training course) Key messages (Our Watch) Introduction to Preventing Violence Against Respect and Equality in TAFE Women (GenVic eLearning module) Self-assessment tool (Our Watch) Prevention and Response Training (Domestic Sex discrimination (Australian Violence Resource Centre Victoria course) Human Rights Commission) Women’s Health Victoria training Workplace equality: A model for preventing violence against migrant Training tools: and refugee women (Multicultural Be an Active Bystander – A guide Centre for Women’s Health) to helping when you see family violence and abuse (SafeSteps) Respect and Equality in TAFE capability workshop materials (Our Watch)
51 Respect and Equality in TAFE: Victorian guide Students Communications Professional development Websites: for Student Services: 16 Days of Activism against Gender- MARAM Collaborative Practice Training based Violence (UN Women) Family Violence Regional International Day for the Elimination of Integration Committees Violence against Women (United Nations) The Line (Our Watch) Teaching and learning Resources: Resources: Communications Guidelines for No limitations: Breaking down Preventing Violence Against Women gender stereotypes in the early (Women’s Health in the North) years (Women’s Health East) Framing masculinity: Message Older, better, together: The primary guide (VicHealth) prevention of elder abuse by prevention networks (Seniors Rights Victoria) Industry and community Promoting gender equality: A practice guide for TAFE educators (Our Watch) Websites: Teaching gender equity: a toolkit Gender Equity Victoria for teaching gender equity units of Women’s Health Victoria competency (Women’s Health Victoria) Adult and Community Education Websites: Victoria (ACEVic) We Are Union Women Equality and Respect in Sport (Our Watch) Media Making Change (Our Watch) Policy Preventing Violence against Women with Disabilities: Resources to Victorian Government webpages: support prevention, social services Building from strength: 10-year and disability workforces (Women industry plan for family violence with Disabilities Victoria) prevention and response Respectful Relationships (Department Safe and strong: A Victorian of Education and Training Victoria) gender equality strategy Respectful Relationships Free from violence: Victoria’s strategy Education (Our Watch) to prevent family violence
52 Respect and Equality in TAFE: Victorian guide Glossary
Ableism — the institutional, cultural and Bystander intervention — bystander individual set of beliefs, attitudes and practices approaches focus on the ways in which that perceives and treats people with a those who are not themselves direct disability as being less worthy of respect and targets of sexism, abuse or disrespect can consideration, less able to contribute and identify, intervene and engage others in participate, or of less inherent value than challenging such attitudes, practices and able-bodied individuals. Ableism results in behaviours. Bystander intervention is a the systematic and institutional exclusion and primary prevention approach because it marginalisation of people with disability. aims to help reduce the social sanctioning or condoning of the attitudes, behaviours and Ageism — the process of systematic practices that drive violence against women. stereotyping of and discrimination Colonisation — refers to the historical act against people based on their age. of the British invading and claiming the land Although ageism is more generally used now called Australia, thereby dispossessing in relation to the discrimination against the Aboriginal and Torres Strait Islander older people, ageist attitudes and norms people who had previously lived on and been also adversely affect younger people. custodians of these lands for thousands of years. It also refers to the ongoing settlement — the resistance, hostility or Backlash and establishment of British colonies, and aggression that gender equality or violence later the Australian nation. It is not only a prevention strategies are met with by some historical act but also an ongoing process, in groups. Backlash can include attempts to particular because there has been no treaty or discredit arguments about gender equality or other form of settlement or agreement, and the gendered nature of violence, and efforts because many contemporary laws, policies to preserve male dominance, power or status and practices fail to recognise the specific and to defend existing gender norms and status and human rights of Aboriginal and hierarchies. In some cases backlash can lead Torres Strait Islander people as Indigenous to a further increase in actual violence. peoples; but also because it continues Bystander — someone who sees or to have significant impacts for Aboriginal hears about an act of sexism, harassment, and Torres Strait Islander people today. discrimination, or any other form of Disclosure — when someone tells inappropriate or violent behaviour. People another person about violence they who witness such behaviour (but who have experienced, perpetrated or are not involved either as perpetrators or witnessed. Undertaking activities to prevent victims/survivors) are in a position to be violence against women can often lead to powerful allies in challenging sexist and an increase in disclosures. This is because discriminatory behaviours and attitudes. effective primary prevention initiatives raise awareness about harmful attitudes and behaviours, and create a safe space for people to discuss their experiences.
53 Respect and Equality in TAFE: Victorian guide Domestic violence — refers to Gender equality — involves equality acts of violence that occur in domestic of opportunity and equality of results. It settings between two people who are, includes the redistribution of resources and or were, in an intimate relationship. It responsibilities between men and women includes physical, sexual, emotional, and the transformation of the underlying psychological and financial abuse. causes and structures of gender inequality Evidence-based — models, approaches to achieve substantive equality. It is about or practices found to be effective through recognising diversity and disadvantage to evaluation or peer-reviewed research. ensure equal outcomes for all and therefore Evidence is usually published and may be often requires women-specific programs found in full or summarised in academic and policies to end existing inequalities. research documents, organisational reports, Gender initiatives — the process program evaluations, policy papers and to achieve gender equality. Gender submissions. There is a strong evidence initiatives recognise that women and gender base for strategies to prevent violence against diverse people are not in the same ‘starting women. As our understanding of what position’ as men, and that treating people drives violence against women in different the same way may not result in fairness. population groups and settings increases, Gender roles — functions and the evidence base will continue to evolve. responsibilities expected to be Family violence — a broader term fulfilled by women and men, boys and than ‘domestic violence’, as it refers not girls within society or culture. only to violence between intimate partners Gender disaggregated data — but also violence between family members. data that is broken down separately for This includes, for example, elder abuse women, men and gender diverse people. and adolescent violence against parents. Family violence includes violent behaviour Intersectionality— a theory and and any other form of behaviour that approach that recognises and respects coerces or controls a family member or that our identities are made up of multiple causes that family member to be fearful. interrelated attributes (such as race, gender, ability, religion, ethnicity, sexual orientation, Gender — the socially learnt roles, sexual identity and socio-economic status), behaviours, activities and attributes that any and understands the intersections at which given society considers appropriate for men people experience individual, cultural and women. Gender defines masculinity and structural oppression, discrimination, and femininity. Gender expectations vary violence and disadvantage — or conversely between cultures and can change over time. privilege — based on these attributes. Gender-based violence — violence Intimate partner that is specifically ‘directed against a violence — any behaviour by someone woman because she is a woman or that within an intimate relationship (including affects women disproportionately’. current or past marriages, domestic
54 Respect and Equality in TAFE: Victorian guide partnerships, familial relations, people Sexism — discrimination based on gender, who share accommodation, and dating and the attitudes, stereotypes and cultural relationships) that causes physical, sexual elements that promote this discrimination. or psychological harm to those in the relationship. This is the most common form Violence against women — any act of family and domestic violence and the most of gender-based violence that causes or could common form of violence against women. cause physical, sexual or psychological harm or suffering to women, including threats of Leaders — anyone within the TAFE with harm or coercion, in public or in private life. formal responsibility for leading groups of This definition encompasses all forms of people and the power to influence them. violence that women experience (including Leaders can be from all levels and all areas physical, sexual, emotional, cultural/spiritual, of the TAFE. Some TAFEs may find separating financial, and others) that are gender based. out the types of leaders across their TAFE beneficial when conducting the self- ‘Whole-of’ approach — a ‘whole-of’ assessment and developing their actions plan. approach to prevention means that your strategy aims to engage everyone in the Resistance and backlash — resistance, population, community or organisation. For hostility or aggression that occurs in response TAFE this means working with and across the to efforts to advance gender equality and entire TAFE population. This includes TAFE prevent violence against women. Challenges boards, directors, executives, senior managers, to established gender norms and identities, Human Resources, educators, students, etc. A and to entrenched ideas about the roles of ‘whole-of’ approach recognises that change men and women, are often resisted by those is complex and requires actions to embed who strongly adhere to such norms and see prevention across all areas of an organisation. them as traditional or natural. From a feminist perspective, backlash is an inevitable response to challenging male dominance, power or status, and is often interpreted as a sign that such challenges are proving effective. Resistance can range from denial and attempts to discredit arguments about gender inequality or the gendered nature of violence, to strategies that undermine or co-opt change, to concerted efforts to preserve existing gender norms and hierarchies. The term ‘backlash’ is commonly used to describe the more extreme, aggressive and organised forms of opposition, with the result that progress towards violence prevention and gender equality can be slowed or even reversed. In some cases, backlash can lead to or reinforce violence against women.
55 Respect and Equality in TAFE: Victorian guide Endnotes
1 Our Watch, Australia’s National Research 12 Our Watch (2019). Men in focus: Organisation for Women’s Safety Unpacking masculinities and (ANROWS), and VicHealth (2015). Change engaging men in the prevention the story: A shared framework for the of violence against women. primary prevention of violence against 13 Victorian Government (2018). Victoria’s women and their children in Australia. Women in Construction Strategy. 2 Australian Bureau of Statistics 14 Australian Human Rights Commission (2017). Personal Safety, Australia. (2020). Respect@Work: National 3 Australian Institute of Health and Inquiry into Sexual Harassment Welfare (2018). Family, domestic in Australian Workplaces. and sexual violence in Australia. 15 PwC (2015). A high price to pay: The 4 Australian Institute of Health and economic case for preventing violence Welfare (2018). Family, domestic against women; KPMG (2016). The and sexual violence in Australia. cost of violence against women and 5 Australian Bureau of Statistics children in Australia; World Health (2017). Personal Safety, Australia. Organization/London School of 6 Australian Human Rights Commission Hygiene and Tropical Medicine (2010). Preventing intimate partner and (2018). Everyone’s business: Fourth national survey on sexual harassment sexual violence against women: Taking action and generating evidence in Australian workplaces. . 7 Australian Human Rights 16 Workplace Gender Equality Workplace gender Commission (2018). Face the Agency (2018). equality: The business case facts: Gender equality 2018. . 8 Struthers, K & Strachan, G (2019). 17 Workplace Gender Equality Attracting women into male- Agency (2018). Workplace gender dominated trades: Views of equality: The business case. young women in Australia. 18 Workplace Gender Equality Workplace gender 9 Struthers, K & Strachan, G (2019). Agency (2018). Attracting women into male- equality: The business case. dominated trades: Views of 19 Workplace Gender Equality young women in Australia. Agency (2018). Workplace gender equality: The business case 10 Struthers, K & Strachan, G (2019). . Attracting women into male- 20 World Health Organisation (2006). dominated trades: Views of Gender equality, work and health: young women in Australia. A review of the evidence. 11 Our Watch (2019). Men in focus: 21 Workplace Gender Equality Unpacking masculinities and Agency (2018). Workplace gender engaging men in the prevention equality: The business case. of violence against women.
56 Respect and Equality in TAFE: Victorian guide 22 Our Watch (2021). Promoting gender equality: A practice guide for TAFE educators. 23 Commission for Children and Young People (2018). The Child Safe Standards. 24 Family Safety Victoria (2019). MARAM Practice Guides, Foundation Knowledge Guide. 25 Family Safety Victoria (2019). MARAM Practice Guides, Foundation Knowledge Guide. 26 Family Safety Victoria (2019). MARAM Practice Guides, Foundation Knowledge Guide.
57 Respect and Equality in TAFE: Victorian guide © Our Watch 2021 GPO Box 24229 Melbourne VIC 3001 www.ourwatch.org.au