SECTION 4 PROBLEMS WHICH STAND IN THE WAY OF THE LONG-TERM ADJUSTMENT OF THE
VIETNAMESE IN OUR COMMUNITY AND THE NEED FOR FURTHER ACTION
47.
The Vietnamese are one of the most disadvantaged groups ever to come to the United Kingdom. Many lack marketable skills or even skills which can easily be adapted to our society. Many lack education and literacy even in their own language. Most, having come from North Vietnam, have had little contact with Western civilisation. For many Britain was a last resort as a settlement country following refusals from the USA and other countries. Unlike other refugee and immigrant groups they had no established community in this country to receive them.
48.
In Section 2 we made clear that finding housing for the Vietnamese did not mark the end of the settlement process. It is the beginning and because of the pattern of housing which has emerged it represents a poor beginning from which flow many of the problems which the Vietnamese now face. We highlight below some of their major problems.
Education
49. It was recognised from the outset that the English language education the Vietnamese received during reception represented a bare minimum. The Home Office research study indicates that of refugees aged 12 and over, 7% were assessed as having no practical speaking proficiency; 33% had only basic survival proficiency (the ability to understand simple questions and statements spoken at slower than normal rate of speech). Only 5% were assessed as having a high degree of fluency. If this situation is to improve the Vietnamese will be heavily reliant on further educational provision and job training schemes. In commenting on how they are likely to cope within our educational system and how they will emerge in terms of fitness for employment we identify two groups; those of school age and those beyond.
50. Provided that they come into school at an early age we believe that there is usually sufficient time for total integration of the Vietnamese in the educational stream towards O and A level exams. However, there is no room for complacency. Reports of under-achievement by other ethnic minority school children should alert us to this. Nor should it be overlooked that although children may absorb formal education, school experience itself can prove traumatic (we have had reports of some able Vietnamese children being placed in classes for the Educationally Sub-Normal). The difficulties which face older children in attaining competence in English and skills for employment or qualification for further academic advancement are inevitably greater and require special attention. The agencies themselves have established their own projects to meet some of these needs and we urge strongly that Her Majesty's Inspectorate of Schools should monitor the progress of the Vietnamese in their schooling.
51. As regards the adult Vietnamese, their needs and the lack of provision to meet them were recognised by Government in their decision to fund an English Language for Adults Tutor-Training Project under the management of our committee. A detailed report on the conduct of this project is being addressed to the DES. In brief, however, it operated for a year at national and local level and with statutory and voluntary bodies. It found that in areas where there is already substantial provision in English language training the arrival of the Vietnamese had placed a heavy burden on resources which were already stretched. And where settlement was in areas where there was no provision the problem was
12.