VICTORIAN ELECTORAL COMMISSION
Barriers to enrolment and voting, and electronic voting,
among Arabic-speaking and Turkish communities
Full Report
July 2012
Head Office (Sydney): Level 1, 93 Norton St, Leichhardt NSW 2040
Melbourne Office: L14, Como Centre, 644 Chapel St, South Yarra VIC 3141
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
ELECTRONIC VOTING, AMONG ARABIC-SPEAKING AND TURKISH COMMUNITIES
Table of contents
Executive summary ...................................................................................................................................... 3
1. Introduction ............................................................................................................................................ 6
2. Methodology ......................................................................................................................................... 6
3. Background information .......................................................................................................................... 8
4. Participant profile ................................................................................................................................... 9
5. Enrolment ............................................................................................................................................. 11
6. Voting .................................................................................................................................................. 18
7. Electronically assisted voting ................................................................................................................. 31
8. iPad application .................................................................................................................................... 33
9. Information sources ............................................................................................................................. 41
10. Recommendations .............................................................................................................................. 43
Appendix - Discussion guide....................................................................................................................... 45
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Executive summary
In June 2012 research was conducted to investigate the barriers to enrolment and voting, and the scope for
electronically assisted voting, among Arabic-speaking and Turkish Victorians. The research was
commissioned by the Victorian Electoral Commission (VEC) as part of their commitment to reduce the
barriers to electoral participation amongst Arabic-speaking and Turkish Victorians. Focus group
methodology was employed for this project, with eight focus groups conducted with Arabic-speaking
participants and two with Turkish participants. The key findings and recommendations presented in this
report are summarised below.
Key findings
Enrolment

Most of the enrolled participants felt it was important for them to be enrolled as a matter of
democratic participation and citizenship.

All participants knew that to be eligible to enrol you had to be over 18 years old and an Australian
citizen. About one-third, however, felt that enrolment was not compulsory, but voting was compulsory
once you were enrolled.

Most participants enrolled when they received their citizenship. The process was felt to be
straightforward, and the form simple and easy to complete. Participants also said it was easy to get
assistance with the form if they were not confident to complete it themselves.

Reasons given by those who had not enrolled for not enrolling included wanting more information
about voting in Australia before completing and returning forms at citizenship ceremonies, being
unsure how to complete the form, or not being asked to enrol when they received citizenship.

The primary barrier to enrolment discussed was language. The not enrolled group spoke of language as
a barrier to understanding the electoral system. Other barriers identified included not understanding
the system even when English proficient, political disillusionment and concerns over being fined.

It was thought the enrolment process could be improved by increasing understanding of enrolment
through community education campaigns and improved availability of translated information.
Voting

Nearly all enrolled participants had voted in elections in Australia. These included council, state and
federal elections.

Knowledge of the electoral system was mixed, with most not being confident in their knowledge or
ability to explain the system to others. Knowledge of early voting and absentee voting seemed
relatively low.

Nearly all participants said they copied the how to vote cards for the candidate or party they wanted to
vote for. They felt this made the process easier, and reduced the potential for them to make mistakes.
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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
A minority of participants admitted to submitting a blank or informal vote in the past, most were due to
not knowing what to do, with a few doing so purposefully in protest. Those who knew at the time that
they had made mistakes did not know whether they could get a new form.

Family and community played an important role in voting amongst the Arabic-speaking and Turkish
communities in relation to providing assistance to vote.

Voting in secret was not seen to be important for most participants, particularly in light of receiving or
giving assistance and wanting to vote correctly.

Concerns over being fined arose multiple times during discussions on voting.

The main barriers to voting included language and literacy and not understanding the system.
Additional barriers identified were queues , mobility and transport availability.

It was thought the voting process could be improved by the availability of online voting at home and
community education and language assistance. Logistic improvements such as reducing queues and
giving people more notice were also suggested.
Electronically assisted voting

Almost all participants had never heard of electronically assisted voting.

Overall, most participants found it difficult to engage with and/or navigate the iPad application.

Participants raised a range of concerns about the barriers people would experience in using the iPad
application to vote. Largely these related to the difficulty the target group would have with using the
technology, and the lengthy time and greater complexity compared to paper voting.

It was generally felt that the application would not be appropriate or accessible for the target group of
those with low English literacy. Language and literacy featured as the primary barriers identified.

Additional concerns were raised to do with security, cost to the government and logistic issues.

Positive elements identified related to the availability of how to vote cards and candidate information,
being able to make corrections if you have not voted correctly and verbal instructions in language.

Participants also recognised that the application would not allow voters to submit an informal vote.
This prompted a mixed reaction.
Key recommendations

Increase knowledge and education of enrolment, voting and the Australian electoral system among
Arabic-speaking and Turkish communities through community education sessions, ethnic media and
the improved availability of translated information (see recommendations 1 to 2).

Enrolment education in these communities should address confusion over whether or not enrolment is
compulsory, and whether those who did not enrol at citizenship are fined for significantly delayed
enrolment (see recommendations 3 to 5).
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
ELECTRONIC VOTING, AMONG ARABIC-SPEAKING AND TURKISH COMMUNITIES

Voting education among these communities should aim to increase knowledge of early voting and
absentee voting, what to do if you have made a mistake on your voting form, what to do once you
receive a fine, and voting options for those with reduced mobility and other impairments (see
recommendations 6 to 9).

Given the negative response to electronic voting, it is recommended that the VEC does not pursue
electronically assisted voting for those with low English literacy. The key reasons relate to accessibility,
appropriateness and acceptability (see recommendations 10 to 12).
.
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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Part A - Project outline
1. Introduction
The Victorian Electoral Commission (VEC) has commissioned research to help reduce the barriers to
electoral participation amongst Arabic-speaking and Turkish Victorians. Specifically, the purpose and
objectives of this project are outlined below.
1.1 Purpose
To investigate the barriers to enrolment and voting, and the scope for electronically assisted voting, among
Arabic-speaking and Turkish Victorians.
1.2 Objectives
The objectives for the project are to:
1. Identify barriers to enrolment and voting among Arabic and Turkish Victorians;
2. Identify the scope for electronically assisted voting; and
3. Record proposals for legislative and service improvements from each of the above groups.
2. Methodology
Focus group methodology was employed for this project. Given the nature of focus testing electronic
voting, along with time and resource constraints, it was deemed that focus groups were most appropriate
approach for this research. Groups included six to eight participants. Based on CIRCA’s experience, we have
found that groups of this size work well as people are often more comfortable to discuss and share their
input.
2.1 Discussion guide
A discussion guide was developed to facilitate discussion in the focus groups. The guide was developed
drawing on previous CIRCA experience investigating barriers to electoral participation amongst culturally
and linguistically diverse (CALD) communities in Victoria. The guide underwent internal peer review and
was further refined following feedback from the Victorian Electoral Commission.
The guide was developed to address the project objectives, whilst also designed to:

Accommodate varying levels of literacy and numeracy;

Accommodate the different age brackets of participants; and

Handle sensitive topics appropriately.
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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2.2 Study participants
Ten focus groups were conducted as described in table 1. All focus groups were conducted in Melbourne
given that more than 90% of those from each of these groups reside in Melbourne (see table 2). All
participants were Australian citizens aged 18 years or older, i.e. eligible to enrol to vote.
Table 1: Sample Framework
Country of birth
Main language
Voting enrolment
spoken at home status
Age
English
proficiency
Gender
SES
1.
Lebanon
Arabic
Enrolled to vote
18-44
Mixed
Mixed
Mixed
2.
Egypt & Lebanon
Arabic
Enrolled to vote
45-64
Low
Mixed
Mixed
3.
Egypt & Lebanon
Arabic
Enrolled to vote
65+
Low
Mixed
Mixed
4.
Sudan
Arabic
Enrolled to vote
18+
Mixed
Male
Mixed
5.
Sudan
Arabic
Enrolled to vote
18+
Mixed
Female
Mixed
6.
Iraq
Arabic
Enrolled to vote
18-29
Mixed
Male
Mixed
7.
Iraq
Arabic
Enrolled to vote
30+
Mixed
Female
Mixed
8.
Mixed (Lebanon,
Egypt, Iraq and Sudan)
Arabic
Not enrolled
Mixed
Mixed
Mixed
Mixed
9.
Turkey
Turkish
Enrolled to vote
30-49
Mixed
Mixed
Mixed
10. Turkey
Turkish
Enrolled to vote
50+
Mixed
Mixed
Mixed
The segmentation of the groups was designed to reflect the country of birth, age, population size and
citizenship levels among the communities (see table 2 for community demographic characteristics).
Participants born in Egypt and Lebanon were combined in the same groups, given the similar migration
history and age profile of these groups. However, for the younger group (18-44 years, group 1), only those
born in Lebanon were included given the older profile of those born in Egypt.
Given the difficulty of finding people who are not enrolled to vote, yet eligible to do so, the ‘not enrolled’
group was conducted with Arabic-speakers from a range of cultural backgrounds (group 8). A ‘not enrolled’
group from the Turkish community was not included due to the smaller relative size of this community.
2.3 Focus group recruitment and facilitation
In terms of recruiting participants for this research, CIRCA worked closely with local CALD researchers to
recruit participants and ensure that issues of consent were addressed in culturally appropriate ways (e.g.
participants felt comfortable taking part in the research, participants clearly understood why the research
was being conducted and how the findings will be used). Only participants who met the agreed criteria for
the project were recruited, as outlined above.
Each group was facilitated by a bilingual researcher. This helped to ensure that the research was sensitive
to the needs of participants, and that they felt comfortable contributing to the group discussion openly.
2.4 Focus group duration, incentives and location
Each focus group was approximately 90 minutes in duration, with participants given a $60 cash
reimbursement for their time, and to cover transport costs. The groups were held at venues in Melbourne
that were convenient and known to participants, such as local community organisations. All sessions were
audio recorded.
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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3. Background information
The principal function of the Victorian Electoral Commission is to conduct elections for the Parliament of
Victoria, including State and Local Government elections. As part of this function a key objective of the VEC
is to maximise informed and effective participation in elections by all eligible Victorians. The VEC has a
range of operational, information and education programs to achieve this aim.
While more than 90% of eligible Victorians are enrolled to vote, with more than 90% of enrolled voters
voting in State elections, the VEC recognises that voters from culturally and linguistically diverse (CALD)
backgrounds face particular barriers to voting participation. In response, strategies were implemented in
the lead up to the 2010 State election, including community education sessions to 64 CALD community
groups, advertising in ethic media, multi-language information on their website and employing nearly 3000
multi-lingual election officials. These strategies demonstrated some success in reducing the informal rate in
areas with high levels of low English proficiency. Despite these improvements, there is still an association
between informal voting and lack of proficiency in English.
In the lead-up to the 2010 State election, legislative amendment enabled electronic voting by electors who
could not vote without assistance due to insufficient literacy skills. Electronically assisted voting was
available at 101 early voting centres across Victoria, with voters being able to read or hear voting
instructions in one of 12 languages. However, despite an information campaign utilising ethnic media, takeup of electronically assisted voting by CALD voters was minimal.
Given the association between informal voting and low English proficiency, and the low uptake of
electronically assisted voting among CALD voters, further information is required on the barriers to voting,
including electronically assisted voting, faced by Arabic and Turkish Victorians.
In Victoria, 55 931 people spoke Arabic at home as at the 2006 census, making this the sixth largest
language group, with substantial growth of 18.55% occurring between the 2001 and 2006 census. The
Arabic-speaking community comprises of a range of diverse cultural groups, the most significant of which
are those born in Lebanon, Egypt, Iraq and Sudan. Turkish is the eighth most common language spoken at
home in Victoria, with 29 748 people speaking this language at home as at the 2006 census. The Turkishspeaking community is largely comprised of those born in Turkey or with Turkish ancestry. The table below
details the demographic profile of those born in the above mentioned Arabic-speaking countries and
Turkey.
Table 2: Demographic profile for each proposed CALD community, Victoria
Country of birth
Population size
Lebanon
Egypt
Iraq
Sudan
Turkey
14 945
11 583
8 614
6 211
15 286
Resides in
Melbourne
96.8%
94.7%
92.1%
94.6%
91.6%
Median age
40 years
56 years
34 years
22 years
42 years
Low English
proficiency
20.5%
9.6%
28.2%
33.7%
31.8%
Australian
citizenship
89.4%
89.3%
73.5%
38.2%
86.3%
Source: Australian Bureau of Statistics, 2006 Household and Population Census
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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Part B - Results
4. Participant profile
As indicated by table 3, the target of the sample including a range of participants, with varying age and
English proficiency, across the Arabic-speaking and Turkish communities in Victoria, was achieved. Below is
a description of the overall profile of participants. In total 65 participants participated in 10 focus groups.
4.1 Demographic characteristics
The average age of participants was 45 years old (SD = 15.8 years). Participants ranged from 18 to 79 years
old. Forty-three percent of participants were male. All participants spoke a language other than English at
home. English proficiency was mixed, with just over half speaking English well, and half reading English
well.
4.2 Voting characteristics
There was a mix in relation to how long participants had been enrolled. Just over half had been enrolled for
more than five years, with 30 participants being enrolled for five years or less. There was also a mix in
relation to how confident participants felt that they knew how to vote correctly. More than half did not
feel confident or did not know if they were confident, and 27 participants said they were confident they
knew how to vote correctly.
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Table 3: Participant characteristics
Number
Valid Percentage
Gender
Male
Female
28
37
43
57
Language usually spoke at home
Arabic
Turkish
Bari
43
16
6
66
25
9
Spoken English proficiency
Very well
Well
Not well
Not at all
7
30
27
1
11
46
42
1
Reading English proficiency
Very well
Well
Not well
Not at all
7
25
28
5
11
38
43
8
Length of time enrolled
Less than 1 year
1 to 5 years
6 to 10 years
More than 10 years
Not enrolled
5
25
9
19
7
8
38
14
29
11
Confidence in voting correctly
Very confident
Confident
Not confident
Don’t know
Missing
5
22
29
9
(2)
8
35
46
11
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5. Enrolment
5.1 Attitudes to enrolment
Most of the enrolled participants felt it was important for them to be enrolled as a matter of democratic
participation and citizenship. Comments were mostly related to having a say in the country’s leadership
and having their voices heard.
I understand that to vote is important because at the end of the day I need to vote for someone who is of
benefit to me and my community – Sudanese female
Of course it is important to have a voice with your vote. This is our country now and we need to be heard –
Iraqi participant (aged 18-29)
Other themes included participating in a democracy, it being a privilege not to be taken for granted, and it
being one’s duty as a citizen.
It is important to have a say in who is running this country. This is about democracy and people around
the world are killing each other to get this – Lebanese participant (aged 18-44)
If you don’t enrol to vote you are not taking your citizenship seriously – Sudanese male
A minority did not feel it was important for them to be enrolled. The most negative were the younger Iraqi
group where three participants did not feel it was important because they were disillusioned or did not feel
their vote made a difference.
I know it is important to have a voice but it is not going to make a difference, it’s all bull**** - Iraqi
participant (aged 18-29)
The fact is we know it is important but lately we are very disillusioned with the quality of politicians in both
state and federal government so that is why we are not happy having to vote for anyone - Iraqi participant
(aged 18-29)
Other participants felt it was not important as they believed enrolment should happen automatically.
It’s silly to enrol to vote. As soon as you turn 18 or become an Australian citizen, it should be that you are
automatically enrolled to vote. – Turkish 30-49
Participants provided similar sentiments when asked about why they enrolled. Reasons for enrolling
included it being compulsory and wanting to have a say in who governs Australia. One participant in the
younger Iraqi group asked if it was possible to remove themselves from the electoral roll.
I enrolled because I thought it would be good to have a say in who is governing this country, but it didn’t
work, we still have stupid people in government – Lebanese participant (aged 18-44)
I enrolled because I thought it was compulsory – Iraqi participant (aged 18-29)
As expected, none of the participants in the not enrolled group felt it was important to be enrolled.
Comments mostly related to the poor quality of politicians. Other comments included voting should not be
compulsory in a democracy and attitudes related to not coming from a democratic background.
I don’t think the politicians here are worth our vote – not enrolled
In a democracy you should not be forced to vote – not enrolled
We came from a background that even if we did vote, our vote would not be counted... – not enrolled
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5.3 Knowledge of enrolment
All participants knew that to be eligible to enrol you had to be over 18 years old and an Australian citizen.
The older Egyptian/Lebanese group felt you also needed to be of sound mind. Two in the younger Turkish
group thought you could enrol if you were an Australian resident. There was uncertainty for one participant
as she was fined for not voting in a council election before she became an Australian citizen.
My husband and I bought a property when we first came to Melbourne and we didn’t know we had to vote
and we got fined $40 each...We weren’t Australian citizens and I think it was a local Council election. We
didn’t know we could vote. – Egyptian/Lebanese aged 65+
There was greater confusion in relation to whether enrolment was compulsory or not. Most participants
felt that enrolment was compulsory. About one-third, however, felt that enrolment was not compulsory,
but voting was compulsory once you were enrolled. In group discussions that explored this, some cited
enrolment forms being distributed at citizenship ceremonies as evidence that it was compulsory.
To me I think it is compulsory because when you get your citizenship there are always electoral people
waiting around to enrol you and collect your forms – Sudanese male
Once you are on the enrolment you must vote but it is not compulsory to enrol – Egyptian/Lebanese
participant (aged 65+)
5.4 Enrolment process
Most participants enrolled when they received their citizenship. Enrolment forms were distributed at the
citizenship ceremony, which were often completed and returned on the night. Some said that forms were
posted to them after they became citizens. Others said they received the form either in the post, from the
post office, or someone who came to their door. They then filled it out and returned it by post. Several
younger participants enrolled after they received letters in the mail when they turned 17 informing them
they needed to enrol. Older participants also mentioned their children receiving letters in the mail when
they turned 17, several female participants also had concerns as to how the government knew to send
these letters to their children (Egyptian/Lebanese participant (aged 45-64) group, Sudanese female group).
For me when I became a citizen I was told about enrolment and given forms to fill. – Sudanese male
My son got a happy birthday letter also when he turned 17. I want to know how do they know his birthday
and to send him this letter? – Sudanese female
Actually I remember someone knocked on our door and asked how many people live here over 18 and gave
forms for us all to fill – Iraqi participant (aged 18-29)
All groups felt the process was not difficult and straightforward. The form was said to be simple and easy to
complete. They recalled the form asked for basic information including name, address and date of birth.
Some participants identified that you can enrol at the post office, electoral office or by contacting
immigration, and that identification was required.
Those people, who haven’t enrolled yet, can enrol at the post office. The form is available and it does not
need a stamp – Turkish 50+
Participants also said it was easy to get assistance with the form if they were not confident to complete it
themselves. Help was mostly received from family or friends. Some described receiving help from the
general community, people at the post office, and people at the citizenship ceremony. A few could not
remember how they enrolled to vote.
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Even with my limited English at the time I was able to fill in the form with my personal details – Lebanese
participant (aged 18-44)
If people don’t have good English at the time of enrolling there is always someone there to help you fill in
the form – Sudanese female
I am grateful for the assistance this country provides for us. With the help of the interpreters, it wasn’t a
difficult process – Turkish 50+
Participants in the younger Turkish group discussed that those eligible should be enrolled automatically,
rather than having to enrol themselves.
5.5 Reasons for not enrolling
As with those who had enrolled, most of the participants in the unenrolled group had heard about
enrolment when they received their citizenship, although this varied. Newer arrivals had also heard about
enrolment at their citizenship course. Older arrivals did not recall hearing about enrolment or voting when
they received citizenship. The main reason given for not enrolling was wanting more information about
voting in Australia before completing and returning forms at citizenship ceremonies. Some were also not
sure about how to complete the form.
I didn’t understand what we would be signing and getting ourselves into. I didn’t know about the voting
process so I didn’t want to join up without knowing anything – Egyptian man
They kept telling us to fill it in and give it to them on the night. I didn’t for two reasons; firstly I was not
sure about filling it in correctly and the other reason I was not convinced about voting in this country and
whether it would make a difference - Iraqi woman
Other reasons included not being asked to enrol when they received citizenship
When I got my citizenship they were not fussy about enrolment...no one really pushed the issue. In fact I
hardly recall them saying to enrol – Lebanese man
Me too, I did mine during the day at immigration and I wasn’t asked to enrol either, that is why I never
bothered. I have had some information in the mail about enrolling but I haven’t –Lebanese woman.
The group went on to speak about the barriers to enrolment for them. This is discussed further in the
section below.
5.6 Barriers to enrolment
5.6.1 Language and literacy
The primary barrier to enrolment discussed by participants was language. The not enrolled group spoke of
language as a barrier to understanding the electoral system, including literacy. They felt that while people
may have enough English to pass their citizenship test, this did not mean their language was advanced
enough for them to understand the electoral system in Australia. This was also different for older migrants
who did not have to go through the current process to become a citizen, receiving less information.
If you come from a country with a system so different, or no system at all then it is hard to understand –
Not enrolled
I think it is much different now. When I went for my citizenship I don’t think they asked me any questions,
now people have to do a course and get so much more information.. Maybe if I knew more at the time I
might have been interested in enrolling – Not enrolled
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At the time my English was very bad so I couldn’t fill in the form because I wasn’t sure what they wanted
and I haven’t gone back to fill them in since – Not enrolled
When enrolled participants were asked about barriers to enrolment in their communities, language was
also the primary barrier identified. This included not understanding what the form was for, the enrolment
process and the electoral system in Australia.
Everything is always in English anyway so even if the information came in their letterbox often they think it
is junk mail and throw it away – Egyptian/Lebanese participant (aged 65+)
If you don’t speak English and you don’t know what enrolling and voting is, then it is hard to explain to
people and get them interested in enrolling – Iraqi participant (aged 18-29)
The younger Iraqi group spoke of people they knew who had unknowingly enrolled at their citizenship
ceremony without realising what the form was for, and were then fined for not voting.
Many people I know, filled it up at their citizenship ceremony and had no idea what it was, they thought it
was part of the ceremony, then they got a shock when they get a fine for not voting in elections. They had
no idea they were even enrolled or that they had to vote. Too many Iraqis have complained about this –
Iraqi participant (aged 18-29)
5.6.2 Not understanding the system
Tied in with language was discussion of not understanding the electoral system in Australia was another
significant barrier to enrolment. As mentioned above, the complexity of the electoral system in Australia
was described as being difficult to understand with limited English proficiency. This was further
exacerbated among those communities who had no previous understanding or experience of democracy
and voting in their country of origin.
Even for people who speak English, it takes a long time to understand it all – Not enrolled
There are many hundreds of people who have never voted in their lives and in Australia this is their first
time and it is confusing and hard for many people – Sudanese male
Some felt information on enrolment was difficult to attain, particularly as they may not attend a citizenship
ceremony. It was also felt that there was limited knowledge that enrolment was not an automatic process.
I didn’t know anything about enrolment. I thought it was part of citizenship and automatic –
Egyptian/Lebanese participant (aged 65+)
The Turkish group in particular spoke about how the enrolment process itself was not the problem, but the
confusion in their community regarding the need to enrol as in Turkey they did not have to enrol to vote.
The confusion over whether or not it was compulsory to vote also prevented some from enrolling.
Unless people tell them they need to enrol, and that usually happens at citizenship, but with me I was told
it wasn’t compulsory to enrol – Lebanese participant (aged 18-44)
5.6.3 Political Disillusionment
Several participants in the not enrolled group spoke of political disillusionment as a reason they have not
enrolled. While this did not appear to be an initial barrier, it was a reason that some participants remained
unenrolled after they understood more about the electoral system in Australia.
I think I would enrol if I saw a lot of potential in a political party or a candidate that would make me want
to vote for them...It hasn’t happened as yet – Not enrolled
For me when I see the kind of people that go for Council elections I want to scream. They are all so
hopeless and the things they do in the Council areas are terrible – Not enrolled
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By not enrolling I am protesting that Australia doesn’t have good political parties that work for the good of
the people – Not enrolled
Just look at how the government waste money...so many billions of dollars and then we have waiting lists
at hospitals and they are closing schools... Really how can you vote for any of them? – Not enrolled
The not enrolled group also spoke of how complaints from those enrolled regarding voting day, including
queues and making the time to vote, was another reason they did not enrol.
Enrolled participants also identified that political disillusionment was a barrier to enrolment for some. One
currently enrolled participant who regretted enrolling echoed these sentiments.
It doesn’t matter what they tell you...they still get in and do the opposite of what they said they would.
That is why we don’t like to vote. It is all lies – Iraqi participant (aged 18-29)
5.6.4 Concern over fines
Some who were not enrolled spoke of being concerned about being fined. This included being worried that
they would be fined if they enrolled now after many years of being not enrolled, and being fined if they did
not vote in an election after they were enrolled.
Now because I haven’t enrolled for so many years I am worried that if I do they will fine me for all those
years I haven’t been enrolled – Not enrolled
To tell the truth I wished I had enrolled when Steve Bracks was Premier then I could have voted for him but
I left it too late and then... I was worried to enrol because I have been in Australia a long time and what if
they asked me why I didn’t enrol earlier. What am I going to say? – Not enrolled
We hear lots of negatives things about people who forget to vote and get fined. It is upsetting for them –
Not enrolled
The younger Turkish group all agreed that being worried about getting fined if they forgot to vote meant
that some in their community chose not to enrol.
5.7 Improving the enrolment process
Below are recommendations made by participants when asked how the enrolment process could be made
easier:
5.7.1 Improve understanding of enrolment
Participants felt that greater understanding was needed in relation to why they are enrolling, what
democracy is, enrolment and voting requirements, and the Australian electoral process.
Instead of just being handed the forms at citizenship time, people need to understand the system, why it is
important to have their vote and their voice counted in this country. A lot of people just vote in order to
avoid paying the fines – Sudanese male
For many people they really don’t understand the whole electoral process. That is the problem. It is never
explained enough even if you go to the classes. It is still too confusing – Not enrolled
Methods for increasing understanding included a national education campaign, community education
sessions and improved availability of translated information (outlined below).
5.7.2 National education campaign
Implement a national education initiative on the importance of enrolment and electoral participation in the
form of an advertising campaign. Not just at the time of an election. Utilise both mainstream and ethnic
media (including television, radio and print).
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More advertising, not only during election, but other times too, to educate the community – Turkish 30-49
5.7.3 Community education
In order to overcome language barriers and difficulties understanding the Australian electoral system,
community education sessions were suggested. The male Sudanese group also suggested that people could
be assisted with enrolment at these sessions.
Bilingual education sessions on the importance of enrolling to vote. Just like we are doing today, education
in the language we understand – Turkish 50+
For people in our community who don’t speak good English...then the leaders of the community should be
giving this information to people in their own language and helping them to enrol – Sudanese female
5.7.4 Translated information
Provide more information in community languages that is readily accessible, e.g. at post offices etc.
Translate enrolment forms and information on enrolment.
All the information that people are given is in English. If it was in Arabic and easy to understand with
reasons why it is important to enrol and vote in this country I feel more people would be interested and
would understand it better. Not everyone can understand English – Iraqi participant (aged 18-29)
5.7.5 Online enrolment
Several participants suggested the availability of online enrolment. This raised some concerns amongst
those who were not computer literate, it was therefore suggested this be an additional option, rather than
replacing the current enrolment form.
Enrolling on line would be a good idea. There are lot of people now with Arabic translations and Arabic
word on their computers – Lebanese participant (aged 18-44)
5.7.6 Improved process for updating enrolment information
The younger Iraqi group spoke of difficulties in keeping their enrolment details updated. Specifically, they
felt it was onerous to provide proof of citizenship and identification each time they changed address. They
suggested that it should be a more straightforward process once you have already enrolled.
For me the hassle is when you shift house. We have shifted twice and told them and they want citizenship
and other proof of ID...I am already enrolled why do I have to provide that again? – Iraqi participant (aged
18-29)
I can’t understand why, if you are already in the system, they don’t make it easier for you when you shift. I
don’t think people are that happy to enrol that they want to fake it do they? – Iraqi participant (aged 1829)
5.7.7 No penalty for delayed enrolment
In response to concerns over fines, the unenrolled group suggested that those who enrol not be penalized
for enrolling years after first becoming citizens. This lack of penalty should be publicised.
Maybe not penalizing people who have been in Australia for a long time and haven’t enrolled – Not
enrolled
5.7.8 Automatic enrolment
Some suggested that people be automatically put on the electoral roll, and informed that they have been.
Maybe people should automatically be put on the roll once they become an Australian citizen and are over
18 years old – Egyptian/Lebanese participant (aged 65+)
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5.7.9 Letters to remind people to enrol
Remind those who are not enrolled to enrol before the next election. This was suggested as being a letter
direct from the electoral commission, as well as included in correspondence from other government
departments.
The government should send out a letter to all those who are not enrolled, to let them know that they
have to enrol to vote by next election – Turkish 30-49
Centrelink, Medicare, rates notice from council, Vicroads etc – letters from these departments should
include information on enrolling to vote – Turkish 30-49
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6. Voting
6.1 Voting history
Nearly all enrolled participants, except for six younger participants, had voted in elections in Australia.
These included council, state and federal elections. While most participants had voted in all three election
types (council, state and federal), some could not remember. For those who were unsure, uncertainty was
generally around council elections, with people not remembering whether they had voted in these or not.
I honestly don’t remember which elections I voted in. I remember once my name was not there, and once I
had to vote by post but not sure which was which – Lebanese participant (aged 18-44)
Participants felt they were just as likely to vote in all elections, largely motivated by fines applicable to all
election types for not voting. Some also said that they were motivated to vote in all elections to exercise
their democratic right.
Let’s face it people are killing each other around the world to have democracy and we take advantage of it
here and many of us don’t appreciate what we have got – Egyptian/Lebanese participant (aged 65+)
If you want me to be honest, I only vote because I don’t want to get fined – Egyptian/Lebanese participant
(aged 65+)
None of the participants in the “not enrolled group” had ever voted (either in Australia or overseas). Only
some of the enrolled participants had voted in their country of origin. Reasons for not voting in their
country of origin included not having a democracy, voting being rigged or voting being voluntary.
6.2 Attitudes to voting
6.2.1 Reaction to an election
There was a mixed response in relation to the first thoughts participants had when they heard an election
was coming up. The most common response was thinking about who they would vote for. This sentiment
was the strongest within the Sudanese male and female groups, with the male group also talking about
needing enough time to make an informed decision.
We need time to get prepared...Sometimes they call an election and we don’t have time to find out
everything about the politicians and their policies so we can make informed votes – Sudanese participant
Participants from the Lebanese and Egyptian groups also raised concerns they had once they heard an
election was coming up. These were whether their name would appear on the roll, and if they would
remember to vote on the day. Other worries included if they knew where the polling booths were, and who
would take them.
Will I remember on the day to vote – Lebanese participant (aged 18-44)
Who is going to take me and help me vote this time – Egyptian/ Lebanese participant (aged 45-64)
Will my name be there or lost again like last time – Lebanese participant (aged 18-44)
I went once and my name was already crossed off and they said I must have voted before but I
hadn’t…they wouldn’t let me vote – Egyptian/Lebanese participant (aged 65+)
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The younger Lebanese group (aged 18-44) and the younger Iraqi group (aged 18-29) were the least
engaged of the enrolled groups in relation to initial thoughts when an election was called. Comments
included complaints about the waste of time, long queues, fines and there being no good candidates to
vote for. Some negative comments were also raised in the middle aged Egyptian and Lebanese group in
relation to candidates and the effort of going to a polling booth.
Oh God. The line, the waste of time, the fine – Iraqi participant (aged 18-29)
They are all stupid. I will just pick up the form, get my name scratched off and throw it in the voting box. –
Lebanese participant (aged 18-44)
Not surprisingly the not enrolled group responded negatively when they heard that there was an election
coming up. Participants were despondent with comments relating to the poor quality of the parties, money
wastage and not wanting to vote.
They make promises and give you nothing. Why should we vote? – Not enrolled
Another waste of money and nothing is going to be good for the country. – Not enrolled
6.2.2 Thinking about voting
Participants thought about voting when they were unhappy with the decisions or conduct of politicians and
government and/or at election time.
Every time they do something to annoy me I think about voting and trying to get them out –
Egyptian/Lebanese participant (aged 45-64)
I feel we need to think about it seriously because what is currently taking place, what you see on the TV,
what you read in the papers, the lies and the bad behaviour of many politicians, we should be thinking of
the voting from now...making our decisions from now – Sudanese participant
When I get upset with the government in power, I get frustrated and think about voting time to get rid of
them – Turkish participant (aged 50+)
No for me voting is not something I really think about, when the time comes I think about it – Sudanese
participant
This was consistent across all the groups except the not enrolled group who said they did not think much
about elections, some said they contributed to political discussions at election time because they did not
want people to know they were not enrolled.
Basically I think they need to go but my vote is not going to make that much difference anyway – Not
enrolled participant
6.2.3 Attitudes to compulsory voting
There was a mixed response in relation to compulsory voting. Some felt that, while voting was important, it
should not be compulsory, with a few participants commenting that you should not be fined for not voting.
Others felt compulsory voting was required to ensure those elected were representative of the whole
constituent.
No it should be like in America. You have a choice whether you vote or not – Lebanese participant (aged
18-44)
It is important to vote but you should not be obliged to do it – Lebanese participant (aged 18-44)
If you are concerned about the country and politics then you will vote no matter what but you shouldn’t be
forced and threatened with a fine for not voting – Egyptian/Lebanese participant (aged 65+)
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Look at the weather today, very miserable and cold. If voting was today and not compulsory then no one
would go out...This means we might not get the best people for the role of running our country –
Egyptian/Lebanese participant (aged 65+)
Most participants felt that if voting was not compulsory they would still vote. Comments mostly related to
belief in the Australian voting system and taking the opportunity to participate in it. Some did not think
they would vote, mostly because they did not feel their participation made a difference.
We are lucky to be able to vote and the voting is all above board, not funny business like many other
countries – Egyptian/Lebanese (aged 65+)
I know my vote will count but back home your vote often didn’t mean anything but here it is important and
we trust them to count our vote properly – Sudanese participant
We have a responsibility to ourselves and on what happens to the country we live in. To not vote means
you are mute – Turkish (aged 50+)
Countries that don’t have democracy and elections that are bloody and violent are crying to have this
system – Turkish participant (aged 30-49)
It makes no difference either way. They are going to ignore you and your vote is not making a difference.
We still get bad people in government – Lebanese participant (aged 18-44)
6.3 Knowledge of voting
6.3.1 Electoral system
When asked to rate how much they knew about Australia’s electoral system, participants gave an average
rating of 4 out of 10. Participants were asked how they would describe Australia’s electoral system to
someone from their community who had just arrived to Australia. Most responses were that either the
system was difficult, or participants were unsure of what they would say. The majority of participants were
not confident in their knowledge or ability to explain the system to others. Some found the preference
system particularly confusing.
It is confusing here. You vote for one party and your vote goes to another party, how do you explain that
to people. I don’t understand it myself. This preferences business is totally confusing... I can’t explain that
to myself let alone someone new in the country – Lebanese participant (aged 18-44)
It is hard to tell other people. It is hard to understand the system myself – Iraqi participant (aged 18-29)
You vote for someone and they give their vote to someone else. What is that all about? – Iraqi participant
(aged 18-29)
I wouldn’t even join in that conversation. I couldn’t do it – Not enrolled participant
For those who mentioned particular characteristics, the most common identified detail was the eligibility
criteria for enrolling to vote. Other characteristics of the electoral system identified by participants
included there being a preference system, several political parties, and three levels of government. A
couple of participants were able to go further and describe that there was an upper and lower house in
parliament, seats, a party needing a majority to form government and that it was a Westminster system.
Before you vote you have to be a citizen and then you can enrol and once an election comes then you can
participate – Sudanese participant
We have 155 seats and the party with the majority can form government and the leader of that party is
the Prime Minister, that is for Federal government – Egyptian/Lebanese participant (aged 65+)
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Talk about the lower and upper house system, local, state and federal government voting systems –
Turkish participant (aged 50+)
We tell them there are two main parties, Liberal and Labor and you have to choose one. One is for working
class and one is for rich people – Iraqi participant (aged 18-29)
Several participants said that they would describe how voting in Australia was safe and free from violence
and fear.
I would say, you are lucky, you have a right to vote here and you should vote and have a say in your new
country – Lebanese participant (aged 18-44)
You can vote without being made to feel ashamed or in fear – Turkish participant (aged 50+)
In Australian elections there is no violence – Turkish participant (aged 50+)
6.3.2 Voting process
Participants were able to describe the process when they went to vote on election day. They identified that
you needed to be enrolled, went to a polling booth, could take a “how to vote card” from party
representatives, queued, got your name marked off, received voting papers, cast your vote, and then
placed the voting forms in their respective boxes. Several participants said it was important to get their
name marked off so they did not get fined. There was discussion in one group about whether it was
necessary to show ID, with mixed experiences depending on the polling booth participants frequented.
Another group had a mixed experience in relation to voting ID cards, with five having one and three not
recalling whether they had one or not.
First thing in the morning, we go to the polling stations. Get the voting sheet from the party I will vote for.
Line up, if there is a line, get name ticked off and copy the voting sheet on my vote. Drop it off in the box –
Turkish participant (aged 50+)
Usually we go down to the school and line up, you go through a pile of people giving you papers on how to
vote for their party...I go inside, get my name ticked off, take the paper for the party I want and then just
copy – Sudanese participant
Both sheets have to be filled out, we follow the how to vote sheet for both – Turkish participant (aged 3049)
Nearly all participants said they copied the how to vote cards they received outside the polling booth for
the party they wanted to vote for. They felt this made the process easier, and reduced the potential for
them to make mistakes. Most participants could not remember whether they used numbers, ticks or
crosses, but reiterated that they wrote whatever was on the how to vote sheets. There were a few who
remembered numbering boxes.
I want my vote to count so I want to make sure I have filled it in right so I always take the how to vote
papers – Lebanese participant (aged 18-44)
I follow the voting sheet of the party I want to vote for. I know which party it is from its logo. Drop it in the
box. It is the simplest way of doing it. You don’t need to read or write in English – Turkish participant (aged
50+)
I wouldn’t know what to do if didn’t take those how to vote cards and papers – Iraqi participant (aged 1829)
How do you know what number to give each one I don’t. I just follow the papers – Egyptian/Lebanese
participant (aged 65+)
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
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While the not enrolled group said they could not describe the voting process as they had never voted, they
said they knew it involved going to the primary school, standing in line, and filling in the voting papers with
numbers or crosses. They said they knew this from advertising in Arabic papers, radio and on TV.
Participants generally felt confident they could navigate the voting process, mostly due to the availability of
candidates’ how to vote cards, and family or friends to assist if needed. Most assumed that they voted
correctly as they followed the how to vote cards.
I like to think I did it right, I followed the voting sheet – Turkish participant (aged 50+)
It is straight forward, not hard at all. The how to vote sheet are a tool to use, I just copy what’s on there –
Turkish participant (aged 30-49)
Some participants spoke about how they were not confident the first time they went to vote, with some
saying they were scared, or did not know what to do.
To be honest, the first time I voted I was scared. We went in a big group to support each other. We
thought it was a big deal. Waiting in the queue was the hardest. Once we were in and had our names
taken, we then went by ourselves to vote but got a bit confused. We didn’t know about taking the how to
vote from the people at the door so I remember trying to write it all in and not being sure...I don’t think I
voted properly that first time and neither did the others. No one had told us to take those how to vote
papers – Sudanese participant
There was a mixed response when participants were asked if they had ever handed in a blank or incorrect
vote. A minority of participants admitted to submitting a blank or informal vote, most were due to not
knowing what to do, with a few doing so purposefully in protest. Others were unsure, but suspected there
were times where they had made errors on their voting forms. A couple of participants knew that they and
made mistakes but did not know whether they could go and get a new form, so submitted their forms as is.
One year I got confused so just waited a minute or two and took the papers to the box. I felt bad but I
didn’t know what to do. I had made a few mistakes so just left it – Sudanese participant
One year it was the state election and my husband couldn’t come with me...I didn’t want a fine so I went
on my own. They gave me the papers, I went into the booth but didn’t have any idea what to do...so I just
folded them and put them in the box – Iraqi participant (aged 30+)
I did that at the time when Julie was bad to Kevin Rudd. I didn’t like what she did so when I went to vote I
didn’t write anything on the paper as a protest – Sudanese participant
Instructions on how to vote were not seen to be as useful as the how to vote cards. Participants said they
either did not read or understand the instructions finding them too complicated. Only a few recalled seeing
instructions on how to vote translated in other languages. It was felt the information contained too much
jargon and was not translated appropriately, being transliteration rather than a proper translation.
If we had to read the instructions probably none of us would be voting well, we would get very confused
and just put the form in empty because without those how to vote sheets from the people who are the
front we really don’t know how to do it – Iraqi participant (aged 30+)
6.3.3 Alternative ways to vote
Nearly all participants knew of postal voting due to local council elections. Participants completed their
postal votes on time, either filling it out on their own or with the assistance of someone else in the
household. The main motivation identified for completing it on time was to avoiding getting fined. A
minority could not recall postal voting.
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My husband filled it out for me and him and posted them right away...I believe you can also get fined for
not voting in Council elections so we didn’t want that to happen to us – Sudanese participant
My children read the English letters for me and because they are still very young...one year they thought
the Council election papers were junk mail and threw them away. I received a fine but I went to the
Migrant Resource Centre and explained what happened and the worker wrote a letter to the Council for
me and I didn’t have to pay the fine – Iraqi participant (aged 30+)
Other than postal voting, knowledge of early voting and absentee voting seemed relatively low across the
groups. About half of the participants knew that these alternative ways of voting were available, however,
only some were aware of further detail on how they could be accessed.
If you have somewhere urgent to go on voting day and can’t vote then you can go and vote early –
Sudanese participant
I think if you are going overseas you can pick it up from the Post Office and do it before you go – Iraqi
participant (aged 18-29)
When asked what they would do if they were out of their electoral area on election day, about half knew
you could vote at a polling booth outside their electorate although were unclear about the details on how
to do so. A minority knew about early voting. One participant admitted to getting their brother to vote in
their place as they were interstate. For most, the context of being out of their electoral area on a voting
day was that they would be overseas. Some participants also discussed the additional complexities posed
for those who travelled to countries such as Iraq where voting at an embassy was not a feasible or safe
option.
Go to the Consulate in the country you are in and vote there – Lebanese participant (aged 18-44)
If you’re going away, you can vote early, I believe two weeks early – Turkish participant (aged 50+)
Go anywhere else to vote and make sure they record your name – Lebanese participant (aged 18-44)
Write a letter when they send you the fine and prove you were out of the state or country – Lebanese
participant (aged 18-44)
6.3.4 Language assistance
Participants were not aware of any language assistance, other than family and friends. Only one participant
knew of bilingual electoral staff, having seen Arabic-speaking staff at her polling booth. Some participants
remembered hearing information through ethno-specific radio stations, with the younger Turkish group
identifying that extensive information was provided over Turkish language radio programs. The idea of
bilingual staff was received positively by a couple of participants.
Are there bi lingual assistants are polling booths? I have never seen any – Egyptian/Lebanese participant
(aged 45-64)
Maybe my husband is busy and can’t take me and I have to go on my own, then if someone speaks my
language I would feel much better and could do it – Iraqi participant (aged 30+)
A few participants discussed the lack of availability of translated information, and about how this meant
that those who did not understand English did not get the same amount of information about candidates
and the election.
Well we want a good government to be here in Australia because that is why we come here, so it is
important that we have some knowledge of who is good for us and who is not, and that is what is missing
for those who don’t understand English – Sudanese participant
A couple of participants in the Lebanese group recalled receiving translated material in the mail.
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I do receive letters for the local elections and they have a few languages on the letter and also they give
you a number for an interpreting service if you don’t understand the letter. I remember that – Lebanese
participant (aged 18-44)
Yes, my letter came in Arabic and English. I thought that was good – Lebanese participant (aged 18-44)
6.4 Family and community
6.4.1 Assistance
From discussions pertaining to family and community, it is evident that family and community play an
important role in voting amongst the Arabic-speaking and Turkish communities. Assisting or receiving
assistance from family and friends was a key voting experience across all of the groups. Nearly all
participants had been assisted or provided assistance. It was understood that this was a common
experience across their communities, as well as among other non-English speaking communities.
We see lots of people in the private booths writing for other people. We all do it and many of us get help.
Even if you speak and read English sometimes it is still confusing when voting and you don’t want to make
mistakes and get it wrong – Egyptian/Lebanese participant (aged 45-64)
It appears as though the female participants in particular took someone to help them vote, either their
children or their husbands. Only a few participants said they had never needed assistance to vote. Reasons
participants provided for wanting family assistance when voting mostly related to wanting moral support,
not being confident to do it on their own, or having limited English literacy skills. Some participants spoke
of not being sure which “how to vote” card was for their preferred party, were concerned that their name
would not be listed or getting their name crossed off, making a mistake on the form, or not knowing who to
vote for, they therefore said they felt better having someone there with them to help them with these
processes.
Once I made a mistake on the form and was too embarrassed to take it back...The next time I voted I
asked my daughter to help me fill in the form because I was scared of making another mistake and I
wanted my vote counted – Egyptian/Lebanese participant (aged 65+)
I think my English is good but I never go without my daughter just in case. She drive me, helps me inside
and if I need help filling in the form I call her in to the booth with me, which I have done a lot of times. I
am more confident and comfortable doing this. It doesn’t worry me if my daughter knows who I vote for.
That is my business – Egyptian/Lebanese participant (aged 65+)
When I first went to vote in Australia I was a bit scared because of my mother’s remembered experiences
in Lebanon when there were people with guns...So I made sure my husband came with me on the day and I
was surprised how easy it was except the forms and numbers were a bit confusing for me so I just took
some form from someone outside and just copied it – Lebanese participant (aged 18-44)
Nearly one-third of participants said they had helped others to vote, these mostly being younger or male
participants. For those who helped family members, these were usually parents, either frail elderly or those
with limited English, or female spouses. Assistance provided included helping family to complete voting
forms, providing transport, assisting with mobility issues, and general assistance with the voting process.
Some said that people just needed help to select the how to vote card that they wanted, and were then
able to copy this on their own.
I always take my mother to older relatives to vote. I actually come in the booth with them and write it for
them...They get confused and don’t really know anything about the voting process – Lebanese participant
(aged 18-44)
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I take my Dad to vote whenever there is voting and he is interested in who he votes for and tells me which
party he wants but I have to fill in everything for him – Lebanese participant (aged 18-44)
My sister is in a wheelchair so I have to take her every time so I go in with her but she can do the voting
without assistance – Egyptian/Lebanese participant (aged 65+)
Many people, especially women, don’t drive anyway so they need someone to take them to the polling
booths – Sudanese participant
A few participants also spoke of the reciprocal nature of familial assistance, that is while they may assist
their family member to navigate the voting process, those same family members, usually parents, assisted
them also either through reminding them to vote when they were younger, or influencing who they voted
for (this is discussed further below).
If my mother didn’t remind us to vote when we were younger we would go off to work and never think
about it – Lebanese participant (aged 18-44).
As well as assisting those in their immediate families, participants also spoke of helping other members of
their communities. One participant said he also assists several members of his community who are
embarrassed for other people to know that they cannot read or write. Another said he helped his
neighbours complete their postal votes for local council elections.
I have helped dozens of Iraqis vote. They don’t understand it. I pick them up on the day and drive them to
the booths. They hate going...They get worried and confused. They don’t know which papers to take...It is
not easy for people who don’t speak English – Iraqi participant (aged 18-29)
The reality is when you are a fairly newly arrived community there will always be people who need help to
vote and to fill in forms and we do help each other when asked – Sudanese participant
Some of us speak good English and every day English but when it comes to forms and writing in things it
can be complicated and many people get confused so it is good to have help at such times –
Egyptian/Lebanese participant (aged 65+)
The collective experience of voting day was also discussed by some of the Turkish participants. There was a
sense that the day was an opportunity for the community to come together, a chance to meet with people
and enjoy the atmosphere.
Election days are very important for me and my wife. We both enjoy the whole experience, seeing people
from our area, talking to different people from various backgrounds – Turkish participant (aged 50+)
6.4.2 Family and community voting influence
In discussing the role of family and community in voting, the influence of family and community on how
people vote was also discussed. This was spoken about in relation to community elders, parents and
husbands influencing how people voted, with participants in these groups also identifying that they
influenced how others voted. These comments appeared to be within the context of respecting their
options and direction, and the collective nature of communities.
For example if someone we respect says to us Julia Gillard is good then we accept that and all vote for her,
if someone we respect says something else then we follow them – Sudanese participant
I am not going to go against my Mum and Dad, if they tell you who to vote for you do it. Especially when
you are 18 and the first time you get to vote – Iraqi participant (aged 18-29)
Even though I try to explain to them what each party is promising and so on so that they can make their
own decisions. I believe, I still influence their vote – Turkish participant (aged 30-49)
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Actually we do influence each other in the community. Around election time we see which party talks
about the issues that are important to us such as refugee issues, and then we all decide who we should be
voting for – Iraqi participant (aged 30+)
I have a daughter and I tell her who to vote for. If I didn’t tell her who is good and who is not she doesn’t
know... So I discuss it and let her know what I think and she votes what I tell her – Iraqi participant (aged
30+)
Some participants also raised this in relation to others who they had assisted to vote not having a
preference and letting them vote on their behalf. Several participants identified that people they had
assisted were just concerned about not being fined or did not know who to vote for. One participant said
he argued with his mother one year when he did not agree with who she voted for.
I took five people last time and filling in all the forms. They didn’t even tell me who to vote for. I just filled
them in the way I wanted to – Iraqi participant (aged 18-29)
I ask the people I help who do you want to vote for and they say to me, just vote for the best, so often it is
my vote and not their choice because they don’t really know who to vote for – Lebanese participant (aged
18-44)
I think many people don’t really care who they vote for as long as they get their names scratched off and
get those forms in so they don’t get fined – Lebanese participant (aged 18-44)
6.4.3 Voting in secret
Participants were aware that in Australia voters are provided with the opportunity to vote privately in a
secret ballot. When discussing whether voting in secret was important to them, most participants felt that
it was not especially important or essential for them, particularly in light of receiving or giving assistance.
These comments were mostly in the context of not minding if close family or friends knew how they voted.
Some who received assistance were happy to sacrifice their privacy in order to be confident that their vote
was correct and counted. Several participants also said that they did not worry about privacy since in
Australia there was no fear or persecution based on who you voted for.
We know there are lots of people in the community, young and old who cast incorrect votes. Assistance is
important to have these votes done correctly. Even for me, voting correctly is important, not the secrecy of
my vote. I don’t care if people in my family or my friends know who I am voting for – Turkish participant
(aged 30-49)
It is set up to be private. Private areas and private booths but when you need someone this is not an issue
There is no fear of persecution...in Australia. Due to this, I don’t care much about the secrecy of voting. I
may need assistance...I want someone I trust to tell me, like my partner or friend. – Turkish participant
(aged 30-49)
You are not going to get shot here in Australia because you voted for the wrong party – Sudanese
participant
If you can’t speak English and getting assistance is the only way to vote then you don’t have a
choice...They still want their voice heard and their vote counted and if it means getting assistance and that
person knowing who you voted for well there is nothing you can do – Iraqi participant (aged 18-29)
Some participants also said they wanted to discuss who they would vote for with others in order to hear
their opinions and find out more information about the candidates and their policies, meaning that their
vote was no longer secret.
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When I first came to Australia I used to ask people who are they going to vote for and someone told me
that you don’t ask these things in Australia. It is secret, so I stopped. I only wanted other people’s opinion
so I could see who was good and who was bad – Egyptian/Lebanese participant (aged 45-64)
Sometimes you do discuss with family and friends about who you are going to vote for and who you don’t
like. So often people know what your views are and assume they know who you are going to vote for –
Egyptian/Lebanese participant (aged 65+)
Among those participants who felt it was important for their vote to remain private and secret, reasons
included not wanting conflict over differing opinions and not wanting other people to know their vote.
Some acknowledged that this would be different if they needed assistance, and some did not mind close
family and friends knowing who they voted for.
Your vote should be totally secret and only you should know it – Egyptian/Lebanese participant (aged 65+)
It is important but when you need people to have you vote then that privacy goes through the door doesn’t
it? – Egyptian/Lebanese participant (aged 65+)
For me secret is good because politics can sometimes bring emotions and problems in the family. Maybe I
like someone different to my wife and we argue, so if it is secret we don’t have to tell each other –
Sudanese participant
My husband and I have voted different and we have had an argument about it – Egyptian/Lebanese
participant (aged 45-64)
6.4.4 Community electoral participation
In speaking about voting within their respective communities, participants were asked to discuss whether
members of their community found voting easy and felt confident to vote on their own. Participants
generally felt that it depended on factors including English proficiency, literacy, length of time in Australia,
education, understanding the electoral process and mobility. It was felt that those who were not English
literate did not go on their own to vote, this related to needing help with English, confidence and a sense of
collectivity within the community.
If people don’t speak very good English they never go on their own to vote. I can guarantee that –
Lebanese participant (aged 18-44)
I always see Italian, Greeks and other nationalities with people helping them to fill in the form. There is
nothing wrong with us, we all do it if we can’t write English – Egyptian/Lebanese participant (aged 65+)
I think voting is very scary. People throwing papers at your face in the front, waiting in queues for ages,
too many things make you uncomfortable and confused – Iraqi participant (aged 18-29)
It is also not our custom to do things like this on our own. We take a few families and friends together.
We share cars and go and support each other. This is a new system to us and we want to do it right but we
need support and help to vote properly – Iraqi participant (aged 30+)
Both of the Turkish groups felt that voting was not hard, particularly as help was readily available. They
agreed that it was harder for people with limited English as they were not able to understand or ask
questions as easily. Confidence was also raised as an issue.
Most of the time the issue is about not being understood, if or when you want to ask a question. Not being
able to communicate. Anyone can vote correctly, it is not that difficult – Turkish participant (aged 50+)
Although I go to Medicare office and fix my business there, I won’t go and vote by myself. I feel more
confident when I have someone who knows what they’re doing with me. I feel it’s important to get it right,
so if there is someone with me, it’s reassuring. – Turkish participant (aged 30-49)
One participant raised the problem of those who help others not understanding how to vote correctly.
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The problem also is that sometimes the person who tells you how to vote and what to do doesn’t even
know themselves and so you follow what they told you and you could be doing it wrong...father in law was
explaining it to me and it wasn’t right but out of respect I didn’t say anything back to him – Iraqi
participant (aged 18-29)
The younger combined Egyptian and Lebanese group felt that a lot of people in their communities were not
enrolled to vote. The not enrolled group all answered that people in their communities did not find voting
easy, and this was another reason they did not vote. They felt they would need help to vote and did not
want to ask for it.
If you don’t speak and understand English you can’t vote on your own at all. It is much too confusing – Not
enrolled participant
If you don’t know how to vote or understand the system you don’t want to look bad in front of people so
you don’t enrol in the first place so you don’t have to vote – Not enrolled participant
6.5 Barriers to voting
The barriers to voting identified by participants were similar to those barriers identified for enrolment (see
section 5.6).
6.5.1 Language and literacy
As with enrolment, the main barrier to voting that was identified was language and literacy. This was
agreed up by all of the groups. Language was also raised by several participants and a factor influencing
understanding the voting system and the ability for people to vote correctly.
I know people who still vote incorrectly. Not comprehending the process. People have told me that they
only tick one of the boxes on the ballot paper and drop it in the voting box...People who don’t read or write
have difficulties comprehending instructions. That’s what I think – Turkish participant (aged 30-49)
The male Sudanese group discussed how low literacy levels were overcome in Sudan through photos of
participants being included on the ballot sheets, with people just needing to put a cross next to the picture
of the person they wanted for vote for. Some felt this would not work for the community living in Australia,
however, as they did not yet know what candidates looked like.
6.5.2 Not understanding the system
Like enrolment, not understanding the voting system in Australia was another significant barrier identified
by participants. As mentioned above, the complexity of the electoral system in Australia was described as
being difficult to understand for some. It was also felt that not knowing about the candidates, political
parties and their policies was an additional barrier for voting.
Not understanding who they are voting for and whether they are good for the country and what they have
or have not done already for people – Lebanese participant (aged 18-44)
Some people are confused over the names of the political parties. Many people don’t have this extra
knowledge unless they speak very good English and follow politics – Egyptian/Lebanese participant (aged
45-64)
Also because they have no experience or knowledge of voting they don’t understand our system at all. Too
complicated. Not sure about council, state and federal, get them all mixed up – Iraqi participant (aged 1829)
Some people from the community and including me do not completely understand the voting process –
Turkish participant (aged 50+)
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Some participants felt that people went to vote without having any knowledge of the process or whether
they were voting correctly. The Sudanese participants felt that avoiding fines was the primary motivation
for these people voting, with fines being again raised as a significant concern.
Many people also vote without any knowledge of the actual process. They are told voting is compulsory
and they want to be seen to be doing the right thing so they go there without any idea of what they are
doing or if they are doing it rightly or wrongly – Egyptian/Lebanese participant (aged 65+)
Some people also find voting stressful; they don’t know the candidates and they don’t understand the
system so they just get other people to help them vote for any one really, so they don’t get a fine in the
mail, that is most important. People can’t afford to pay fines – Sudanese participant
There was also a mixed perception across the groups regarding how much overseas experiences became a
barrier to voting in Australia. Some felt that the above mentioned barriers were exacerbated among those
communities who had no previous understanding or experience of democracy and voting from their
country of origin. Others also felt that negative experiences of voting overseas meant that some were
fearful or distrustful of voting in Australia.
Getting through the people at the front of the polling site can be very daunting for many people who don’t
know what these people are throwing at them (how to vote papers) and they get a bit scared – Lebanese
participant (aged 18-44)
We have seen governments in Turkey intimidate and oppress people. We don’t trust them, if we had a
chance we wouldn’t vote in Turkey but they stand behind you like a hawk. From fear you vote for those
you normally wouldn’t. We may now live in Australia but we still carry these memories with us. It’s not
easy for us to trust any government - Turkish participant (aged 30-49)
6.5.3 Queues, mobility and transport
The other barriers to voting discussed by participants were those related to mobility, especially for the
elderly, both in relation to getting to polling booths and the difficulty of standing in queues. Transport to
polling booths was also raised as a barrier.
My mother is on a walking stick and can’t stand for long so it is always a hassle for her when it is election
time and I have to take her and sometimes I even take a chair with me because I remember once I asked
for her to go in front of queue because she was so tired...and they wouldn’t let us – Lebanese participant
(aged 18-44)
Many elderly don’t drive or don’t know where the polling booths are located so they ask family and friends
for assistance on the day – Egyptian participant (aged 65+)
Most people also need transport. Not everyone has a car and often they ask for other people to assist
them to get to polling booths, or they don’t know where the booths are located. That is a big one for many
people. They may not know their area very well – Sudanese participant
6.6 Improving the voting process
Participants were asked for suggestions on how the voting process could be made easier. Below are the
strategies that were identified.
6.6.1 Online voting at home
Participants suggested making voting available online so they could vote at home. These comments mostly
came from the younger participants. It was acknowledged that this would not be suitable for all,
particularly as computer literacy was low amongst older members of the community and those with limited
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English. A couple of participants also suggested that they could assist their family and friends more easily if
they could do so online at home.
Put voting on line from your own home computer – Lebanese participant (aged 18-44)
Some people with computers and computer skills could do it on line so not that many people turn up and
vote – Sudanese participant
For those who can and who have computers and are computer literate, then give them the choice. It
would free up some of the time queuing and people could vote in their own time without having to leave
home – Iraqi participant (aged 18-29)
We can assist our parents, partners and friends to vote on line too, so convenient and hassle free – Turkish
participant (aged 30-49)
6.6.2 Community education and language assistance
Strategies relating to community education were also raised. These included increased advertising on how
to vote, early voting, postal voting, absentee voting, and the location of polling booths.
More advertising about how to vote, where to vote and what to do – Lebanese participant (aged 18-44)
More advertising and information on early voting, postal voting and absentee voting – Turkish participant
(aged 30-49)
It was also felt that more translated information was required, including print material, community
education programs and workshops. The suggestion of having bilingual staff available at polling booths was
again raised as a strategy to make voting easier, as was providing step-by-step instructions in an easy to
understand format.
More literature in Arabic and earlier for people to know what is going on – Egyptian/Lebanese participant
(aged 65+)
Putting information in different languages so everyone could understand what was going on – Sudanese
participant
Community education programs for people to understand how to vote. Small workshops, for people to
practice voting to pick up on what people are doing wrong... This would give the electoral office a guide on
what they should work on – Turkish participant (aged 30-49)
I think in high ethnic concentration areas they may need bilingual assistants at the polling booths to help
those people who do get confused and don’t know what to do – Lebanese participant (aged 18-44)
It might be hard at times for people like us to understand the information fully. Step by step directions
with pictures is the way to go, I believe – Turkish participant (aged 50+)
6.6.3 Logistic improvements
Participants also made other suggestions that related to logistic improvements. These included reducing
queues on the day and adding more polling booths, improving the system for those who were overseas on
voting day, and giving people more notice. A couple of participants also suggested making voting voluntary.
They should have more polling booths. Such long queues and getting a car park is really bad – Sudanese
participant
If I am going overseas for 4 months and they call elections how am I to know that I have to vote and what
if there isn’t an Embassy in my area that I can safely reach? – Egyptian/Lebanese participant (aged 45-64)
Give people more notice to be aware and make sure people are enrolled – Egyptian/Lebanese participant
(aged 50+)
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7. Electronically assisted voting
7.1 Awareness
Almost all participants had never heard of electronically assisted voting. They did not know that it was
available in the 2010 election nor did they know of anyone who had used it. The few who had heard of it
could not remember where they had heard of it and did not know what it involved. Some assumed that
electronic voting meant voting online at home.
7.2 Initial thoughts on electronic voting
7.2.1 Negative response
Prior to introducing the voting application, participants were asked what they thought about electronic
voting and whether it would be something they might utilise. Many participants felt that they themselves
were not computer literate, and therefore unable to vote electronically. Some became worried that they
would have to vote electronically.
I can’t even use a mobile phone, how could I use a computer...I wouldn’t know what to do. I would be
afraid to touch it – Egyptian/Lebanese participant (aged 65+)
I don’t think people will initially do this on their own. Maybe the younger ones who are used to iPads but
let’s face it these kids all speak English and can vote without help anyway – Sudanese female
No way. I can’t use a computer. What if I make mistakes, will my vote not go through and I get fined
anyway? – Iraqi participant (aged 18-29)
The traditional way is easy because we are used to it. We follow the party sheet and just mark it...I have
never turned on a computer, how would I vote? – Turkish 50+
There was a perception among participants that computer literacy correlated with English literacy. Those
who were able to use a computer also felt that electronic voting would not be appropriate for the target
group of those in their community with low English literacy.
I think my relatives would still need help using it. I’m not sure how easy this is – Lebanese participant (aged
18-44)
The reality is that those people who don’t read English are the one who are afraid to use technology so it
sort of defeats the purpose doesn’t it? – Egyptian/Lebanese participant (aged 65+)
It would depend how user friendly electronic voting was...Is it making it easier for non-English speakers to
feel comfortable to vote on their own or is it just another hassle? – Not enrolled
For us it won’t make any difference because we all have used technology before. I have concerns about the
older people. It will be intimidating for them – Turkish 30-49
Addressing the ability for people to vote in secret was not seen to be a great concern amongst the
communities. Participants also suggested that people would need assistance to use electronic voting
anyway, this is explored further in section 8.3.2.
We are used to living together, many women, men and children. We hardly know what privacy is until we
came to Australia (laughter) – Sudanese participant
There will be no privacy with voting because people will have to do it for the elderly and illiterate people in
the community – Turkish participant (aged 30-49)
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Some also had concerns regarding security. Participants were worried that the government would know
who they voted for, or have the potential to tamper with results. Cost was also raised, with some feeling
that it was not the best use of government resources.
Can they play up with it and tamper with the results online? – Egyptian/Lebanese participant (aged 65+)
Would that mean...they know who voted for who? – Egyptian/Lebanese participant (aged 45-64)
It’s a waste of money. If we can’t vote from home, what’s the purpose of replacing the traditional paper
with technology? It’s not cost effective; it will cost a lot more – Turkish participant (aged 30-49)
7.2.3 Positive response
Those who were initially positive about electronic voting largely assumed it involved voting online at home.
When first told of electronic voting, the younger Lebanese, Iraqi and Turkish groups were the most positive.
They were enthusiastic about the use of technology, and saw the potential for it to be faster and more
convenient, with the groups assuming this would be online at home. One not enrolled participant and an
older Egyptian/Lebanese participant were also positive about the convenience of voting online. There was
some disappointment when it was explained that electronic voting did not involve voting online.
If it is straight forward and user friendly then it would be a great way to vote – Lebanese participant (aged
18-44)
This is a great idea. We told you voting online was the way to go – Iraqi participant (aged 18-29)
If it means not having to wait for ages in queues then I am interested – Egyptian/Lebanese participant
(aged 65+)
Actually electronic voting on the net at home would probably be good. No queues, take your time to vote,
see who you want to vote for. I think a lot of people would go for that – Not enrolled participant
7.2.4 Early voting
During this initial explanation of the characteristics of electronic voting, the availability of early voting was
discussed. Early voting was new information for many participants. Responses were mixed, with some
being positive about the availability of early voting generally, and others critiquing why electronic voting
was only available for early voting.
Does that mean I go before the election, then I have to find out where? Someone has to take me, take time
off during the week if it is not on Saturday, and still I will need help – Egyptian/Lebanese participant (aged
65+)
Why only at early voting centres? That means people have to find out where they are and get someone to
take them there and probably to help them vote as well – Sudanese female
7.2.5 Questions raised
The initial description of electronic voting raised the following questions among participants, particularly
among the younger Iraqi group:
You probably can’t informal vote when you are doing electronic voting. Is that the reason for it? –
Egyptian/Lebanese participant (aged 65+)
Is it only for those who need help to vote because of English language problems? – Iraqi participant (aged
18-29)
What about if people can’t read the instructions in Arabic, they are illiterate? – Iraqi participant (aged 1829)
What dialect? Will every Arabic speaker understand it? – Iraqi participant (aged 18-29)
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Also for those who weren’t confident...would there be assistance available for them or would they just
take their own helper as usual? – Iraqi participant (aged 18-29)
8. iPad application
8.1 iPad exposure
About one-quarter of participants said they had used an iPad before, mostly using iPads that belonged to
friends. Only one participant reported owning one. Four groups had no participants who had used an iPad
or tablet before.
Five of the ten groups were able to see and use the iPad application (see table 4). For five of the groups the
application was not working, with these groups being shown screen shots and walked through the
functions of the application by the researcher. This should be taken into account when reviewing the
following results.
Table 4: iPad testing by group
Group
Age
Application format for testing
1.
Lebanon
18-44
iPad
2.
Egypt & Lebanon
45-64
Screen shots
3.
Egypt & Lebanon
65+
iPad
4.
Sudan
18+
Screen shots
5.
Sudan
18+
Screen shots
6.
Iraq
18-29
Screen shots
7.
Iraq
30+
Screen shots
8.
Not enrolled
Mixed
iPad
9.
Turkey
30-49
iPad
50+
iPad
10. Turkey
8.2 Navigating the application
For those groups who had the opportunity to use the iPad, researchers observed how they interacted with
the application. Overall most participants found it difficult to engage with and/or navigate. Below is a
description of how each group fared.
Group 1 – Lebanese (aged 18-44)
All participants in this group had used an iPad before. All attempted to use the voting application. They
were able to understand the instructions and progress through to the end, although some found it difficult
to navigate. They were interested in viewing the photo and information on the candidates. For those who
did not do it correctly, they understood to go back and correct their votes. There were complaints that the
process to vote took too long.
I like that it tells you that you haven’t voted properly and you can go back and correct your numbering –
Lebanese participant (aged 18-44)
My God, I am having difficulties using it and I use an iPad, imagine the older people using it – Lebanese
participant (aged 18-44)
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Group 3 – Egyptian/Lebanese (aged 65+)
Only one man who had used an iPad before was confident to attempt to use the voting application. It took
him a long time to go through it and understand the instructions, with some of his difficulties being due to
the translation quality. He was impressed by the technology but also felt that it took much longer than
copying a how to vote paper, which was how he normally voted. Two others made an attempt to use the
iPad but gave up after a short try. The others refused to try it.
I would need help. If I need help then it is too hard – Egyptian/Lebanese participant (aged 65+)
Group 8 - Not enrolled
Only two men wanted to try using the iPad, with the others looking on. They started and did quite well for
a few minutes then became confused and started again before giving up. The other participants then made
attempts to use it, touching the screen and seeing how far they could progress. They assisted each other
but also gave up once they made a few mistakes.
Group 9 – Turkish (aged 30-49)
None of these participants had ever used an iPad. All made an attempt to use the iPad, with participants
working through it together. Four understood the instructions and were capable of using the application,
however, they found it a bit confusing. The others had more difficulty, forgetting to cast a vote in both
ballots, going back to see what was going wrong several times before realising their error. All participants
said they panicked when they did something wrong, feeling that they would panic more at a polling booth
knowing people were waiting for them.
If I had to use this at the voting station, I would panic more – Turkish participant (aged 30-49)
Group 10 – Turkish (aged 50+)
None of these participants had ever used an iPad before. All were excited to try it but were nervous and
hesitated before touching it. One participant refused to use it. Initially they were unsure what to do, but
after practice four were able to understand and follow the instructions. Four did not understand what to
do, and were confused by the text and pictures, despite reading the instructions many times. They were
trying to press the red button without reading the instructions, and found the scrolling and numbering
confusing. Two had trouble with the touch screen, pressing hard and leaving their fingers on it for an
extended period of time.
I am unable to use it. I don’t understand or follow the introductions – Turkish participant (aged 50+)
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8.3 Response
After being shown the application (either on the iPad or through screen shots) participants were asked for
their response to the process. Largely these related to concerns over the barriers to using this technology
to vote. Participants discussed the difficulty the target group would have with using the technology, and
the lengthy time and greater complexity compared to paper voting.
8.3.1 Appropriateness of the technology
Participants gave a lot of feedback on how they did not feel this approach was appropriate for the target
group. This was either in relation to how they themselves would not feel confident voting electronically, or
how they did not see those in their community utilising this technology. This sentiment was articulated
across all the groups, and was mostly related to the level of computer literacy among the communities.
This is too much. You need good computer skills to do this even with written or verbal instructions –
Sudanese participant
I would be too scared to touch it I might break it or do something wrong to it and get blamed. I won’t use
it – Egyptian/Lebanese participant (aged 65+)
If this is only for those people who can’t speak good English then you are also targeting those people who
don’t know how to use an iPad – Lebanese participant (aged 18-44)
Why can’t we just do it like before? We haven’t had any problems with voting – Iraqi participant (aged
30+)
People are still trying to build their confidence to vote and this technology is not going to help them at all –
Sudanese participant
They are not looking after our needs. This is not our needs, this computer program. They may think it is but
it isn’t – Not enrolled participant
As well as computer literacy generally, the use of touch screen was said to add even greater complexity and
difficulty. One woman said she had to take her son every time she went to Centrelink, meaning he had to
take a day off school, because she did not know how to operate the touch screen to get a ticket. The
confusion touch screens caused at Medicare was also highlighted by other participants.
It’s touch screen, how would some of our older people navigate it? My mother in law has trouble getting a
ticket from the touch screen at Medicare office – Turkish participant (aged 30-49)
Participants also spoke of how low literacy in Arabic, or another preferred language, would mean that the
iPad application was inappropriate given the amount of text used. The Sudanese participants spoke about
how the use of classical spoken Arabic would not be appropriate for their communities, as most would not
understand it as they prefer their own languages (Dinka, Bari etc), and those who do speak Arabic use a
different dialect. The other Arabic-speaking groups also had difficulty with the translation used, however,
this seemed to be due to an online translator being used for the prototype application.
This new process hasn’t been well thought of. We haven’t been thought of in the planning. How are we to
use this with our skills of no literacy? People waiting in line will get angry with us and this will embarrass
me – Turkish participant (aged 50+)
Fancy doing this for older, illiterate people who don’t use computers, let alone iPads. I don’t think this is a
good idea at all – Lebanese participant (aged 18-44)
Many people can’t read their own language. Does the government know that? – Sudanese participant
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8.3.2 Lengthy and complex process
Along with appropriateness, participants also extensively discussed the time it took them to complete the
electronic voting process, as well as the complexity of the application. Participants compared the time
taken to complete the electronic voting process with how long it took them to cast a paper vote. This
seemed to be a significant deterrent, even for those who were able to use the application. Participants
were also concerned that it made the process more drawn out and complicated than paper voting, and
would create longer queues causing voters additional pressure. This was echoed by the not enrolled group,
even though none of these participants had ever voted before.
I think if you were voting on paper you could be in and out by now. I’m sure that other process doesn’t take
this long – Not enrolled participant
What is this? Now you have to go to a scanner? Who is going to know how to do all this? This will take
forever. – Not enrolled participant
This will create even longer queues. Instead of waiting for ten or twenty minutes, you will be waiting for
hours while people try to work out the iPad and do their voting on it – Lebanese participant (aged 18-44)
When we paper vote it only takes 3 minutes, this looks like a lot of hard work – Egyptian/Lebanese
participant (aged 45-64)
Imagine the pressure of seeing people waiting to vote on it and you are trying to work it out and you can’t
– Iraqi participant (aged 18-29)
It does take much longer, even though I did it correctly and on the first go – Turkish participant (aged 50+)
The application was described as being difficult to use and confusing, with paper voting being easier to
understand. Participants felt that the difficulty of the application also meant that they, or the target group
in their communities, would still need assistance to vote. They felt it therefore defeated the intended
purpose of enabling people to vote in secret on their own. Some felt that privacy when voting was not a
significant enough concern to motivate people to use the iPad voting application.
Who would know to scroll? Who would know how to change the numbers and touch on candidates to
learn more about them? Who is going to teach all these people how to do this? – Not enrolled participant
I prefer the traditional way. All you do is follow the voting sheet that you pick up from the party you want
to vote for and copy it. This is too fiddly – Turkish participant (aged 50+)
You still need someone to assist you. We need our husbands to help with this (laughter) – Turkish
participant (aged 30-49)
Let’s face it, those elderly or those with little English are still not going to go out and vote on their own.
Someone is going to drive them, stay with them, help them through the process so what difference is this
going to do? Lebanese participant (aged 18-44)
Why such great concern about privacy? If people want people to assist them in voting that is their choice
– Not enrolled participant
Given these difficulties, participants asked for assurance that they would not be forced to use electronic
voting, or suggested that others with low English proficiency be given the choice.
The government should give people a choice to whether they vote electronic or on paper – Turkish
participant (aged 50+ )
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Please let us continue they way we have been. It is not a problem for us and we are happy to have family
assist us if necessary. Why is the government worried about this? We don’t see the problem – Iraqi
participant (aged 30+)
8.3.4 Other concerns
In addition to these main concerns regarding the appropriateness and complexity of the technology,
participants also raised concerns regarding privacy, cost and availability.
Security concerns
There were concerns regarding security of electronic voting both in relation to the government knowing
who people voted for and the potential for votes to be altered. These sentiments were raised in five of the
Arabic-speaking groups. There was also a sense of distrust, where some of the participants assumed that
one of the purposes for electronic voting was so the government could know who people were voting for.
The issue of the receipt was mentioned by several participants as evidence the government would know
how they voted.
What a terrible process...They know who I am and how I voted. This is not good – Not enrolled participant
I don’t trust this at all. If I am given a receipt that means they know who I voted for. No I would not use it.
Not safe at all – Egyptian/Lebanese participant (aged 45-64)
It’s just checking up on people, because now they probably know who you voted for. If it is on computer
they can track you – Sudanese participant
Can it be hacked? Can votes be changed? – Iraqi participant (aged 18-29)
Cost
Participants spoke of the money required to implement this system in relation to the cost of the tablets, as
well as the training required for community members to know how to vote on them. There was a sense of
cynicism, particularly in the not enrolled group, regarding the government misusing funds. Some in the not
enrolled group felt that their decision not to vote was validated by the perceived expense of electronically
assisted voting.
This is a waste of taxpayer’s money, why change such a simple way of doing things? – Turkish participant
(aged 30-49)
Proves our point why we don’t vote. The government is using money on this program which not the people
it is intended for will use. Again this is why we don’t vote – Not enrolled
Everyone would need training on how to do it and that would cost heaps of money and time. What is
wrong with the current system? If people help other people vote what is wrong with that? – Lebanese
participant (aged 18-44)
Availability online at home
Some participants again raised the question of why electronic was only available for use at a polling booth.
After using the application they felt it was something that could be done online on a home computer.
Voting from home is a better option than having this option – Turkish participant (aged 30-49)
If you did it on internet at home you always have someone to help you but if you are going to centre on
your own to vote with this machine it would be very hard – Iraqi participant (aged 30+)
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Logistic concerns
A number of practical concerns were also raised. These included what would happen if the application
stopped working, whether enough iPads would be available, how people who did not speak English would
know what the iPad was for, and hygiene issues with many people touching the iPad.
Say there are technical difficulties and that system crashes, do you have to go back and revote because it
is computerized? – Lebanese participant (aged 18-44)
Suppose I go to vote and that machine is there? How the hell do I know what that machine is for, who is
going to tell me about it? (Egyptian/Lebanese participant (aged 65+)
There is only probably going to be a limited amount of machines anyway. How many iPads can they
provide for the election? – Egyptian/Lebanese participant (aged 45-64)
There was also concern about how people would know that the system was available, and the amount of
advertising required to promote its availability.
People would have to know about it first. You said there was electronic voting at the last election and I
never heard anything about it. How would people know if they are not told? – Sudanese participant
8.3.5 Positive elements
Several participants identified a number of positive elements of the electronic voting application. These
related to the availability of how to vote cards and candidate information, being able to make corrections if
you have not voted correctly, verbal instructions in language, and being impressed by the technology.
I like that the how to vote cards are still available on the screen – Lebanese participant (aged 18-44)
I like that it tells you that you haven’t voted properly and you can go back and correct your numbering –
Lebanese participant (aged 18-44)
It is good to have it in Turkish – Turkish participant (aged 30-49)
I like the information it gives about the candidates – Turkish participant (aged 30-49)
8.3.6 Preventing informal voting
On seeing the application, participants recognised that it would not allow voters to submit an informal
vote. This prompted a mixed reaction. Some felt it was positive as it prevented people from accidently
voting incorrectly, others felt this was negative as people could not choose to cast an informal vote if they
so wished. Several participants felt this was the main reason that electronic voting was being introduced.
I like that you can go back if you make a mistake and the fact that it tells you if you haven’t voted correctly
– Turkish participant (aged 30-49)
Is this a way to stop the informal voting? ...From what I can see when you don’t do it properly it keeps
telling you to go back. Is that the purpose of all this, to make sure people vote properly? – Iraqi (aged 1829)
It seems you only get a receipt to vote when it is filled out correctly. So am I right in saying this is to stop
those blank votes as well? – Sudanese participant
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8.4 Usefulness
8.4.1 Perception of difficulty
Generally participants who were more computer literate and English proficient said it was not difficult to
use, and those who were older or with limited English proficiency felt it was difficult. Those who felt it was
easy reiterated that they would still prefer to vote on paper, or that paper voting was easier.
I can understand the instructions and I could probably vote on this machine but would need a lot of time to
work it out and what happens if I keep making mistakes, will there be someone there to assist me? – Iraqi
participant (aged 30+)
I can barely read and write, how do they expect me to understand the screen...At least we are used to the
paper voting. We have memorized it – Turkish participant (aged 50+)
I have understood after a couple of uses but it will only be once an election time, I will forget by next
election – Turkish participant (aged 30-49)
8.4.2 Would people use it
All participants, except two, said they would prefer to vote on paper than use the electronic voting
application. Reasons given were those listed above, particularly time, computer literacy and needing
assistance to use it anyway. Generally participants said they would not ask to use the electronic voting
application even if they knew it was available. Some said they would use it if it was the only way they could
vote (i.e. if paper voting was not longer available to them). Others said less people would vote if electronic
voting was the only option. The two who said they would use it were proficient in English and enthusiastic
about potential of the technology.
I would feel embarrassed if they gave it to me and I couldn’t use it and people are waiting to vote on it,
and maybe I take too long. No I wouldn’t ask for it – Iraqi participant (aged 30+)
Quicker and easier and less stressful to get that paper from the front, copy it and you are out in less than 5
minutes. It would take me 5 minutes just to get into this – Sudanese participant
I like the fact that you can bring up a blurb about the candidate with their photo etc. I think that is great
technology and I would probably use it just for that – Lebanese participant (aged 18-44)
I can see many people not voting if this is their only option – Iraqi participant (aged 30+)
No, it scares me...I hope I am not forced to use it. I might end up not going to vote and get a fine instead Iraqi participant (aged 18-29)
When asked what the community response would be, participants again reiterated that electronically
assisted voting was not appropriate for the target group of those with limited English literacy skills,
including older members of their communities. Reasons given were those outlined above, including poor
computer literacy, not addressing privacy as they would need assistance anyway, and the additional time
and complexity of using the application.
I can’t see people in our community queuing up to use the iPad, sorry – Egyptian/Lebanese participant
(aged 45-64)
It wouldn’t matter because the people who need assistance or those who are illiterate will go with
someone that can help them on the day – Turkish participant (aged 30-49)
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8.4.3 Alternative language assistance
Participants suggested alternative forms of language assistance felt to be more appropriate than the
electronic voting assistance. It was suggested that hiring bilingual staff to assist people on the day would be
more cost effective and accessible. Community education sessions run by community leaders was also
discussed. Other suggestions included translating ballot papers and parties’ how to vote cards.
They would be better off hiring interpreters for people to use on the day. Probably cheaper and less time
consuming – Lebanese participant (aged 18-44)
When we talked about wanting things in our language we were talking about bilingual assistance at the
polling booth, how to vote in Arabic language for those literate, things like that. We were not expecting
something to be harder than it is now – Iraqi participant (aged 30+)
I have the answer, put an Arabic speaker at the booth where most Arabic speakers go and when they have
problems it is his or her job to assist them. I am sure that would be cheaper than having all these
machines around – Iraqi participant (aged 30+)
To me it is a waste of tax payer’s money. If they are wanting to assist non-English speaking communities
there are better ways of doing so. Give a chance to those community leaders to educate their
communities and train them on the voting system here. Pay them to do that. I am sure that is a cheaper
and better method – Sudanese participant
8.5 Early voting
As described in section 6.3.3 knowledge of the availability of early voting was limited amongst participants.
As such information on the availability of early voting, in the context of electronic voting discussions, was
met positively. While participants said they would not vote early so they could utilise the electronic voting
application (see earlier discussion), they were however positive about early voting more generally. It was
felt that early voting would reduce some of the barriers or difficulties associated with voting on voting day.
This included older participants who found it difficult to wait in queues on election day, those who needed
to take a number of older family and community members to help them vote, those who had no one to
mind their children on voting day and those who worked on voting day.
I would love to vote before elections but not because of the iPad, I would just do a paper vote as usual –
Egyptian/Lebanese participant (aged 45-64)
A couple of participants felt that if electronic voting was the only way they could vote early then they may
use it if they were busy on election day.
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9. Information sources
9.1 Information recall
Participants recalled hearing about past elections, voting processes and enrolment through television,
ethnic media (radio and print), post, word of mouth and posters. This information was generally received at
election time.
When asked about their awareness of particular VEC communication strategies, nearly all participants
recalled advertising in ethnic radio and press. This was true for all groups except the Sudanese, as
participants said they did not have Sudanese programs.
Most participants were aware of how-to-vote cards sent to enrolled Victorians. A small minority of
participants were aware of translated leaflets on election day, bilingual election officials at voting centres
and translated signage at voting centres
None of the participants were aware of telephone interpreter services available in the lead up to elections.
Similarly, no one was aware of any community education sessions by the VEC, although it was felt these
would be beneficial.
This is the first community education session of its kind I have participated in...we would like community
education sessions, it gives us opportunity to ask questions in an informal way – Turkish participant (aged
50+)
No participants were aware of translated information available online.
As described above family and community members were seen to be the most important source of
information for enrolment, voting and upcoming elections.
9.2 Information messages
Participants identified that they would like to know more about the location of polling booths. Other
messages included further information on early voting and absentee voting, whether or not enrolment was
compulsory, information on the candidates and whether there were penalties for enrolling a long time
after becoming a citizen.
More information about where to vote. I remember going to the local school where I assumed we
always went and it wasn’t there and I spend ages asking people where to go to vote – Lebanese
participant (aged 18-44)
I would like more information on early voting centres and absentee voting – Turkish participant (aged
30-49)
Why don’t they have an amnesty for people who have not enrolled? Don’t penalize them and
encourage them to enrol and vote. That is better than a fine. Maybe people who haven’t enrolled will
enrol then – Not enrolled participant
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9.3 Preferred sources of information
Preferred sources of information were ethnic media (radio and print), television (both ethno-specific on
SBS and mainstream), and print. In terms of timing, participants generally felt that the dissemination of
information should not only be at the time of an election, and were appreciative of information provided
ahead of time. Some felt that they received too much information in the mail at election time from
candidates.
Community education sessions were also suggested across the groups. The Sudanese participants in
particular spoke of how word of mouth through community elders was especially important in their
community. Suggestions for community education sessions also included tapping into existing community
groups, libraries and churches. The style of the focus groups conducted as part of this research was
suggested by participants (informal, non-threatening etc).
People also don’t read too much stuff that comes in the mail. We mainly need to hear things from our
community leaders and elders. These structures are in place in all south Sudanese communities here in
Victoria. Everyone knows who the leaders are. They would be the best to give all this information –
Sudanese participant.
The community groups we attend is a great source to seek information too. We trust and feel comfortable
in that environment – Turkish participant (aged 50+)
Have workshop and information session for the community. We have learnt more here today than any
other time – Turkish participant (aged 30-49)
Participants felt it was important that information be delivered in community languages in order for it to be
accessible to those who needed it most.
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Part C – Recommendations
10. Recommendations
10.1 Increased education
1. Participant responses indicated the scope and need for increased knowledge and education in relation
to enrolment, voting and the electoral system in Australia.
2. Strategies for community education recommended by participants were community education
sessions, campaigns utilising ethnic media and the improved availability of translated information.
10.2 Enrolment
3. Given confusion over whether or not enrolment was compulsory, it is recommended that this be a key
message in community education and information provision.
4. Participants’ feedback indicated that enrolment strategies at citizenship ceremonies were successful. It
is recommended that these be further improved by ensuring that those enrolling at citizenship
ceremonies understand that they are enrolling to vote, with bilingual assistance also being available on
the night.
5. Given concerns by those not enrolled regarding fines if they were to enrol now, it is recommended that
this be a key message in encouraging not enrolled community members to enrol to vote (i.e. it is not
too late, you will not be penalised or scrutinised for not enrolling earlier).
10.3 Voting
6. Increase knowledge of alternative methods of voting, including early voting and absentee voting.
7. Include, as a message in voting education, what to do if you have made a mistake on your electoral
form (i.e. do not be afraid to ask for another form if you have made a mistake).
8. Include, as a message in electoral participation, what to do once you receive a fine (i.e. options to
repeal, circumstances you are excused), and the age at which you are excused from voting in council
elections (currently 70 years or more).
9. Include, as a message in electoral participation, the voting options for those with reduced mobility, frail
aged and other impairments, and those family and carers who assist these groups to vote.
10.4 Electronically assisted voting
10. Given the negative response to electronic voting, it is recommended that the VEC does not pursue
electronically assisted voting for those with low English literacy. The key reasons being:

It is not appropriate for the target group.
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
The results indicate it would not be well received by the communities included in this research.

Participants would prefer to vote on paper, with privacy and secrecy not being a key concern for
those with limited English literacy.

Security concerns were raised regarding the government tracking who people voted for and the
potential for votes to be altered when they were electronic.
11. More appropriate forms of assistance that were identified by participants were community education
sessions and bilingual electoral staff available in polling booths on election day.
12. There is some scope to further investigate the potential of online voting for those members of these
communities with English literacy and computer literacy skills.
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Appendix
Discussion guide
ARRIVAL AND STARTING
1. All participants should complete the 1-page demographics sheet prior to the start of the
group.
2. Researchers to talk participants through the sheet to address language and literacy
barriers.
3. Please reinforce that this information is confidential.
1. INTRODUCTION (5 MIN)




Thank everyone for time; Introduce self; explain role of research (i.e. “to talk about voting in
Victorian elections”)
Explain rules, i.e.
- It’s important that everyone has an opinion
- Be honest and say what you really think
- Speak one at a time
Explain taping (if applicable) and confidentiality
Get each person in group to introduce themselves – name, age, how long you’ve lived in
Australia and what part of your home country did you come from?
2. ENROLMENT – UNDERSTANDING, PRACTICES AND BARRIERS (10 MIN)
1. When you hear that there’s an election coming up, what are the first things you think
about?
PROBE - And then what do you think about – what other thoughts or feelings come to mind? Is
there anything you might do? Is this something that you pay attention to/are interested in?
RECORD ANY MENTION OF ENROLMENT
2. Is it important for you personally to be enrolled to vote in Australian election? Why/why
not?
3. In Australia, who is eligible to enrol to vote?
4. Is enrolment compulsory?
5. FOR THOSE ENROLLED:
When did you first enrol? How did you hear about enrolling? What were the main reasons why
you first enrolled? When you first enrolled, what processes were involved? Was it easy or
difficult? Was it what you had expected? Why/why not – what was different? Did you need help
from anyone else to enroll? If yes, who?
6. FOR THOSE NOT ENROLLED:
How did you hear about enrolling? What do you think is involved in enrolling to vote? Have you
thought about enrolling? What are the main reasons that you have not enrolled? Was there
anything that made it challenging to enrol? PROBE for: form in English only, identification
required, required help from family member.
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7. Are there any other factors that make it hard for people you know from the XXXX
community to understand the enrolment process?
8. Is there anything that would make the enrolling process easier for you?
3. VOTING – PRACTICES AND BARRIERS (15 MINS)
We’re speaking with a range of people who have and have not yet voted –
1. Have you voted:
a) In your country of origin?
b) In Australia?
2. In Australia, which elections have you voted in?
PROBE for local, state and federal government elections
IF VOTED IN SOME ELECTIONS BUT NOT ALL – ask what are the reasons that you vote in
some but not all elections? Are there any elections that you’re more likely to vote in? Which
ones? Why?
3. What role do your family members play on election day? What about English-speaking
members of your family
PROBE: Do they help you vote? Does someone else? If family members, which ones?
4. Have you used any language assistance when voting?
PROMPTS: interpreter, translated voting form, translated voting information, electronically
assisted voting?
5. Have you ever helped someone else to vote?
PROBE: Why did they need help? Did they fill out the form wrong?
6. Are there any factors that make it hard for people you know from the XXXX community
to understand or participate in the voting process?
PROBE for: XXXX language literacy, English language literacy, overseas voting experiences,
mobility issues.
7. If voting wasn’t compulsory in Australia, would you still do it?
8. How important is it to you that you vote completely unassisted? How important is it to
you to vote in secret on your own?
PROBE for whether or not they know that voting is in secret in Australia (private and
anonymous), and that people can ask for help if they want to.
4. VOTING – UNDERSTANDING OF PROCESSES (10 MINS)
1. In terms of voting, when do you think about voting? Is it only at election time or at other
times? (if other, explore)
2. Some people know a lot about Australia’s electoral system while other people don’t
know very much. How much would you say that you know? A lot, a fair bit, a little bit, or
nothing?
3. How would you describe Australia’s electoral system to someone from your community
who just arrived in Australia?
4. What is the voting process?
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PROMPTS: What do you do when you vote on an election day? What are the steps? How do
you cast a vote? What do you write on the sheet?
NOTE: Do participants mention putting numbers in the boxes, ticks or crosses. Whether they
number/tick/cross all the boxes or just one.
5. How do you find the voting process?
PROMPTS: How confident do you feel? Is it easy or hard to understand? Have you had trouble
voting on your own? Why? Difficulty with instructions, complex ballot forms, etc?
Have you even handed in a blank ballot form (i.e. not voted)? How confident are you that when
you have voted in the past you have voted correctly? Maybe could ask about informal
voting???
PROBE: Did you find the instructions clear? Did you notice any information in Arabic / Turkish?
6. Do you think other people in your community find voting it easy? Most, some, none etc.
PROBE: Do people who speak any English feel confident to turn up and vote on their own?
Why or why not?
7. Is voting on election day the only way to vote? Are there different ways that you can
vote?
IF NOT MENTIONED PROMPT: for postal voting, early voting)
RESEARCHER NOTE: most local council elections in Victoria are conducted by post. In a
municipality with a postal election, all voters receive their ballot papers in the mail, and have
two weeks to post them back.
8. If used postal voting: Did you get your vote back in time? What motivated you/stopped
you from getting your vote back in time?
9. What do you do if you’re going to be away on election day?
PROBE:
a) Do you know about early voting? Does anyone vote early?
b) Are you aware of what to do and where to go to organise an early vote?
10. What do you do if you’re out of your electoral area on the day?
11. Is there anything that could make the voting process easier for you? PROBE FULLY
5. ELECTRONICALLY ASSISTED VOTING (10 MINS)
1. Have you heard of electronic voting? Do you know what it is?
Tell participants what electronic voting is – i.e. a machine that can speak Arabic and can help
them vote. Show them the iPad.
In order to assist voters with limited English literacy skills, and to help people correctly, the
Victorian Electoral Commission introduced electronic voting in the 2010 state election.
2. Did you use electronic voting in the 2010 election? Do you know of anyone who used
electronic voting? Does anyone remember hearing about this in media, word of mouth
etc?
3. What are your initial thoughts on electronic voting? Would you use it?
PROBE for any initial concerns or perceived benefits.
PROBE for barriers – early voting centers only (i.e. not available on actual voting day), knowing
about it, preferring to use traditional voting methods, privacy concerns, any others.
4. How would electronic voting be useful to yourself or people you know from XXX
community?
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
ELECTRONIC VOTING, AMONG ARABIC-SPEAKING AND TURKISH COMMUNITIES
6. IPAD APPLICATION TESTING (30 MINS)
The Victorian Electoral Commission has developed an iPad application to be used for
electronic voting in the next election.
1. Have you ever used an iPad or tablet before? If YES, in what contexts?
I am now going to go give you some time to use the electronic voting system:
RESEARCHER NOTE- As participants use the system, observe the following points. These are
not questions to ask the group, just for you to observe and note.
o What was the initial interest/reaction across the group? Positive or negative?
o Were participants initially confident in using the iPad application? Did they seem to
know what to do?
o What did they try to do that may or may not have been correct?
o Any doubts or concerns raised while using?
o Any problems with the comprehending what to do? Was it navigating the technology or
the instruction wording?
Once all participants have had a go at using the iPad application resume with the following
questions.
2. Now that you have all had a chance at using the electronic voting system, what are your
initial reactions?
3. Is this something you would like to use to vote? Why or why not? EXPLORE FULLY
4. How easy was it to use? Did you understand what to do?
5. Would you have any concerns in using this technology to vote?
PROBES: computer literacy, literacy, privacy.
6. What do you think the process would be when you go to vote electronically?
EXPLORE FULLY
PROBE: Would you request to use the electronic voting system or wait for someone to offer it
to you? Why?
7. Would you vote before the election day (i.e. vote early) so you could use the electronic
voting system? EXPLORE attitudes to early voting.
8. How do you think people in your community would respond to the electronic voting
system? Would they use it? Why or why not? Would they vote early so they could use
it?
7. INFORMATION SOURCES (10 MIN)
1. In the past, how have you found out about elections, voting processes and enrolment?
2. PROBE FOR AWARENESS OF VEC CALD communications strategies including:
a) advertising in ethnic radio and press
b) CALD community education sessions by the Victorian Electoral Commission
c) translated leaflets on election day,
d) telephone interpreter service available in lead up to election
e) bilingual election officials at voting centres
f) translated signage at voting centres
g) website - translated materials and animation online,
h) How-to-vote card send to all enrolled Victorians
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
ELECTRONIC VOTING, AMONG ARABIC-SPEAKING AND TURKISH COMMUNITIES
3. How important are other people (e.g. family) in keeping you informed about enrolment
or voting during elections? What role do family members play in keeping you informed
about enrolment or voting?
4. Is there any information that you would like to know about enrolling or voting?
PROBE: Do you need information on where to go and how to vote on election day?
5. How would you prefer to receive information about enrolling, voting and the elections?
PROBE:
a) Through which sources?
b) Verbal? Written? Or both?
c) Timing – when would you prefer to receive information? How close to election time?
6. How should the Victorian Electoral Commission provide information to your community
about the electronic voting – do they need to do anything different to what you have
already talked about?
8. THANK PARTICIPANTS
Please thank the participants for their time and explain that their feedback will help the Victorian
Electoral Commission to meet the needs of the XXX community.
Please give each participant a gift voucher and ask them to sign the incentives sign off sheet.
Please ensure that each participant has completed a demographic survey form.
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VICTORIAN ELECTORAL COMMISSION: BARRIERS TO ENROLMENT AND VOTING, AND
ELECTRONIC VOTING, AMONG ARABIC-SPEAKING AND TURKISH COMMUNITIES
Demographic Survey
Participants to complete individually before group commences, or with the assistance of the
researcher
Please tick ONLY ONE response for each question
A. How old are you?
__ __ years
B. Are you
 Male
 Female
H. Are you currently listed on the
electoral roll?
 Yes
 No
 Don’t know
I.
C. What language do you usually speak at
home?
 Arabic
 Dinka
 English
 Turkish
 Other (please specify):
D. Do you speak English:
 Very well
 Well
 Not well
 Not at all
E. Do you read English:
 Very well
 Well
 Not well
 Not at all
How long ago did you first enrol to
vote?
 Less than 1 year ago
 1 to 5 years ago 2007-2011
 6 to 10 years ago 2002-2006
 More than 10 years ago
 Not enrolled
J. Have you voted in an election in
Victoria before? (either state, federal or
local council)
 Yes
 No
 Don’t know
K. If yes, how confident are you that you
know how to vote correctly?
 Very confident
 Confident
 Not confident
 Don’t know
F. What language would you prefer to
vote in?
 Arabic
 Dinka
 English
 Turkish
 Other (please specify):
____________________________
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