Directory of Commonwealth Government evaluations, audits and ...
Directory of Commonwealth Government evaluations, audits and ...
Directory of Commonwealth Government evaluations, audits and ...
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<strong>Directory</strong> <strong>of</strong> Indigenous <strong>and</strong> related mainstream evaluation 2002-2010<br />
Breaks in the Road – Evaluation <strong>of</strong> the Indigenous Youth<br />
Partnership Initiative<br />
Year: 2003<br />
Evaluator: Powers <strong>and</strong> Associates<br />
Terms <strong>of</strong> Reference<br />
The evaluation team was asked to investigate ‘the contribution <strong>of</strong> the Indigenous Youth Partnership<br />
Initiative (IYPI) projects to the improvement <strong>of</strong> Indigenous young people’s literacy <strong>and</strong> numeracy’ <strong>and</strong><br />
‘the contribution <strong>of</strong> the projects to increasing Indigenous young people’s enterprise <strong>and</strong> employability<br />
skills’.<br />
Findings<br />
The assessment <strong>of</strong> IYPI strategies is that career education is an important part <strong>of</strong> the development <strong>of</strong><br />
employability skills. According to the report, the IYPI projects have generally had a beneficial influence<br />
on the literacy, numeracy <strong>and</strong> employability <strong>of</strong> their Indigenous participants. Compared with the IYPI<br />
projects servicing metropolitan <strong>and</strong> regional centres, evaluators observed a number <strong>of</strong> significant<br />
constraints adversely affecting projects operating in remote communities.<br />
The report considered Vocational Education Programs <strong>and</strong> coordinating structured work experience. It<br />
stated such programs need to be factored into future initiatives in remote regions. However, it was<br />
realized that over the long term a whole <strong>of</strong> government approach would further integrate the projects<br />
into the community. The desired approach was described as a ‘holistic, community driven approach that<br />
is well resourced, well coordinated <strong>and</strong> focuses on the big picture <strong>of</strong> supporting Indigenous youth<br />
transitions to adulthood <strong>and</strong> independence’.<br />
The report stated that, ‘in general, the projects were successful in these endeavours’ <strong>and</strong> have<br />
confirmed the currency <strong>of</strong> many <strong>of</strong> the findings <strong>of</strong> the 1998 Report <strong>of</strong> the DEETYA Taskforce on School<br />
to Work Transition for Indigenous Australians.<br />
Review <strong>of</strong> ATAS Bulk Funding Arrangements to Higher Education<br />
<strong>and</strong> Boarding Schools<br />
Year: 2003<br />
Evaluator: The Indigenous <strong>and</strong> Transitions Group, Australian <strong>Government</strong> Department <strong>of</strong> Education,<br />
Science <strong>and</strong> Training (DEST)<br />
Terms <strong>of</strong> Reference<br />
Aboriginal Tutorial Assistance Scheme (ATAS) Bulk Funding Arrangements to Higher Education <strong>and</strong><br />
Boarding Schools are funded under the Indigenous Education Direct Assistance program.<br />
The report focused on:<br />
<br />
<br />
<br />
<br />
developing a performance framework to move to an outcomes focus, with links to the<br />
Indigenous Education Strategic Initiatives Program (IESIP);<br />
examining funding levels <strong>and</strong> formulae allocations;<br />
ascertaining whether the National Office <strong>of</strong> DEST is best placed to deliver ATAS bulk funding, or<br />
whether it should be devolved to the department's Indigenous Education Unit network; <strong>and</strong><br />
identifying examples <strong>of</strong> best practice which can be used to promote bulk-funded ATAS.<br />
Office <strong>of</strong> Indigenous Policy Coordination 34<br />
June 2010