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Round 2 Coordinators

EVALUATION OF THE INDIGENOUS RANGER CADETSHIP PROGRAM
COORDINATOR QUESTIONNAIRE
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Exit Survey
 
 
As you are aware, the school is participating in the Indigenous Ranger Cadetship Pilot Program (IRCPP). It is a national Pilot intended to provide new (national) understandings associated with:

• issues of attendance, engagement, retention, school continuation and completion, and pathways to employment of young Indigenous men and women in regional and remote communities
• the integration of the Australian Curriculum and the Australian Qualifications Framework (AQF) with Aboriginal and Torres Strait Islander knowledge and approaches to learning in the area of conservation and land and sea management.

The Evaluation of the Indigenous Ranger Cadetship Pilot Program (IRCPP) provides the formative process through which each Pilot can address these remits to inform national policy.

This Coordinator Questionnaire is an aspect of the Evaluation being undertaken for the Department of Education, Employment and Workplace Relations (DEEWR).

The Questionnaire is intended to gather data from each of the Program Coordinators in the Pilots as part of the second stage of the Evaluation. The design of the Questionnaire has been informed substantially by understandings that were gained during the evaluation work undertaken in 2013. The focus areas of the Questionnaire mirror to a significant extent the areas explored in the 2013 Progress Report.

The quantitative information gathered through the Questionnaire will assist in the development of understandings about progress and achievement in the IRCPP since the last evaluation round.

While the Questionnaire is to be completed by the Coordinator, it is likely that the value of the data entered will be increased by prior discussion of at least some of the items with others. These could include, for example, the Principal, school staff involved in the Program, training providers, community members, Rangers and participating students.
The data obtained through the Questionnaire will be aggregated for analysis and reporting purposes. No individual Coordinators or Pilots will be identified.

While the data will not be reported at the individual Pilot level, the data will provide an important basis for discussion with each Coordinator during the 2014 site visit. We will liaise with each Coordinator about the timeframe involved for the online completion of the Questionnaire so that the data are available for discussion at the time of each visit.

Once you have completed the questionnaire, click ‘Continue’ to save the data. If you need to leave the questionnaire part way through, go to the bottom the page you are on and click on ‘Save page and Continue later’. This will save the data you have entered and allow you to return to it at a later time.
 
 
 
EXPECTATIONS
 
Please identify the extent of achievement to date of any or all of the following expectations in your Pilot.
If any expectation is not one that is planned for in your Pilot, please choose the N/A option.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To achieve a more comprehensive understanding of the incorporation of Indigenous ‘on Country’ knowledge into the curriculum and the accreditation of students’ learning.
To enable participating young Aboriginal and Torres Strait Islander men and women to attain qualifications and jobs through ‘on Country’ learning.
To utilise the ‘both ways’ nature of contemporary Aboriginal and Torres Strait Islander learning in a formalised school and VET program.
To contribute to new national understandings about progression to employment in remote and regional communities through learning that integrates Indigenous knowledge with the Australian Curriculum and with the AQF.
 
 
Governance
 
Please identify the extent of achievement to date of any or all of the following intended roles of governance in the leadership of your Pilot.
If you did not plan to achieve any one of the mentioned roles of governance in the leadership of your Pilot, please choose the NA option.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To broaden ownership of the Program beyond the school so there is capacity for strategic level decision-making to address issues of conceptualisation, placement, structure, cultural connection, curriculum integration, career pathways and resource allocation.
To lead and enable the range of conversations necessary for the integration of Aboriginal and Torres Strait Islander culture, knowledge and ways of learning so they are integral in both design and delivery.
To lead the work necessary to achieve ‘fit’ between the Program and community-based initiatives so that both school and community aspirations are mutually addressed.
To create the conditions for longer-term sustainability of ‘both-ways’ learning as a means to improve schooling participation, achieve accreditation and facilitate progression to employment.
To identify opportunities that would reshape the Program from the initial implementation plan so that new knowledge is created to inform national policy.
 
 
 
PARTNERSHIPS
 
Please identify the extent of achievement to date of any or all of the following intended places for partnerships in your Pilot.
If you did not plan to achieve any one of the mentioned places for partnerships within your Pilot, please choose the NA option.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To access the skills and knowledge of appropriate groups, agencies, organisations and individuals so that students can participate in well-supported and community-based ‘on-Country’ learning pathways towards accreditation and employment.
To access Indigenous knowledge and support that will enable effective and continuous Program implementation.
To harness the range of community-based human and physical resources that will best support the Program.
To achieve benefits that extend across both the school and the community.
 
 
 
DESIGN, SELECTION & PLACEMENT
 
1. From the following, please select the one element of placement that best describes your Pilot. Then identify the extent of achievement within that design element to date on the four-point scale.
Please select N/A for each of the other design elements.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To provide legitimate extra-curricular learning for participating students, focused on ‘on Country’ training and learning delivered outside the school timetable.
To provide a legitimate, mainstream and continuous learning pathway for participating students focused on ‘on Country’ training and learning delivered both within and additional to the school timetable.
To provide a legitimate, mainstream and continuous learning pathway for participating students focused on ‘on Country’ training and learning delivered outside the school timetable.
 
 
2. Please identify the extent of achievement to date of any or all of the following intended student selection parameters that apply to your Pilot. Please select N/A for any that do not apply.


To provide a mainstream response to the needs of young
Aboriginal and Torres Strait Islander men and women who:
Not achieved Some achievement Considerable achievement Fully achieved N/A
- are at risk of disconnecting and disengaging from, and not completing, their schooling
- have disconnected and disengaged from schooling
- have an interest in ‘on Country’ learning
- have a strong connection to ‘Country’
- have aspirations for ‘on Country’ or related employment
- would find the IRCPP a more legitimate and authentic pathway through and from schooling than participation in the traditionally organised curriculum
- have the capacity to achieve Certificate I and possibly Certificate II in CaLM
- are willing to engage with workplace literacy and numeracy requirements.
 
3. Please identify the extent of achievement to date of any or all of the following elements of design you see as critical to your Pilot. Please select N/A for any that do not apply.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To integrate Aboriginal and Torres Strait Islander knowledge and ways of learning within the mainstream curriculum as a sustained pathway to school completion and employment for participating students.
To ensure the sustained interaction of Aboriginal and Torres Strait Islander knowledge and ways of learning with the Australian Curriculum and with AQF requirements.
To enable participating young people to draw on their existing knowledge of ‘Country’ and culture as they engage in the training and learning.
To enable a mainstream learning connection with Aboriginal and Torres Strait Islander people who carry knowledge of Country, culture and ways of learning likely to be beyond the curriculum knowledge of most teachers.
 
 
 
CAPACITY
 
Identify the extent of achievement to date of any or all of the following elements of capacity intended to be developed within your Pilot.
Please select N/A for any that do not apply.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To develop governance arrangements that have capacity to make strategic decisions about and lead the Program.
To invest the substantial Program budget in building both school and community capacity over the longer term.
To invest in local partnerships, including with training providers, that bring capacities to the Program beyond those of the school.
To take advantage of the additional capacity and expertise that exists within external Program partners, including Indigenous organisations, education authorities, government agencies and other strategically relevant organisations.
To utilise the capacity associated with the land and cultural knowledge of local Aboriginal and Torres Strait Islander people.
To utilise the expertise of school staff in relation to the Australian Curriculum so that explicit connections can be made between it and the ‘on Country’ learning of the pathways.
 
 
 
CURRICULUM
 
Please identify the extent of achievement to date of any or all of the following elements of curriculum intended to be developed within your Pilot. Please select N/A for any that do not apply.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To develop the Program as an additional VET offering for students.
To develop the Program as an extra-curricular activity for interested students.
To develop the Program as a range of practical activities that keep disconnecting and disinterested students enrolled at and attending school.
To recognise and integrate Aboriginal and Torres Strait Islander knowledge of conservation and land management into the school curriculum.
To utilise Aboriginal and Torres Strait Islander ways of learning as a means for students to attain CaLM VET competencies and complete school.
To develop a curriculum that it is informed by the work of Indigenous people who are employed ‘on Country’.
To develop a curriculum incorporating an ‘on Country’ approach that improves students’ literacy, numeracy and subject knowledge within the Australian Curriculum.
To develop a curriculum structure that maximises the continuity of students’ learning within the Program through the integration of ‘on Country’ practice and theory.
 
 
 
PATHWAYS
 
1. Please identify the extent of achievement to date of any or all of the following pathway elements intended to be developed within your Pilot.
Please select N/A for any that do not apply.
Not achieved Some achievement Considerable achievement Fully achieved N/A
To develop pathways through engagement with and cooperation of the Program partners at a governance level.
To develop pathways through reference to a broad base of knowledge about training and employment requirements, and about community aspirations and cultural requirements.
To identify explicit employment opportunities and ensure that the pathways address those opportunities for each student.
To develop pathways that provide continuity, standards and progression through levels of AQF certification to employment, further training or higher education.
 
 
2. Please identify the extent of achievement to date of any or all of the following pathway components intended to be developed within your Pilot.
Please select N/A for any that do not apply.
Not achieved Some achievement Considerable achievement Fully achieved N/A
Personalised career advice and planning.
Expanded work experience opportunities.
Support for development of a personalised employability portfolio.
Skill development mentoring.
Networking so the student becomes known to employers.
Access to traineeships.
Opportunities for articulation to apprenticeships.
Access to prospective employment opportunities, both ‘on Country’ and more broadly.
Direct and supported access to an identified and specific job.
 
 
 
PROGRAM OPERATION
 
 
1. Number of Program hours per term
   
 
 
2. Number of classroom-based Program hours per term
   
 
 
3. Has the number of activity-based Program hours remained the same, reduced or increased since the establishment of the Program?
Same Reduced Increased
 
 
3a. Please quantify the change in hours per term
   
 
 
3b. Please describe the reasons for the change.
   
 
 
 
4. Has the number of classroom-based Program hours remained the same, reduced or increased since the establishment of the Program?
Same Reduced Increased
 
 
4a. Please quantify the change in hours per term
   
 
 
4b. Please describe the reasons for the change.
   
 
 
 
EMPLOYMENT WITHIN THE PROGRAM
 
 
1. Please provide Pilot data against each of the following items. Please report this as EFT (e.g. if a person provides two days per week show as 0.4).

Where relevant, include the Coordinator position
 
 
a. Total number of people employed to support the Program from within the Program budget?
   
 
 
b. Number of school teaching staff employed in the Program from within the Program budget?
   
 
 
c. Number of school support staff employed to support the Program from within the Program budget?
   
 
 
d. Number of Indigenous school support staff employed to support the Program from within the Program budget?
   
 
 
e. Number of non-school personnel employed to support the Program from within the Program budget?
   
 
 
f. Number of Indigenous non-school personnel employed to support the Program from within the Program budget?
   
 
 
 
2. Please provide Pilot data against each of the following items. Please report this as EFT (e.g. if a person provides two days per week show as 0.4)
 
 
a. Total number of people supporting the Program from outside the Program budget?
   
 
 
b. Number of school teaching staff supporting the Program from outside the Program budget?
   
 
 
c. Number of school support staff supporting the Program from outside the Program budget?
   
 
 
d. Number of Indigenous school support staff supporting the Program from outside the Program budget?
   
 
 
e. Number of non-school personnel supporting the Program from outside the Program budget?
   
 
 
f. Number of Indigenous non-school personnel supporting the Program from outside the Program budget?
   
 
 
 
THE PROGRAM COORDINATOR POSITION
 
1. Please provide the percentage that best describes how the Program Coordinator position is funded in your Pilot? For example, if the Coordinator is fully funded from the IRCPP budget put 100 per cent against that selection and 0 against each of the others.
Funded from within the IRCPP budget.
-
Funded from the school or (departmental) budget.
-
Funded from an external source.
-
 
 
 
2. Which of the following best describes the Program Coordinator context in your Pilot? Please select only one.
 
Member of staff relieved of other duties for the duration of the Program.
 
A person contracted by the school to undertake the role for the duration of the Program.
 
A person contracted by an education authority to undertake the role for the duration of the Program.
 
Other, please describe
 
 
 
3. Please quantify the number of Program coordination hours last term.
   
 
4. In relation to Program itself, please explain the sources of responsibility of the Program Coordinator by providing appropriate percentages against each the following options.

For example, if the Coordinator is mainly responsible to the Principal but also has obligations to partners, you might put 80 per cent against the first selection, 20 per cent against the last selection and 0 against each of the others. The percentages shown in the indicator box should add to 100
The Coordinator is responsible to the principal for the Program.
-
The Coordinator is responsible to the governing board of the Program for the implementation of their directions.
-
The Coordinator is largely responsible for the Program but consults with others.
-
The Coordinator is contractually responsible for the Program.
-
The Coordinator is directly responsible to an external agency for the running of the Program.
-
The Coordinator is responsible for the Program organisation on behalf of various partners.
-