Port Augusta/Davenport Communities 'Polly Farmer Foundation' Shared Responsibility Agreement (SRA)
|Date: ||21 August 2006|
|Sub Category:||Shared Responsibility Agreement (SRA)|
|Place:||Port Augusta/Davenport Communities|
|State/Country:||South Australia, Australia|
|Alternative Names:||Polly Farmer Foundation Shared Responsibility Agreement|
|Subject Matter:||Collaboration / Partnership | Education | Employment and Training | Leadership | Youth|
|Summary Information: |
|The Port Augusta/Davenport Communities 'Polly Farmer Foundation' Shared Responsibility Agreement (SRA) is an agreement between the communities, the Polly Farmer Foundation and the Australian/State Governments and Industry. It provides for funding, in-kind support, resources and a Homework Centre for a homework, mentoring and industry links program (the Program) for 30 Indigenous youth aged between 12 and 17.
Shared Responsibility Agreements are agreements between governments and Indigenous communities to provide discretionary funding in return for community obligations. The new arrangements developed from an initiative of the Council of Australian Governments and replace the previous ATSIC system of funding. For more information see ‘Shared Responsibility Agreement’ below. |
|Detailed Information: |
The SRA aims to address a community priority by encouraging the youth participants to become role models and leaders in the community. The SRA provides for the resources allowing 30 Indigenous youth the opportunity to gain appropriate skills and motivation to maximize employment opportunities. The Steering Committee will comprise members from each partner group, including the communities, Genesee and Wyoming Australia, Western Mining, NRG Flinders, EDI Rail, Desert Knowledge CRC and the Polly Farmer Foundation.
The Community will provide members for the Steering Committee and Operations Group and encourage, support participants and the program, provide cultural advice wherever possible and provide and promote opportunities for the participants to take on leadership responsibilities within the communities. Participants and their parents will commit to the program by signing a mutual obligation agreement with Polly Farmer Foundation. Families and caregivers will commit to full school and meeting attendance, support, participation and promotion of the Program. Participants will commit to act in an interactive and positive manner with the community and teachers, and will promote the future opportunities of the program.
The Department of Education, Science and Training has proposed the contribution of $83,320 towards the employment of a tutor/assistant coordinator for the term of 2006 – 2008, resources for the Homework Centre and a bus lease for 2006.
The Office of Indigenous Policy Coordination has proposed the contribution of $27,400 towards the fit out of the Homework Centre, including 11 computers and one printer.
The Department of Education and Childrens Service (DECS) will auspice the project and provide assessment of the program on a half-yearly basis. In addition, DECS, Department of Further Education, Employment, Science and Technology (DFEEST) and Primary Industries and Resources SA (PIRSA) have proposed a contribution of $360,00 towards funding a full-time Coordinator for three years and other ongoing needs of the project.
The Department of Aboriginal Affairs and Reconciliation will provide in-kind support for the building of the Homework Centre.
The funding of the SRA is subject to the partners entering into a legally binding funding agreement
Performance Indicators and Feedback Mechanisms
The Operations Group, comprising participants’ family representatives, project leaders, school representatives and project partners, will regularly make recommendations to the Steering Committee.
The SRA provides for DEST to assess on a half-yearly basis:
the number of participants;
the active participation of parents and community;
the improvement in year 10 – 12 retention rates, achievement and attendance levels for Indigenous students;
the percentage of Indigenous student successfully making the transition from Year 9 to Year 10;
the number of Indigenous students gaining apprenticeships as a result of the program;
the number of Indigenous students gaining full time employment as a result of the program;
year-to-date expenditure reports in June; and
performance and financial reports in December.
DEST and OIPC will visit at least once a term, and the visit will also incorporate meeting with parents.|