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Companion Document _______________________________________________________________________________

Revised January 2015

An addendum to the Practice Note on Effective Development Practice with Aboriginal and Torres Strait Islander Communities by International Aid and Development NGOs.

Prepared by Jo Thompson Consulting for the ACFID Aboriginal and Torres Strait Islander Program Working Group

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TABLE OF CONTENT

INTRODUCTION ................................................................................................................................... 3

1. CASE STUDIES ............................................................................................................... 4 1.1. The Fred Hollows Foundation - The Women’s Development Project ........................... 4 1.2. Caritas Australia and CentaCare Wilcannia-Forbes – Manage Your Income

Manage Your Life Program ............................................................................ 8 1.3. Central Land Council – The Warlpiri Education and Training Trust Project ... 12 1.4. World Vision and its Fundraising Campaign ‘We’re working towards change.

Walk with us.’ Developing Organisational Cultural Competency. .................. 17 1.5. TEAR Australia and Wontulp-Bi-Buya College - Certificate III in Addictions

Management and Community Development................................................. 21 1.6. Central Land Council & the Community Lease Money Project ...................... 26 1.7. Oxfam Australia and the Straight Talk program ............................................. 33 2. TOOLS ......................................................................................................... 37 2.1. Caritas Australia – Organic approach to design ............................................ 37 2.2. Most Significant Change (MSC) – a Participatory Monitoring and Evaluation

Technique .................................................................................................... 38 2.3. Oxfam Australia - Partner Selection Criteria .................................................. 40 2.4. Recommended links to useful resources ....................................................... 44 3. RESOURCES .............................................................................................. 45 3.1. Aboriginal Peak Organisations Northern Territory (APO NT) – Partnership

Principles ..................................................................................................... 45 4. LITERATURE ............................................................................................... 48

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INTRODUCTION

This companion document has been developed as an addendum to the revised ACFID Practice Note on Effective Development Practice with Aboriginal and Torres Strait Islander Communities by International Aid and Development NGOs (2014). It should be read in conjunction with the revised Practice Note. The document sets out case studies of practical implementation of the principles outlined in the Practice Note as well as suggested tools, resources and readings. These inclusions have either been prepared specifically for this document or have been provided by international non-government organisations (INGOs) and Aboriginal and Torres Strait Islander organisations. The document recognises that it includes only a limited range of the resources that are available and which practitioners involved in indigenous development in Aboriginal and Torres Strait Islander communities are currently using. However, like the Practice Note, it is a living document and additions are always welcome. ACFID members will facilitate an ongoing dialogue with their respective Aboriginal and Torres Strait Islander partners and other interested stakeholders to continually refine both the Practice Note and the companion document. Terminology Throughout this document wherever possible the term Aboriginal and Torres Strait Islander or A&TSI is used rather than ‘Indigenous’. Where Indigenous is used it refers to Aboriginal and Torres Strait Islander Australians.

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1. CASE STUDIES The following case studies seek to demonstrate effective approaches to indigenous development practice. Information for the case studies was provided by members of the ACFID Aboriginal and Torres Strait Islander Program Working Group. Some of the case studies were collated using project evaluation reports and academic reports and documents. Each organisation and project showcased has used their own unique model of implementation while still demonstrating a significant number of the key principles that make for a successful development initiative. Key challenges and learnings are also presented.

1.1. The Fred Hollows Foundation - The Women’s Development Project Project background The Women’s Development Project (WDP) began in 2008 after the Jawoyn women of the East Katherine region identified the need for their women’s centres to be strong.1 The WDP was a community development initiative that utilised an Aboriginal cultural framework to ensure that every component of the program was driven by women involved in the program and focused on four communities in the region. The overall goal of the project was to increase self determination for women in the Jawoyn Region and was based on the premise that strengthening cultural identity and increasing self determination would result in positive health outcomes. The project ensured resources and opportunities were available for the women to develop culturally appropriate solutions that addressed issues of family health and wellbeing. WDP was managed by a culturally diverse team employed by The Fred Hollows Foundation (The Foundation) which comprised primarily Aboriginal and Torres Strait Islander members. The inclusion of the right local staff members on the team meant that they were able to gain access to the four communities at a level otherwise unattainable to outsiders. The WDP process incorporated lessons learnt along the way which saw a slight change in the key objectives each year in the form of a ‘rolling design’. This flexibility enabled the WDP to respond to the women’s ideas and helped to meet the challenges of a changing political landscape at the time.

Project implementation Since 1999, The Foundation has had numerous links with the women’s centres in the Jawoyn region primarily supporting nutrition and governance programs. However, the single most important component has been the re-establishment of the Banatjarl Women’s Council. The Foundation has worked closely with a local Aboriginal organisation to support the development of the Women’s Council that was originally established in 2003. A primary focus of the WDP was working towards the establishment of the Banatjarl Family Resource and Healing Centre on a property forty kilometres south of Katherine. A key priority of the WDP team was to build a solid relationship with the communities and develop the trust needed before beginning any formal activities. This included ensuring that the team

1 In 2007 The Foundation documented views of the Jawoyn women regarding the operation of their women’s

centres and their vision for the future in the report titled ‘We want our women’s centres to be strong’ (The Fred Hollows Foundation 2007).

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understood the nuances of working effectively at the local level. The commitment to establishing strong relationships can only happen if agencies intend on long term engagement. In the case of The Foundation, the agency has worked within this region for over a decade. As a result, The Foundation staff have developed relationships, earned respect and established a reputation of working alongside members of the community and in partnership with other service providers in the region. The WDP team worked hard to ensure that the project was owned by the women of the region and that the women were responsible for developing activities. This meant that the women were involved in the decision-making process throughout each part of the project. The project aimed to teach skills and to build confidence in a style that was able to engage with the women. The WDP team made sure that it was highly visible in all four communities and provided continuous support with ongoing and regular follow up which meant that they could pre-empt major problems. Their consultative and transparent communication style also assisted with this. It was also critical to learn from the women and develop two-way learning to contribute to understanding the community, the women and the systems they worked in. The team always ensured that the development of WDP activities was done in a culturally appropriate and participatory manner. Starting from where the women were at and making time for women to practice cultural activities such as bush harvesting and fishing enabled the women to more easily adopt the implementation approach taken by the WDP team. A large component of the WDP was about creating opportunities for the women to operate in new and different ways. This often took the form of networking opportunities which were a mixture of highly organised events and less formal activities that involved the four communities. The WDP team also made sure that they were open to asking for advice and building networks and did not pretend to have all the answers. The Foundation has been described as a ‘learning organisation’ which looks to other solutions and alternatives when plans change. As a former Barunga Government Business Manager noted: “One thing that sets The Foundation staff apart from other agency staff is their passion and enthusiasm for their work ... the staff want to make a difference and are focused as a result ... they’re not interested in just coming to have a look, the staff are there to do things”.

Partnership The role of The Foundation in this process was to develop a system that could support the Women’s Council to achieve realistic outcomes and continue to build the capacity of the women. The design and implementation approach used by WDP drew on the learnings of community development specialists and practitioners. The chosen methodology for the design and implementation of the WDP was aligned with that of Bottom-Up approaches and embedded in the community development paradigm. The ‘Bottom-Up’ approach seeks to empower participants by building community control of the change and of project decisions and by ensuring that community needs are responded to throughout all aspects of the project.

Successes A recent project evaluation2 found that significant progress has been made towards the WDP’s goal for increased self-determination; and that the communities have the capacity to further

2 The Women’s Development Project Evaluation Report 2012 by Lisa McMurray at

http://www.healthinfonet.ecu.edu.au/uploads/resources/23392_23392.pdf

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strengthen their goals. The WDP was also found to be meeting stated objectives through best practice and contributing towards a sustainable environment. Most significantly, there has been a change in the women’s belief that they are capable of not only instigating beneficial changes in their women’s centres, but also in other aspects of their own lives. Through collective achievements such as driving a culturally appropriate governance processes at their elections, utilising communication tools to maintain important social networks, implementing new ways of operating their women’s centres and participating in civic engagement activities, the women have increased their mechanisms of self determination. Further, different networking opportunities have allowed for the development of working relationships across the communities. These initiatives have contributed to the women’s networking capabilities and resulted in increased shared learning. There have also been examples of improved governance practices in the women’s centres following training sponsored by the WDP and subsequently strengthened by learnings that were shared between the women. However, the single most important impact has been the establishment of the Banatjarl Women’s Council and the election of office bearers. Enhance capacity and self-esteem led to regular women’s committee meetings and the election of Banatjarl Women’s Council membership, which in turn has ultimately given the Jawoyn women a united voice. This formalises the role of the women’s centres in speaking up for their community and taking control of issues that affect women in the region. Familiarity and trust developed between the women across communities throughout the WDP’s implementation has provided the basis for working together and enabling a strong voice for women and families. The women have also identified good practice elements for organisations that wish to work with and implement projects with the Council. This demonstrates a strong voice developing among the women and the confidence to speak out about how they wish to engage with stakeholders.

Challenges With remote Aboriginal communities already considered to be disadvantaged, the impact of ongoing political changes, which has had particular impact on the Northern Territory in which the project was located, has made it difficult for the women to feel part of society. The political context in which the WDP operates stretches far beyond the impact of the local Aboriginal partner organisations. The women’s centres in the Jawoyn region were directly impacted by the Australian Government’s 2007 Northern Territory Emergency Response. Not only were women connected to the women’s centres personally affected by the measures in the NT Emergency Response Act 2007 but the structure and function of the women’s centres drastically changed. Hence, the major and constant change that contextualises the WDP has been extreme and pronounced.

Key principles that made this project effective The following key principles of effective development practice have been critical in the success of the WDP project. a. A community development initiative that ensured that the program was driven by the

participants. (Participation)

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b. Use of a ‘rolling design’ that allowed the program to change and respond to the participants’ focus and meet the challenges of a changing political landscape at the time. (Flexibility)

c. The implementing agency had worked in the region for over a decade. (Long term engagement)

d. Primarily Aboriginal and Torres Strait Islander staff plus non-Indigenous staff with many years experience working in this setting. (Cultural competency)

e. Importance of developing strong relationships, earning respect and establishing a reputation of working successfully in partnership with other service providers. (Partnerships)

f. Use of participatory processes throughout the life cycle of the project to ensure a strong level of ownership by participants. (Participation)

h. The development of project activities in a culturally appropriate manner. (Place-based) j. Supporting capacity building of participants and exposing them to new situations.

(Strength based) k. Seeking of advice by the implementing body where needed and not presuming to have all

the solutions. (Participation)

Note: This case study has been summarised and adapted from: 1. The Women’s Development Project Evaluation Report 2012 by Lisa McMurray 2. Paper for the 12th National Rural Health Conference ‘Women’s Development Project—

empowering women in the bush’ presented by Alison Rogers & Madeleine Bower from The Fred Hollows Foundation.

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1.2. Caritas Australia and CentaCare Wilcannia-Forbes – Manage Your Income Manage Your Life Program

Project background Manage Your Income Manage Your Life (MYI) is a financial literacy program for Aboriginal and Torres Strait Islander (A&TSI) people in Western NSW. The program is delivered by CentaCare Wilcannia-Forbes with support from INGO, Caritas Australia. It has been described as a ‘unique, successful, acclaimed and nationally significant’3 program. MYI was first designed in 2004 by and for A&TSI people in Western NSW to combat the low level of financial literacy among the A&TSI community of the region. It has been designed and implemented along community development principles and aims to train A&TSI communities in skills that leave them with a self-determining resource. The program began by running financial literacy workshop with two specific groups following requests from them for support. The aim was to move from a ‘band aid’ approach of counselling people with financial issues to a model which would support local people and communities to develop the skills and knowledge required to prevent finance problems from arising in the first place. MYI has always endeavoured to employ A&TSI team members and has sought to build the capacity of team members involved in the program.4 MYI team members are supported to gain accreditation through the Financial Counsellors Association of NSW.

Project implementation Over time the program has diversified according to community need and this response to the different situations and goals of its participants, has been integral to the success of the program. The changes have seen MYI team members run workshops in areas such as budgeting, financial management, catering, small business enterprise development, healthy eating, grant writing, avoiding sales scams, obtaining a drivers licence, saving for a car, and debt recovery and have helped to establish a community centre for a women’s group. MYI team members have also undertaken extensive community consultations, provided leadership, community building activities and support to community mentors and linked with services by ‘referring in’ services based on participants needs. A train the trainer model has formed an integral part of the program and has resulted in the training of and support for community members with an interest in becoming financial ‘mentors’ in their communities. Over time and with support from the MYI team members this has led to some community members providing information and advocacy on finances and financial services. CentaCare has also developed a Certificate One in Financial Literacy course designed especially for A&TSI communities. The program team members have built an extensive network of formal and informal partnerships with a wide range of service providers. The program takes a collaborative approach with service providers, and becomes the bridge that participants need to access a service.

3 Moxham, N. 2011 Manage Your Income Manage Your Life Project Evaluation

4 The program supported the first fully qualified Aboriginal financial counsellor in New South Wales and only

the second in Australia. By 2011 it had gone on to support another five Aboriginal staff members to become qualified Financial Counsellors. One of these staff members remains the Program Manager for the MYI program.

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Partnership The long term partnership between CentaCare and Caritas Australia includes strong personal relationships shared values and principles of community development. Both organisations agree that the relationship includes a high degree of openness, trust, transparency and honesty. Caritas Australia has maintained a level of flexibility with funding and shown a willingness to support new approaches as needs have been identified and at the same time has encouraged CentaCare to reflect on the changes they are considering. The partnership with Caritas Australia has provided more than financial support by establishing networking and mentoring opportunities. Caritas Australia has also benefitted from the partnership continually learning about the ongoing legacies of colonisation, the experiences of A&TSI Australians in rural and remote communities of NSW, and the richness of their cultures, practises and spiritualities.

Monitoring and evaluation Caritas Australia staff visit the program on an annual basis and spend a number of days with CentaCare team members observing activities and understanding the context in which the program is operating and the subsequent challenges faced by the program. This provides an opportunity for both organisation to discuss the program together and to consider strategies and lessons learned in a useful way. CentaCare has also introduced an internal monitoring and evaluation system with a focus on data collection and reporting. The information gathered helps to make informed program decisions that assist with improvement of the program. CentaCare also actively provides guidance for and participates in Caritas Australia’s annual gathering of A&TSI partner organisations, which provides an opportunity for partners to connect with one another, learn about each others’ work including the successes and the challenges they face, and establish their own partnerships.

Successes The most recent evaluation of the MYI program5 found that the program has practically assisted participants with financial literacy. There is evidence that the MYI has made a contribution to up-skilling in the community and the bringing together of people into groups, is leading to sustainability in terms of leaders and groups having agency to enable positive change. However, the outcomes that this project is achieving are broader than just finance. For example, longer term needs are being met in relation to housing and employment; hence this is the ‘manage your life’ aspect or impact of the program. The program has been able to appropriately ‘refer in’ service providers and has developed an extensive network of formal and informal partnerships with service providers enabling A&TSI participants to access services. The program undertakes, and is greatly valued for, appropriate community engagement. It defines needs and designs an appropriate response, in negotiation with the community. It is evident that this ground-up approach has led to the success of the project in being appropriate, responsive and practical. The program also supports people to develop the skills, knowledge and networks to access services and to proactively deal with financial issues themselves.

5 Moxham, N. 2011 Manage Your Income Manage Your Life Project Evaluation

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The work undertaken by team members in engaging with the community is strongly valued. There are now five indigenous and one non-Indigenous team member in the MYI team. Five are accredited financial counsellors, one is undertaking training to achieve this qualification and one is employed as a Money Management Worker. The team is strong, diverse and cohesive, with different skills and experience. A key aspect to their competency is that they relate to and are respected in, the communities in which they work. There is investment in training and in support for staff. Further, the management at CentaCare have an appreciation of and commitment to Indigenous-led programs.

CentaCare has recently introduced an internal monitoring and evaluation system that has overhauled data collection and reporting to enable better data available to make program decisions for improvement.

Challenges Each project brings with it a number of unique challenges which require a great degree of cultural sensitivity and knowledge to deal with them appropriately. The key challenges of the MYI have been described as follows: a. The key participants experience a significant degree of poverty. This along with extremely

high cost of living, in terms of both food and services, in isolated communities means that it is difficult to teach people to budget when they have little money.

b. Services do not always work together and there are factions. Services in some towns are duplicated, not coordinated or collaborative and unresponsive.

c. Low standards of literacy. d. Some mentors do not want to be defined as a mentor. e. There are great physical distances between the location of staff and communities which

can be difficult in terms of implementing the program. f. Some team members may have many of the issues that the participants have and have to

be there for their own families as well as for clients. g. Recruit the right team members and to retain them long-term. h. Capturing the impact of the program. The varied nature of the program’s success makes it

difficult to capture (measure & evaluate) the impact and successes in a systematic way whilst adequately describing the complexities involved.

Key principles that made this project effective The following principles have been identified6 as the main reason for the project’s success: a. Design of the project for and by A&TSI people along community-development principles.

(ATSI voice) b. Up-skilling and capacity building of A&TSI participants, resulting in a self-determining

resource. (Do no harm) d. Employment of local A&TSI staff who can effectively engage with the community. (Cultural

competency) e. Investment in building staff capacity who are then able to lead the program. f. Promotion of a collaborative approach with service providers and linking of participants

into other services. (Partnership)

6 Described as the Elements of Success in Manage Your Income Manage Your Life Project Evaluation by

Natalie Moxham 2011

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h. Long-term partnership between the implementing organisation and the funding body which includes a partnership of strong personal relationships, shared values and principles, openness, trust, transparency and honesty. (Long term engagement)

i. Time taken to build a trusting relationship with the community. Community is listened to, to allow the implementing organisation to respond accordingly and as appropriate. (Participation)

k. Flexible funding and programming with a level of reflection to allow for innovation and the opportunity to make some mistakes. (Flexibility)

l. Regular and hands-on monitoring by funding body staff as well as an internal monitoring system used by the implementing organisation to allow for informed decisions about changes to the program.

m. An implementing organisation that is committed to Indigenous-led development and an organisational ethos that understands that non-Indigenous people do not have the answers. (Rights based approach)

n. Knowing when to exit.

Note: This case study has been summarised and adapted from: 1. Partnerships for Indigenous Development: International Development NGOs, Aboriginal

Organisations and Communities Working Paper No. 71/2010 Canberra: Centre for Aboriginal Economic Policy Research by Janet Hunt 2010

2. Manage Your Income Manage Your Life Project Evaluation by Natalie Moxham 2011.

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1.3. Central Land Council – The Warlpiri Education and Training Trust Project

Project background The Warlpiri Education and Training Trust (WETT) Project is one of six major regional projects managed by the Community Development Unit (CDU) of the Central Land Council (CLC). The WETT project, set up in 2004, supports education and training initiatives in the Warlpiri communities of Yuendumu, Lajamanu, Willowra and Nyirrpi. The project has a range of subprograms, including the Early Childhood Care and Development Program, the Youth and Media Program, the Secondary School Support Program, the Language and Culture Support Program and the Learning Community Centre Program. The WETT project and its subprograms came about through a collaborative community consultation with Warlpiri regarding their aspirations. It included external input from an education expert on what might be possible and valuable, information which the Warlpiri then considered and used to decide what would be implemented. The WETT project uses royalties from Newmont Asia Pacific’s mining operations in the Tanami region. This supports a high degree of flexibility of funds. The Trustee for the fund is the Kurra Aboriginal Corporation7 (Kurra), and WETT is administered by the CLC under a formal Agency Agreement.

Project implementation The WETT project provides learning and training opportunities for all Warlpiri from early childhood to adults and is intended to supplement but not replace core government education and training programs. The CLC consults Warlpiri to identify their education and training priorities and then facilitates the development of programs with input from relevant project partners. These projects are considered and further developed by the WETT Advisory Committee, which includes 12 representatives from the Warlpiri-patu-kurlangu Jaru Association (WpkJ – the peak Warlpiri education body), and one representative each from the CLC and Newmont, and three independent members with education expertise. Projects are then recommended to Kurra which decides on funding.

7 Body of Warlpiri who are the Traditional Owners for the land upon which the Granites and Dead Bullock Soak

Gold mines are located.

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The programs offer a range of activities depending on the needs identified by each community. For example, WETT supports interstate school excursions; cultural excursions involving Elders; literacy programs such as locally produced Warlpiri Books for schools; early childhood programs including playgroups and parenting support; a broad range of youth diversionary and training programs; youth media programs; and a variety of courses for adults including computers, sewing and ranger training. The CLC’s CDU uses a broad range of communication tools and strategies to promote an understanding of the WETT project and governance arrangements amongst the Warlpiri communities. One of the most effective of these is the WETT DVD that was produced by Warlpiri community members in Warlpiri language with English subtitles as part of the WETT Youth and Media Program. This has assisted people to ‘see’ WETT, not just hear about it, which has significantly increased the Warlpiri understanding of the project. A second WETT DVD updating project outcomes was produced by participants of the Youth and Media program in 2011. Posters are produced for community meetings which include photos and feedback on funded projects, and a list of key decisions to be made. Monitoring and evaluation The CLC is seeking to build an evidence base for its community development approach and its contribution to capabilities of Aboriginal and Torres Strait Islander (A&TSI) peoples and as such the WETT project is monitored on an annual basis by an external consultant drawing on independent interviews with local participants, staff reports and project partner reports. Other successes and challenges have also been documented and presented at academic seminars and published externally. Partnership There are certain activities that are outside of the CLC’s statutory functions. When project proposals for these kinds of activities are finalised, the CLC seeks partnerships with appropriate agencies to manage project implementation. Partnering agencies need to be well governed, operate within a community development approach and have good organisational capacity. Partnerships with such agencies have generally achieved sustained project benefits. An example includes a successful partnership with the Warlpiri Youth Development Aboriginal Corporation (WYDAC) to manage funds from WETT for activities in the Tanami region for young people, including diversionary, education, training and employment opportunities. This success is

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largely due to the strong emphasis on Warlpiri involvement and decision-making in all aspects of the work. Conversely, where there is no agency that meets these criteria to take on project management, the ‘choice’ for landowners is either suboptimal project management and outcomes, or no project at all. Successes The most recent monitoring report of the WETT project8 indicates positive effects of capacity development of the WpkJ WETT Committee and the Kurra WETT Committee members resulting in meaningful local involvement in all levels of decision-making. Members of the WpkJ WETT Subcommittee were very clear that through their engagement with WETT they had learned how to manage meetings, in particular how to speak up, how to listen carefully and thoroughly consider all relevant information and its implications before making decisions. The most important message from respondents was about their increased confidence through engagement with the WETT committees. According to the same monitoring report, the WETT project continues to receive strong support from all four communities. Active community participation in setting priorities and in decision-making has contributed to these positive outcomes. Advocacy with external bodies that has occurred in collaboration with a number of partner organisations has been an important aspect of the WETT project. For example WpkJ WETT Subcommittee members with the CLC and World Vision Australia, successfully lobbied the Commonwealth Government for funding of $1.3 million over three years to run three community learning centres. Further Early Childhood trainees and WpkJ WETT sub-committee members advocated for the need for early childhood programs in the Warlpiri communities at a Child Care conference in Alice Springs. The report also found that community leaders are progressively feeling increased ownership of the WETT Projects. In a community meeting CDU staff attended at Yuendumu, a WETT Committee member spoke passionately and at length on the virtues of WETT and the real difference it is making to people’s lives. The small group of Warlpiri women who have been centrally involved in the WETT Project are clearly committed to the notion of broad community benefit and creating opportunities for all Warlpiri in education and training. Whenever they present on WETT at community meetings or other public forums they make clear that they are not working for themselves or benefitting from WETT directly, rather they are doing it for all Warlpiri. In 2013 three WpkJ WETT Subcommittee members painted a large and intricate canvas (see below) as a tool to tell the story of WETT’s history, governance and the development of WETT partnerships and programs. The determination of these women, most of whom are school teachers and strong community leaders, to make life better for their kids and grandkids has been critical to WETT’s success to date.

8 Central Land Council – 2012 Report on the Central Land Council Community Development Program

prepared by Dr Linda Kelly, Praxis Consultants and published by the Central Land Council in June 2013.

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Challenges Constant changes in government policies are creating significant challenges for the WETT project and other community development programs implemented by the CDU. The NT Government withdrew support for bilingual education in primary schools in 2008 and instead prioritized English language teaching. WETT has funded a range of Warlpiri language-based initiatives and resources which are no longer consistent with departmental policy. It is now increasingly difficult to get schools to factor them into the curriculum in the way Warlpiri people wish. In another example, Government’s decision to provide comprehensive support to a small number of communities in the CLC region and limit support to the majority of smaller communities has made it increasingly difficult for the CLC to leverage complementary government funding for projects in small communities and outstations. The Australian Government’s 2007 Northern Territory Emergency Response saw the Federal Government take control over many aspects of A&STI people’s lives and communities. The large and complex changes created an environment of confusion and mistrust, further disempowering and marginalizing A&TSI people. This has created significant challenges for community development approaches that run counter to the prevailing environment of increasing external control. Other challenges include the poor capacity of some implementing partners which can divert the energies of CDU staff as well as the ongoing unrest and division in some communities. Their experience suggests that partnering with other local A&TSI organisations is preferable to working with external agencies that do not have local A&TSI governance. A&TSI organisations have access to senior community people through their boards and committees, which facilitates organisations’

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engagement in those committees and they are more accountable to A&TSI people. At the same time, some of these organisations, such as sporting clubs, do not necessarily have the experience and skills to manage the funds they receive.

Key principles that made this project effective The following key principles of effective development practice, which are central to the CLC Community Development Unit’s approach, have been critical in the success of the WETT project. a. Project developed through a collaborative community consultation with local

communities regarding their aspirations. (Advocacy and ATSI voice) b. Programs are practical and requested by local people. c. Use of participatory processes throughout the life cycle of the project, including funding

decisions to ensure an increasing level of ownership by participants and strong support for the project. (Participation)

d. Development of strong partnerships to deliver the project. Partnering agencies are well governed, operate within a community development approach and have good organizational capacity. (Partnerships)

e. Capacity development of governance and decision-making bodies resulting in a self-determining resource. (Governance structures)

f. Support of a project that is paid for by royalty money allowing for better flexibility. (Flexibility)

g. Support of advocacy initiatives in collaboration with a number of partner organisations which to date has lead to increased funds and general awareness. (Partnerships)

h. Use of a broad range of communication tools and strategies to promote understanding of the project e.g. DVDs made by program participants and posters. Involvement of participants in the development of the communication tools.

i. Long-term engagement and funding. (Long term engagement) j. Involvement of a significant number of local staff and community Elders in the programs. k. The development of project activities in a culturally appropriate manner. (Cultural

competency) l. Building of an evidence base regarding the community development approach used

allowing for reflection on successes and challenges and the ability to make informed changes as required. The implementing body does not presume to have all of the answers and is prepared to learn from mistakes and challenges and share these learnings with other practitioners. (Rights based approach)

Note: This case study has been summarised and adapted from:

1. Central Land Council – 2012 Report on the Central Land Council Community Development Program prepared by Dr Linda Kelly, Praxis Consultants and published by the Central Land Council in June 2013.

2. Centre for Aboriginal Economic Policy Research - Community Development in Central Australia: Broadening the Benefits from Land Use Agreements written by Danielle Campbell and Janet Hunt CAEPR Topical Issue No. 07/2010 and presented at a CAEPR Seminar on 20 October 2010.

3. Central Land Council DVDs – WETT 2009 & 2011. 4. Central Land Council DVD – Community Development Our Money Our Projects 2013.

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1.4. World Vision and its Fundraising Campaign ‘We’re working towards change. Walk with us.’ Developing Organisational Cultural Competency.

Project background Since 1974 World Vision has been working in partnership with Aboriginal and Torres Strait Islander (A&TSI) communities, local Aboriginal organisations, governments, non-government organisations and private enterprise as part of its Australia Program. World Vision’s partnerships grow from an invitation to work with a particular community and to share its development expertise. World Vision is committed to local solutions for local communities, recognising that the needs and priorities of each community are unique to their context and therefore require specific solutions and programming strategies. In 2014, World Vision launched a general public fundraising campaign, the first of its kind to be dedicated solely to raising funds for programs supported under the Australia Program. The campaign presented World Vision with the opportunity to build awareness among approximately 200,000 Australians about A&TSI people’s aspirations and capability to lead their own development. Due to its long-term partnership and ongoing work with the remote Warlpiri communities in the Northern Territory, World Vision turned to Warlpiri to co-create the campaign. Campaign implementation The World Vision fundraising campaign focused on the work of the Warlpiri Early Childhood Care and Development Project located in four remote communities north-west of Alice Springs. World Vision Program staff understood the importance of honouring their commitment to partnership with the Warlpiri, and of developing a strength-based campaign to be built in collaboration with the Warlpiri communities, specifically the people in Lajamanu and Yuendumu. They also recognised that the campaign should be true to their aim of ‘amplifying community voice’ and that there was a need for World Vision staff to build their cultural competency if they were to adhere to these commitments. The Australia Program staff were keen to make sure that this was a campaign that presented A&TSI people in a positive light and respected the partnership between World Vision and the Warlpiri people. A Project Cultural Advisor and local facilitators from Lajamanu and Yuendumu were engaged to guide and advise World Vision staff on cultural protocols and also assisted World Vision resourcing staff to identify stories, spokespeople and content for the campaign. By ensuring that World Vision campaign staff understood and followed the messaging guidelines developed specifically around the work undertaken in A&TSI communities across Australia, World Vision staff were able to make certain that the campaign messaging was strong, positive, included authentic, local voices and reflected genuine collaboration with the Warlpiri people. Campaign staff were asked to reorient their focus from the primary need to raise funds to the importance of doing this while supporting World Vision’s strength-based programming and communications approach. Working closely with the campaign team, Australia Program staff sought to develop a campaign which invited community members to share their perspectives and build awareness around community-driven development.

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As part of a multidisciplinary approach to the development of the campaign, it was important to reiterate to staff the processes and protocols developed specifically around World Vision’s work with A&TSI communities. In addition to clear, strengths-based messaging guidelines and community visitation protocols, the Australia Program used its rigorous informed consent process that governs its resource collection practices and ensures that communities maintain control over the way they are portrayed. All staff involved in the campaign were guided through these processes. The actual process In order to collect materials and stories for the campaign, a number of Warlpiri people were interviewed by the World Vision field resourcing team. “Sheree’s story” in particular resonated as a great learning opportunity within the team. The campaign team nominated Sheree as the hero of the campaign and developed a direct mail pack signed by World Vision’s CEO to be sent to 200,000 people. The Australia Program team expressed its concern that the first attempt of the letter did not honour World Vision’s commitment to a strength-based campaign nor did it ‘amplify’ the true voice of the community. It was suggested that additional time be spent talking with Sheree, explaining World Vision’s requirements and asking her if she would assist by writing her story in the form of a letter. A project facilitator from the Australia Program went back to Sheree, who thought carefully about the request to be the focus of the campaign and after a week faxed through a hand written letter outlining her story. It was clear to all involved in the campaign that this letter and story was a much more authentic illustration of the impact of the program on Sheree and her community and of the role played by World Vision in supporting the community. The letter was subsequently used unchanged by World Vision and is emblematic of strong and empowered storytelling and the processes required to support it. The improvement in the cultural competency of the creative team was developed after spending extensive time with the Australia Program staff including the Project Cultural Advisor. This was highlighted by the team’s development of the campaign concept and the rationale behind it. The campaign concept of ‘We’re working towards change. Walk with us’ was explained by the creative team in the following way: “We” refers primarily to Indigenous Australian communities. It positions community as the agents of change: they are making it happen and moving in the direction of their choosing. When combined with World Vision branding, “we” also conveys the partnership between World Vision and Indigenous Australian communities. Finally, “we” can refer to existing Australia Program supporters. “Working” emphasises Indigenous communities’ strength and capacity. “Walk with us” is an invitation to potential supporters. It makes them feel welcome and conveys that they can be a meaningful part of the journey. Along with “towards change”, it also calls for understanding that there are no quick fixes; real progress takes collaboration and time. This campaign concept resonated with staff, the community and the public. It was the anchor for the campaign and supported World Vision staff to resolve issues along the way when tensions around needs-based versus strengths-based messaging arose.

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Successes There have been a number of key successes of this campaign, some expected and others unexpected. As a result of the campaign and the associated processes:

World Vision achieved its fundraising target for this particular campaign while honouring its commitment to partnership and supporting World Vision’s strength-based programming and communications approach.

World Vision recruited a number of new supporters. It would appear that people are keen to support self-determined A&TSI communities with a vision and an authentic voice.

Staff have been encouraged to consider how storytelling can be built into the project to avoid the current process of requesting a one-off story for publications, media and fundraising. Staff are looking at how this could be used as an advocacy component of the project.

World Vision Communications Protocols have been a useful tool and have also been updated as a result of the campaign. This includes Australia Program Messaging guidelines, consent process and the importance of community ownership of material.

Australia Program staff now have the revised Communications Protocols in place for new projects – e.g. agreement that World Vision and the partner organisation will only use positive and empowering language that focuses on community strengths, community-led ideas and achievements and strong local voices throughout all World Vision communication. By having these in place there is commitment and continuity between World Vision and the partner organisation, even if staff members change jobs or move on.

The two-way learning, as a process that underpinned the campaign, supported World Vision to embed partnering practice in areas beyond ‘the field’ and in a way that involved more than financial support. Through the campaign messages, World Vision sought people to actively create relationships with A&TSI people, not as a donor and beneficiary but as equals seeking to learn and support each other. This resulted in some successful engagement directly between the broader community of supporters and community members.

The campaign ran with the full support of communities due to World Vision staff taking the time in their partnership to explain the rationale for the campaign and associated fundraising efforts and to develop mutually agreed guidelines both internally and externally.

Challenges As with all projects/campaigns, there are a number of key challenges, all of which provide learnings for those involved. In this instance the key challenges were:

Facilitating the community voice in the publication materials was worthwhile but time intensive.

Supporting the creative teams to develop a level of cultural competency and encouraging them to reorient their thinking regarding the campaign approach took time. It was necessary for the creative team to fully understand the work of the Australia Program, what the partnerships mean, how the Australia Program teams works in this space and to agree on the journey that World Vision wanted to take the Australian community on, and what key messages World Vision wanted them to hear.

Through the campaign World Vision resourced and shared stories of Warlpiri and other groups it works with, who with World Vision’s support are working towards change. While this also took time, it was worth the effort because the aim of the campaign was to look for more than financial support.

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Key principles that make this project effective The following principles of effective development practice are imbedded in the campaign and have been critical in its success. a. The authentic voice of the Warlpiri was heard throughout the campaign and the Warlpiri

were included in decisions made about the campaign. (Participation and Advocacy and A&TSI)

b. The campaign is a good example of true commitment to partnership and productive partnerships by including the Warlpiri in the campaign as an equal partner and therefore supporting a two-way approach which built trust and commitment. (Partnership & productive relationships)

c. There was attention to building organisational cultural competency, a concept that was taken on as part of everyday work and everyone’s roles. This brought the whole of the organisation on board with the partnership and embedded organisation-wide knowledge and built respect. (Cultural competency)

d. An organization, that had a comprehensive understanding of International development, improved its understanding of the local context within A&TSI communities. (Place-based)

e. The campaign and project on which it was based, demonstrate a commitment to a long-term engagement – ‘we’ll be here for as long as you want us here’. (Long-term engagement)

f. The campaign is a very good example of building on strengths and using this as a mechanism to raise funds. (Strength-based)

g. Intellectual property was comprehensively considered by World Vision and embedded in all of the different elements of the organisation – e.g. returning to community members and checking they are comfortable with their story/photo being used. (Intellectual property)

Note: This case study has been summarised and adapted from: 1. Australia Program: Messaging Guidelines. Last updated February 2014. 2. A Presentation entitled ‘Communication for Development’ by Jane Holden, Partnering

Manager, World Vision Australia presented at the ACFID Aboriginal and Torres Strait Islander Program Working Group Forum on Effective Development Practice, held 17 November 2014.

3. Information provided by various World Vision staff.

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1.5. TEAR Australia and Wontulp-Bi-Buya College - Certificate III in Addictions Management and Community Development

Project background Wontulp-Bi-Buya College (WBBC) provides education programs for Aboriginal and Torres Strait Islanders (A&TSI) from all over Australia with the majority of students residing in Queensland or the Torres Strait Islands. The College is one of the few Indigenous Colleges in Australia that deliver courses in a culturally appropriate way to Aboriginal and Torres Strait Islander people. The Certificate III in Addictions Management and Community Development (AMCD III)9, is an adult education course offered to A&TSI students by the College. WBBC receives funding from TEAR Australia to deliver AMCD III. The AMCD III program is designed to empower A&TSI community workers in the field of Addiction Management through the development of a knowledge base that is culturally and holistically sensitive to A&TSI people and is delivered with cultural competence. The course is adapted to cover a range of issues identified by course participants and trainers as relevant to the specific needs of A&TSI people. The course offers students opportunities to explore alcohol and drug abuse, community violence, leadership, suicide and mental health, loss of culture and spirit, positive leadership, and the skills and knowledge base within communities, in a safe and supportive environment. Students are taught strategies and support to develop and implement projects that respond to community needs. Project implementation Since 2012, approximately 140 students have enrolled in the AMCD III. The course is taught over a one year period with four, two‐week training blocks delivered in Cairns or in a remote community. Students are provided with workbooks to complement the training course and these are completed by students in their home communities between training blocks. The course design is based on participatory action learning methods, shared learning and an holistic approach that connects learning with spiritual, social and practical aspects of daily life. The course is facilitated by qualified A&TSI trainers. On completion of the course, it is intended that graduates will be able to act as role models within their communities and strengthen action and advocacy, and be employable in a range of community positions. Partnership With TEAR’s assistance WBBC has been able to develop a responsive and relevant course for training and applied learning of A&TSI community leaders drawn from community sectors including health, education, culture and arts, church and community employment. The long term partnership between TEAR Australia and WBBC includes a high degree of openness, trust, transparency and honesty. Monitoring and evaluation TEAR Australia has commissioned two evaluations10 into the effectiveness of the AMCD III training program. Both evaluations have been conducted by the same academic researcher who over the

9 AMCD III evolved from its predecessor the Cert III in Community Organisation and Development (COD III)

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last few years has remained continuously engaged in data collection and analysis. The second report builds upon the findings of the first report, generating deeper longitudinal empirical evidence of WBBC’s outcomes. Successes The most recent evaluation of the AMCD III program11 found that the program has continued to be successful in a number of key ways.

WBBC is achieving high levels of student satisfaction. Repeat course attendees and strong word of mouth demand has doubled course enrolments since 2011.

The trainers are highly experienced educators and leaders, role models and mentors who are well respected.

The course is regularly reviewed and adapted to cover a range of issues identified by course participants and trainers as relevant to the specific needs of A&TSI Australians.

The two‐way, participatory approach to training and classroom management, is a highly effective method of course delivery. Embedding a strong sense of cultural identity promotes greater participation and achievement in education and training for A&TSI people generally and therefore, the College’s well established approach is being passed onto a new generation of community development trainers.

During 2013 and 2014, the College has successfully delivered its training in ‘hubs’ in locations across Cape York and the Torres Strait Islands. This provides immediate access to the course for people who for a variety reasons are unable to leave the community for an extended period to undertake the program. The visitation of WBBC training staff in a community also helps to familiarise the community with its work and its people. This builds trust, fosters relationships, generates future clientele and allows the trainers to establish deeper understandings of the culture and issues facing the communities in which they serve. They are then better equipped to discuss and share the stories of students from these communities with others.

The College is building its teaching capacity with the recruitment and training of four trainees who are more representative of the cohorts’ genders, heritage and cultural backgrounds, particularly Torres Strait Islander background, and female trainers.

Students benefit in a number of ways after completing the ACMD III including developing individual personal empowerment. The confidence built as a result of the program, has encouraged a range of students to aspire to undertake further study, to seek employment or to apply for a promotion.

A wide range of important skills are developed as a result of the course with literacy skill development being a critically important outcome.

10

Stephens, A., & Tsey, K. (2011). How are we doing? Project evaluation of community organisation and development certificate III delivered by Wontulp Bi‐Buya College, 2008 – 2010. Cairns: James Cook University

and Stephens, A. (2014). Training for impact: Building an understanding of community development training and Aboriginal and Torres Strait Islander community development outcomes. Cairns: James Cook University. 11

Stephens, A. (2014). Training for impact: Building an understanding of community development training and

Aboriginal and Torres Strait Islander community development outcomes.

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The course also provides students with the ability to develop a greater understanding of issues facing communities and teaches ways of working alongside the community to deal with these issues. Students are introduced to an asset‐based approach to community development and are encouraged to find the social assets and capabilities of their community, documenting its tangible and intangible resources. In this way they are taught to view a community as a place with assets to be enhanced, not deficits to be remedied.

An ongoing strength of the course has been the development of a network of A&TSI leaders who can provide support to each other at the end of the course.

The course encourages students to identify a ‘sponsor’ who acts as a local mentor to students. They are individuals residing within the church, community organisations or service agencies, who are willing to provide support to the student/s both during and following the completion of their course.

Of those employed after training, 85.6% of graduates found the training relevant to their current job and 78.7% could report at least one job‐related benefit. 14.2% of graduates reported being employed at a higher skill level after completing their training.

Challenges In some communities, where the WBBC sponsorship concept is less well known, people are seeing the term ‘sponsor’ on the enrolment form more like a ‘referee’. In this way, students are obtaining a signature on the enrolment form, but the individual or organisation has not made a commitment to continue to support the student. For a range of reasons, it has been difficult to maintain a high level of student graduation with 57% of students graduating. Failure to pay the course enrolment fee was a common cause of students not receiving their certification on completion of the course. The pressure of resource constraints on the College to maintain staffing levels to cope with present student numbers is evident. The College administrators have been proactive in seeking a diverse range of funding sources, including philanthropic support, non‐government funds, private donations, competitive tendered training contracts and Federal grants. Key principles that make this project effective The following principles of effective development practice are imbedded in the training program and have been critical in the success of the program. h. Strong and productive partnerships with stakeholders. Whole of community is involved in

the partnerships and forms an integral part of the training model.(Partnership) i. The courses are often delivered on country and are regularly adapted to meet the most

pressing needs of the community. Students are taught how to be flexible in the projects they are working on so that they can meet changing circumstances. (Flexibility)

j. Increasingly, trainers are travelling to various hubs to present the course. This builds trust with the communities as the trainers become better known by community members and increases the trainers’ knowledge of the local context and builds on ensuring a place-based response to training. (Place-based)

k. Participatory approaches are taught to students to establish working relationships in their communities, to research and find community-based solutions. (Participation)

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l. Students consider that the course is delivered in a culturally competent manner. (Cultural competency)

m. Skills and resources of every person in the class is utilized leading to a two-way approach to training and classroom management. At WBBC the trainers have certain knowledge and respect the fact that the students also have knowledge. This is drawn out by the trainers and shared amongst the students, a process that enriches the whole class including the trainer.

n. Personal healing is built into the community development training and students are supported to make changes in their own life. This recognises the importance of individual change in order to be able to assist a community to make a change. (Do no harm)

o. Students are taught to build on community strengths and assets when developing and implementing projects. This may include initiating or building on existing programs

p. Students are trained in understanding human rights issues and the legal obligations affecting their communities. (Rights-based approach)

q. The training raises students’ awareness of intersectional issues such as colonisation and its legacy as well as age, health and ability issues as they are viewed in Aboriginal and / or Torres Strait Islander culture. (Cross-cutting issues)

r. Students are taught to communicate effectively, and to become professional advocates that contribute to being a voice for the voiceless within their communities. (Advocacy and A&TSI voice)

s. The College encourages A&TSI people to be actively engaged in the preservation of their unique culture and knowledge. It respects the privacy and rights of each of its students by seeking permission to use people’s images and written materials. (Intellectual property)

Box 1 Example of Impact of the Program - J's story12

J was born and educated in the Northern Peninsula Area (NPA) region of Cape York. In his early 20s, he enjoys the quality of life that the NPA can provide – year round fishing, outdoor sports, faith and an extended loving family. “I wanted to work in the health industry, so I enrolled in AMCD III. I was encouraged to do it from my grandmother who is also a past graduate. I had a strong thought that this could lead me to Uni. The course has led to a career pathway.” Before completing the AMCD III, J was employed by Queensland Health’s (QH) Alcohol, Tobacco and Other Drugs (ATODs) Office in Bamaga. “I got a job at ATODs because of it. I’m a community support worker with QH. I do health promotion: smoking, cannabis and alcohol. I had no prior experience. My employment is directly related to my training.” ATODs’ managers continued to support him to complete his certificate. “I’m enjoying this job but I have goals to do further study. A diploma of Social Work with Community Training Australia and then I’ll apply for recognition of prior learning towards a

12

Taken from Stephens, A. (2014). Training for impact: Building an understanding of community development training and Aboriginal and Torres Strait Islander community development outcomes. P43

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Degree in Social Work at JCU which I can study off campus.” J believes in the 12 to 18 months of his employment with ATODs, he is seeing a difference in his community. “Usage is falling in this community. We also deal with binge drinking and domestic violence. There’s four of us. Two of us have done WBBC training. We work closely with the mental health team too.” “I recommend WBBC widely to others because those are the people who need help. They might like a career in health or to get some community development skills. Young people are the priority, therefore I encourage them to get into study. Especially school drop‐outs or our homeless youth. Schooling here is of a low standard and there is poor attendance. WBBC is fine for people who don’t have a good education.”

Note: This case study has been summarised and adapted from: 4. Stephens, A. (2014). Training for impact: Building an understanding of community

development training and Aboriginal and Torres Strait Islander community development outcomes. Cairns: James Cook University.

5. Presentation by Rev Leslie Baird, Suicide Prevention Course Coordinator and Dr Anne Stephens, Post-Doctoral Senior Researcher, Northern Research Futures CRN, The Cairns Institute, James Cook University for the ACFID Aboriginal and Torres Strait Islander Program Working Group Forum on Effective Development Practice, held 17 November 2014.

6. WBBC Project application to TEAR Australia regarding funding for Certificate III in Addictions Management and Community Development.

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1.6. Central Land Council & the Community Lease Money Project This case study focuses on the Community Lease Money Project (CLMP) in the remote community of Papunya and outlines some key elements of the project as well as the processes around community governance and decision making. Project background The Central Land Council (CLC) is a statutory authority governed by a representative council of 90 Aboriginal People elected from communities in the southern half of the Northern Territory. The CLMP is the largest of the six major regional projects managed by the Community Development Unit (CDU) of the CLC. It is a multi-million dollar project involving 31 communities right across the CLC region. The CLMP was set up in 2012 following the landmark decision made by traditional owners and the Council to apply the majority of compensation payments for the compulsory five year leases taken out by the Australian Government during the Northern Territory Emergency Response (NTER) for community benefit. Some traditional owner and community groups have also allocated income from other leases for community benefit via this project. CLC community development staff, supported by policy officers, lawyers and anthropologists, are working in each of the 31 locations to:

support traditional owners and community residents to determine and set up locally-appropriate decision making structures and processes;

undertake planning and the design of initiatives that will achieve Aboriginal development aspirations; and,

build the capacity of Aboriginal groups to effectively govern the funds and ensure project partners are held to account in delivering initiatives.

The CLMP has to date resulted in dozens of community benefit initiatives being planned and funded by Aboriginal groups, then implemented by suitably qualified partner organisations. In many cases groups are allocating funding to Aboriginal organisations that are able to provide Aboriginal training and employment opportunities as part of the project delivery. Initiatives funded include a diverse range of development activities with a mix of cultural, economic and social outcomes. Many communities have invested their lease money in initiatives such as music studios, media projects and sports facility upgrades. Aboriginal people are also clearly prioritising support for education and school attendance through initiatives such as school excursions, childcare and school transport. The CLC has a long history of working effectively in the region by drawing on community development principles and processes. As such the CLC seeks to maximise Aboriginal engagement and empowerment and to generate social, cultural and economic outcomes. Project implementation In line with statutory obligations, the CLMP began with CLC staff visiting communities to talk with Traditional Owners and community members about the use of compensation payments. Illustrations were used by CLC to explain the process and to outline why it was necessary to consult with the whole community. This tool ensured clarity and transparency and explained that Aboriginal people were the decision makers with CLC acting as a facilitating, support body.

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At the heart of CLC’s community development approach is facilitating processes that ensure local participation and control. This approach supports the understanding that initiatives are most effective and sustainable when the people they seek to benefit are actively involved in all aspects of project design and implementation. Therefore the CLMP is underpinned by processes which make sure that the Traditional Owners and Aboriginal community members are responsible for determining the community’s priorities, for undertaking project planning, determining how the project will happen and for overseeing its implementation. The CLC is responsible for ensuring that consultations are conducted properly (including promoting broad participation) and for reporting on how consultations occurred, who attends and for making sure that the project is of community benefit. The CLC understands the need for flexibility in the way they work and in their relationships with others and as such support each community to choose the governance structure that is relevant to the community. In implementing the CLMP in Papunya, Traditional Owners and community members are responsible for the decisions regarding the project including determining the membership of the decision-making working group. As part of that process, the community agreed that it would be the working group that would have authority to choose the sub-project, plan it and decide how much money would be allocated to it. The working group recognised the importance of holding regular community meetings to consult with community members, to bring the rest of the community along with the decisions and to keep everyone informed. The sub-projects implemented in Papunya in 2014 are the first for this community. Following some success, the community is now considering implementing long-term initiatives and is looking at what they have learned after going through this decision making process.

Following is the voice of Linda Anderson, Papunya community leader and elected member of the Papunya Lease Money Community Development Project Working Group regarding the development of the decision making process in Papunya under the CLMP. Getting started At the CLC office in Papunya we had talked about how the money could be spent. So we had a meeting with the Traditional Owners and community members. When we talked about money it was hard at the start because some people wanted some money. But because we had people there who understood the CLC, we talked with the community about how to plan projects and how it was important that the whole community talked together about how it should happen. And what projects were important for Papunya. Then a couple of Elders called me and asked me to come to their meeting. I helped the old people understand and we all worked together and we looked at what was happening in other communities e.g. at the Willowra Learning Centre and how they went about it and Titjikala and then we started thinking about ideas for our community. We talked about it and the old people talked about a home care centre and we invited the health mob to talk about it but it was costing too much money. All these people came and kept saying ‘it’s a lot of money’ – so we’re still talking about it. Decision making

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We agreed on who would make the best decisions for the community – so now we have a decision making group. We chose people who would work for all of us, not just a few – men, women and different ages. As the working group we decided what projects to do. We had meeting after meeting and looked at how much money we had and listed all the projects from one to ten after listening to what the community wanted. E.g. Old people wanted to see transport on the list because they live on outstations. So we purchased a bus for them so we could bring them in for Centrelink and doctors’ appointments. Then community people said we should use that bus for everyone. So we thought if the community wants this, then we should look at this. So we got another bus – a footy bus for the men and their sports weekend and for the women and softball and another bus for school pickups. After we chose our projects then we planned how it should work. The working group did this because we’ve got the knowledge - we don’t have the CLC or non-Indigenous people telling us what to do with our money. The Indigenous people came up with the projects that can meet our old people’s needs and our young people’s needs. We do it Anangu way. An idea can be good but it won’t always work unless people make good decisions and get everybody involved. So the decision making was from that community group. But we wanted to improve it by going back to the community and feeding it back and telling them that this is what we want to spend the money on. If they’ve got a concern or if they disagree, they can say. We don’t just work on our own. We work with the community too. Pride We also recently bought music and video equipment - we teach the younger ones and the teenagers come and do workshops. We can teach the young fellas how to play music and the project brings great pride to the community and shows everyone the great work we do. I was really proud seeing the project work by using our money for our long-term strategies.

Monitoring and evaluation Two of the four key objectives of CLC’s Community Development Program are to:

1. Build an evidence base for the CLC’s Community Development approach and 2. Share lessons learned on innovations and Community Development practice.

In line with these objectives, since 2009 the CLC has engaged an external M&E consultant to design its Monitoring and Evaluation Strategy and independently monitor its programs on an annual basis13. Each year an experienced Central Australian researcher is engaged to speak with a sample number of community members in selected locations and seeks feedback against CLC’s Community Development program’s objectives. Community members are asked for their opinion on the decision making process and how it is affecting their lives. This qualitative interview data is analysed by the M&E consultant, together with staff reflections and project partner reports, and an assessment is made regarding the way in which projects are tracking against their objectives.

13

The Community Development Program Monitoring Reports are accessible to the public and can be found on line.

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The findings have consistently found that Aboriginal constituents feel in control of their decision-making, are developing confidence and capacity and that initiatives that are funded are valued because community members have designed them themselves. The CLC is also committed to ensuring that external project evaluations occur. In late 2013 and early 2014, La Trobe University and People and Planet Group undertook an Independent Evaluation of CLC’s Development and Governance Programs14. Given that the CLMP was comparatively new at the time of the evaluation, there is only minimal mention of the program. However, the extensive evaluation confirms CLC’s commitment to this approach of developing an evidence base to its Community Development Projects. Finally the CLC staff facilitate reflection and feedback by participants before the close of every community or working group meeting to discuss what worked well and what improvements could be made. Successes While the CLMP has only been operating for a short while, there are already some significant successes that can be built upon as the project moves forward. Of particular note:

There has been considerable CDU engagement since the project’s inception with a large number of community-based meetings happening in this time frame.

Communities have been satisfied with much of the progress and have been able to identify benefits from many of the projects15.

In 2013 the CDU increased the number of staff working on this project to support enhanced engagement with communities around both their decision-making process and their allocation of funds.

While there is limited evidence to date, some early examples suggest that for some communities that are part of the CLMP the governance arrangements have been a positive experience, contributing to improved decision-making practices in the community16.

In 2013 the CDU changed its working structure and moved from a project based approach to a regional approach for program management. The evidence suggests some benefit in terms of staff and project efficiencies and possibly some benefits in community and other stakeholder relationships17.

The importance of regular feedback to communities has been highlighted due to the large number of projects over a wide geographic area. As a result community notices and standard six-monthly newsletters are developed and distributed across the region. The newsletter explains the decision-making processes and highlights projects that have been implemented. Use of visual materials18 has been reported as a positive strategy.

CLC staff are proving themselves to be culturally competent and are committed to a facilitation role, which is underpinned by understanding power dynamics and relationships in the Central Australian context.

Challenges As with any program, there have been challenges with the CLMP.

14

Independent Evaluation of the Central Land Council’s Community Development and Governance Programs. Prepared by Chris Roche (La Trobe University) and James Ensor (People and Planet Group Pty Ltd) for the Central Land Council, March 2014. 15

2013 Monitoring Report on the Central Land Council Community Development Program Prepared by Dr Linda Kelly, Praxis Consultants, for the Central Land Council. p2. 16

Ibid p57 17

Ibid p2 18

Refer diagrams 1 & 2 below

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The key challenges to date have been:

The process of rolling out large numbers of community-based meetings over a wide geographic area and in a short-time frame, has been very time consuming. As a result, some questions have been raised about the quality of the community development process in shorter term engagements19.

There have also been challenges, often related to project planning matters and/or to the expectations of communities about what can be achieved through the community development process. It also appears that tensions and other concerns in communities (unrelated to the project) can at times contribute to poor community engagement with the planning processes.

The spread of the project over 31 communities means that it can be difficult for CDU staff to build relationships and an understanding of the community development process over time in all locations.

Staff report that it has been a very demanding work project with the need to roll out a large number of projects across a wide geographic area in a short timeframe.

There can be difficulties monitoring participation and ensuring that more disadvantaged community members are not excluded from decision making.

Key principles that make this project effective The following principles of effective development practice have been critical in the success of the Project. a. At the heart of CLC’s community development approach is facilitating processes that ensure

local participation and control. The project therefore began by visiting communities to talk with Traditional Owners and community members about how the compensation payments should be used. (Participation)

b. Anangu are actively involved in all decisions regarding the project. Traditional Owners and Aboriginal community members take responsibility for determining the community’s priorities, for undertaking project planning, designing how the project will happen and for overseeing its implementation, all in consultation with Aboriginal community members. Aboriginal people are the decision makers with CLC acting as a facilitating, support body. We do it Anangu way. We don’t have the CLC or non-Indigenous people telling us what to do with our money. The Indigenous people came up with the projects that can meet our old people’s needs and our young people’s needs. (Participation)

c. The CLC understands the need for flexibility in the way they work and in their relationships with others and as such supports each community to choose the governance structure that is relevant to the community. (Flexibility; Governance structures)

d. In implementing the CLMP, Traditional Owners and community members have been responsible for not only the decisions regarding the project but also in determining the membership of the decision-making working group. As part of that process, the community agreed that it would be the working group who would have authority to choose the project, plan it and decide how much money would be allocated to the project. The working group recognised the importance of holding regular community meetings to bring the rest of the community along with the decisions and to keep everyone informed. (Participation; Advocacy & A&TSI Voice)

e. CLC staff have a good level of cultural competency and it is expected that they will act as facilitators. (Cultural competency)

19

Ibid p2

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f. Visual materials including newsletters and planning tools use rights based language (Rights-based approach)

g. There is a good understanding by CLC staff of each context and the needs required. (Place-based)

Diagram 1 – Visual illustration provided to the community regarding the process for applying lease and rent money to community development initiatives.

Diagram 2 – Visual illustration provided to the community regarding the process the CLC facilitates to support groups to plan projects

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Notes: This case study has been summarised and adapted from:

1. Independent Evaluation of the Central Land Council’s Community Development and Governance Programs. Prepared by Chris Roche (La Trobe University) and James Ensor (People and Planet Group Pty Ltd) for the Central Land Council, March 2014.

2. Presentation by Linda Anderson, Papunya community leader and elected member of the Papunya Lease Money Community Development Project Working Group and Janelle Trotman, Senior Community Development Officer, Central Land Council for the ACFID Aboriginal and Torres Strait Islander Program Working Group Forum on Effective Development Practice, held 17 November 2014.

3. ‘Our Projects, Our Way’. Community Development Program. Central Land Council. 4. 2013 Monitoring Report on the Central Land Council Community Development Program

Prepared by Dr Linda Kelly, Praxis Consultants, for the Central Land Council. 5. Background information provided by CLC staff member Janelle Trotman.

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1.7. Oxfam Australia and the Straight Talk program Project background Oxfam Australia’s Straight Talk program supports Aboriginal and Torres Strait Islander (A&TSI) women to build their capacity as leaders, decision makers and change makers. Since 2009, Straight Talk has brought together more than 550 A&TSI women from across the nation. The program includes a National Summit in Canberra every 12-18 months, as well as Regional gatherings around the country. Women participating in the program learn about the political system, discuss common issues of concern and generate strategies for bringing about change in their lives and communities. Women also have the opportunity to meet with women from all sides of politics, whether at the national or local level as well as other decision makers. Straight Talk provides opportunities for participants to develop ongoing relationships and networks nationally and regionally, to support them in their change work. The Straight Talk program supports A&TSI women to define their own solutions to issues they face. It is an example of how Oxfam works in solidarity with A&TSI people and supports their self-determination. Project implementation Since 2009, five National Summits in Canberra and a number of regional gatherings in locations such as Alice Springs, the Torres Strait Islands, Perth, Cairns and Melbourne, have been held as part of the program. Run over five days, the Canberra-based National Summits select A&TSI women from all over Australia to participate in the program. While participants do not need previous political experience or an understanding of Parliament, they need to be active in making change and learning new skills. Once together, the women learn about Australia’s political system and form networks with each other and with women of Federal Parliament. The Straight Talk program includes a series of interactive workshops and activities focusing on how political decision making happens; the workings of the parliamentary system; the role of political advisers and consultative mechanisms; and how to access political representatives. The women also learn skills in power mapping, issue analysis, putting lobbying into action and media basics. The program provides participants with the opportunity to share their stories with female parliamentarians from all political leanings. These meetings facilitate two-way learning between the women and parliamentarians, and create opportunities for future collaboration. By encouraging parliamentarians to hear what is happening on the ground, the program helps keep A&TSI issues, and particularly those important to women, on the political agenda. It is also an important avenue for parliamentarians to deepen their understanding of the realities and concerns of A&TSI women from their state or territory. The program also includes sessions with Trailblazers, inviting A&TSI women who are blazing the way for their communities across varied spheres of influence to attend. This helps the women

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explore different approaches to change that women have been engaged in, and works to inspire the Straight Talk participants. The Regional Gatherings bring together previous and new participants, and provide an opportunity for women to exchange ideas, knowledge and experiences with each other and work together to develop strategies to address common issues. Each regional gathering has a different format and focus depending on the priorities of the women attending and the tools and skills women want to learn. By developing participants’ knowledge and skills, including the understanding that they are valuable and important players within the political system, Straight Talk builds A&TSI women’s confidence and tools to be effective change makers. Monitoring and evaluation While at this stage there is no formal evaluation of the Straight Talk program, an internal evaluation brief20 explores the successes and challenges of implementing the program. It also includes some recommendations from participants for future program improvements. These are considered below. At the end of each gathering or Summit, participants are also asked to provide feedback to the organisers regarding various aspects of the program. This is then compiled by Oxfam staff into a report format. Successes At this stage, key successes are noted in the internal evaluation brief. In addition, some anecdotal evidence of the program’s successes can be found in the Straight Talk video21 ‘Oxfam Australia - 2013 Straight Talk National Summit.’ The video features a wide range of participants who in their own voices, articulate the personal impact that the program has had on them. The video was filmed at the 2013 Summit and immediately after the conclusion of the program. In both sources, women report that they feel inspired, empowered and more confident following the program, with an improved range of skills and tools. Many have stated that they will return to community ready to initiate discussions, and engage with their parliamentarians and their communities, or more able to implement the change they want to make. The following are some verbatim examples of the initial impact of the program on a range of participants. Positivity and Clarity It helps us to be really clear about our ask and the change that we want to see. And the more that I’m doing it and the more that I’m talking about it, the clearer and clearer I’m becoming about what needs to be said and what direction we need to be going in. Before I came I was drowning in negativity, in what couldn’t be done whereas now I’m definitely going back to the community saying this is what can be done, this is what I’m going to do. Taking Action

20

‘Straight Talk National Summit 2014 Internal Evaluation Brief’ supplied by Oxfam Australia. 21

Straight Talk video https://www.youtube.com/watch?v=MxSUU4gobsg&feature=youtu.be

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The regional workshop was a real eye opener – just to have all the women from the Torres Straits come together and talk on all the issues that we’ve been dealing with on a day to day basis and then taking action – from that I ended up helping one of the ladies to become a Council representative. I’ve already met with the other Torres Strait women and we’ve talked about doing a mini Straight Talk and being able to develop all of our young people and inform all of our elderly women to be able to send more ladies down to this because it is so valuable. (After attending the program) I want to be active and I want to be active not just within the community but with our local, state and Federal members. Immediately after Straight Talk I stepped up into a Chair’s position for the National Aboriginal and Torres Strait Islander Staff Network for the Department of Health and Ageing. I started lobbying… to increase the recruitment and retention activities around Aboriginal and Torres Strait Islander New Graduates and ‘Newstarters’. So the skills I learnt in Straight Talk helped me to learn to lobby the higher Public Servants and speak to them on a level where I felt like an equal and the result of that is that we have implemented quite a range of new policies – we’ve increased recruitment numbers and we’re retaining more staff; so I think the results have been really positive. Building Confidence & Having a Voice The whole week’s built our confidence - so now when those Senator enquiries go around…now we feel that we can have a voice in them …make sure we’re in those working groups or be that person who puts the submissions up for parliamentary discussions and be part of that whole process; whereas before we didn’t have any idea about that. It’s given me an opportunity to really find my voice – and now I have a real clear vision of what I want to do when I get back to my community. I was accepted into the regional program in Cairns where I got a sneak peek of what the program could do for me. (Now at the National Summit) the program and the facilitators and the staff were so influential in helping make that next step and progress myself personally. Coming here you realise that it’s not just you standing by yourself. New Skills I learnt something every day but the thing for me was the lobbying skills. Inspiration and Motivation I’ve been inspired, I’ve been motivated, I’ve been full of energy like I never thought I had and I believe that this is a new door opening for me and I’m walking right through. Challenges As with any program, there are ongoing challenges and difficulties with Straight Talk. Oxfam is open to participant feedback and where possible, seeks to adapt and modify the program to meet participants’ needs. The key challenges to date have been:

Cost and logistics which prevent women from more remote areas (e.g. the Torres Strait Islands) from attending the Canberra summits. While the regional gatherings provide their own positive outcomes, it does not provide the same opportunity for these women to meet with Federal parliamentarians.

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Lack of time and resources to follow up participants in order to monitor what impact the program has had on their lives as change makers.

Lack of time and resources to provide ongoing support of participants including further training and skill development.

Key principles that make this project effective The following principles of effective development practice have been critical in the success of the program. a. Participants are supported to develop the strategies and skills needed to determine and

implement solutions to the problems in their communities. Oxfam staff acknowledge that they are not the experts but may have the skills and resources to support change. (Participation) The program utilizes a strengths-based approach by tapping into the skills that participants already have and supporting them to develop confidence to use their knowledge and skills. (Strengths-based)

b. At times, the program is delivered in regional areas e.g. Alice Springs, Torres Strait Islands and is adapted to meet the needs of the community and the skills required by participants to be a change maker. (Place-based and Flexibility)

c. The program is implemented by Oxfam staff, facilitators and guest speakers or Trailblazers who are Aboriginal and/or Torres Strait Islander people. The latter are engaged to tell their story and to provide inspiration. (Cultural competency)

d. The program aims to strengthen the voice and advocacy skills of participants by supporting the women to understand how the political system works and providing them with an opportunity to meet face to face with political decision makers. (Advocacy and A&TSI voice)

e. The program seeks to add value to the lives of the participants and to build their skills and capacity. (Do no harm)

f. The program facilitates two-way learning between the participants and parliamentarians and creates opportunities for future collaboration. (Partnerships and Productive Relationships)

g. A&TSI participants are with agreement, engaged to promote the program in their own words. (Participation)

h. The program is based on a rights-based approach to development. (Rights-based approach) Note: This case study has been summarised and adapted from:

6. Oxfam Australia website https://www.oxfam.org.au/explore/indigenous-australia/straight-talk/

7. Straight Talk video https://www.youtube.com/watch?v=MxSUU4gobsg&feature=youtu.be Thanks to the participants whose voices are quoted in the body of the case study.

8. ‘Straight Talk National Summit 2014 Internal Evaluation Brief’ supplied by Oxfam Australia. 9. Presentation by Oxfam Australia staff Karrina Nolan, National Manager, Aboriginal &

Torres Strait Islander Peoples' Program, and Peter Lewis, Aboriginal and Torres Strait Islander Peoples' Rights Advocacy Lead for the ACFID Aboriginal and Torres Strait Islander Program Working Group Forum on Effective Development Practice, held 17 November 2014.

10. Straight Talk Application form found at https://www.oxfam.org.au/wp-content/uploads/2014/06/straighttalkappform.pdf?utm_source=Straight-Talk-Home

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2. TOOLS

2.1. Caritas Australia – Organic approach to design A programming technique used by Caritas Australia is the organic approach to project design which is seen as an alternative to the log-frame type design. The organic approach recognises that the environment can be complex and at times chaotic and that a method which is more organic and incremental than linear and predictable is required. As such this approach to design, if undertaken appropriately, can lend itself quite well to organisations working with Aboriginal and Torres Strait Islander (A&TSI) communities. Caritas Australia has been developing this approach to program design for many years and it has now been piloted and in some cases incorporated in the Philippines, in the Pacific and in A&TSI Australia. Caritas’s First Australians Program partners find that this approach is easily accessible and they particularly like its ability to adapt to changing circumstances throughout the life of a project. ‘Organic’ is a term that is used to describe an approach or ‘a way of thinking’ to designing and managing projects/programs. The key characteristics of this approach are flexibility, an openness to change, a focus on learning and adaptation. The organic approach focuses on working with partners and communities to identify changes that they seek - rather than identifying their needs – and how this can be achieved. It is an approach that promotes learning and adaptation and which enables project implementers to build on what is working, and change strategies that do not. The strong learning focus of the organic approach to design, allows for changes to the design during the life of the project. As the project progresses the implementers learn more about what works and how change happens and they also learn more about the context and the relationships where they are working. All this contributes to improved ability to manage and work towards the required long term result. Information for this process comes in part from monitoring. Monitoring is a very important part of the project design plan and needs to be undertaken on a regular basis. The monitoring aspect of this approach gives strong attention to the changes that are occurring in a project through a reflection process. A review of Caritas Australia’s organic approach used in two projects in the Philippines, one of which involved Indigenous peoples, found that the approach is very appropriate to complex situations such as those of the Indigenous peoples, where there may be a lot of unknown and unpredictable variables. The review also found that if the approach is applied well, and the implementing partners have good capacity to manage and facilitate the change process, it can result in:

Strong local ownership of the long-term change;

Strong participation of communities/project participants;

Highly relevant project design;

Achievement, capturing and documentation of real change ;

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Improved monitoring & evaluation; and

Improved effectiveness and sustainability.

Advice Caritas Australia recommends that anyone using this approach should start small and grow the project organically by building on successes. Staff consider that this approach involves some level of risks. It is a process that can require a long-term commitment and initially one which sees few indications of success. It therefore requires support from organisational leaders in order for it to be adopted. However, experience has shown that the organic approach is more likely to have better and more sustainable results. Caritas also notes that it assumes good analytical and facilitation skills from staff and partners to undertake regular monitoring and reflection processes. It also needs the flexibility and space to acknowledge both failure and success and to learn from both. This approach is based on a notion that adopting more flexible approaches to program design, and more engagement with partners and communities, not only in the design process but also in monitoring, reflection and adaptation, is a key component in making communities more central to the development process. 22 For further information about the organic approach, contact the Group Leader, Program Effectiveness, Accountability and Learning, Caritas Australia.

2.2. Most Significant Change (MSC) – a Participatory Monitoring and Evaluation Technique

Background Most Significant Change or MSC23 has become a well known technique within the development sector. It is well suited to environments where the worldview of community members and program managers differ, as it uses and reports on the voices of those who are directly impacted. MSC is a tool for monitoring, evaluation and organisational learning. It is a qualitative and participatory technique involving the ongoing collection of stories of significant change. Essentially it uses storytelling as a means of capturing community views of broader impact including unintended impacts. The technique involves many project stakeholders in deciding the sorts of change to be recorded and in analysing the data. It occurs throughout the program cycle and provides information to help people manage the program as well as data on impact and outcomes of the program as a whole. The option is not just about collecting and reporting stories but about having processes to learn from these stories – in particular, to learn about the similarities and differences in what different groups and individuals value.

22

Roche, C. 2009. Promoting Voice and Choice Exploring Innovations in Australian NGO Accountability for Development Effectiveness Prepared for ACFID, November 2009 at http://bigpushforward.net/wp-content/uploads/2011/04/roche-promoting-voice1.pdf 23

Davies, R. and Dart, J. 2005. The ‘Most Significant Change’ Technique (MSC). A Guide to its Use. At http://www.mande.co.uk/docs/MSCGuide.pdf (viewed 13.2.14)

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While it gives some ideas of impact and unintended impact, it is not by itself sufficient for impact evaluation as it does not provide information about the usual experience but about the best. It can be very helpful in explaining HOW change comes about (processes and causal mechanisms) and WHEN (in what situations and contexts). The Most Significant Change technique is well suited to environments where the worldview of community members and program managers differ, as it uses and reports on the voices of those who are directly impacted.

Advice24 • This option is not just about collecting stories for promotional purposes, it is about a

project or program learning over time. • Triangulation: It is not usually appropriate to use MSC on its own in an evaluation. This is

because MSC describes the extremities of individual outcomes which will give some clues about their impact (intended and unintended) whereas evaluations usually need more than this to make judgments about outcomes of a program.

• Resources: MSC takes time and resources to develop understanding and to identify what people think is important. It also takes time to gain agreement from all the relevant stakeholders who need to be involved in the process.

• Other Skills Necessary: Good facilitation skills with the ability to identify priorities.

24

Adapted from http://betterevaluation.org/plan/approach/most_significant_change Web (viewed 13.2.14)

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2.3. Oxfam Australia - Partner Selection Criteria

ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE’S PROGRAM PARTNER SELECTION CRITERIA

1. Name of Organisation:

2. Partnership/program/issue description:

3. Type of Organisation:

Aboriginal/ Torres Strait Islander Organisation

Community Controlled Organisation

NGO

Campaign/Coalition

Other

Comments:

4. What are the needs/gaps being addressed by this partnership/program?

Evidence of existing gap:

5. Key ATSIPP area addressed:

Health & Wellbeing

Self-Determination

Youth

Capacity building

Healing

Gender

Leadership

Human Rights

How would it fit with the Aboriginal and Torres Strait Islander Strategic plan vision:

6. Partner/program geographic location:

ACT Urban

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NSW

SA

WA

QLD

NT

VIC

Inner Regional

Outer Regional

Rural

Remote

7. Partner/program level of involvement (where work will be delivered):

Local

Regional

State

National

International

Comments:

8. Approach to change of the partnership/program:

Capacity Building

Community Development

Service Provision

Advocacy

Community Organising

9. Works from a Human-Rights based approach (see Appendix 1):

Article 3 (right to self-determination)

Article 5 (right to maintain and strengthen distinct political, legal, economic, social and cultural institutions) Article 18 (right to participate in decision-making)

Article 23 (right to determine and develop priorities and strategies)

Article 31 (right to maintain, control, protect and develop cultural heritage, traditional knowledge and

traditional cultural expressions)

Article 35 (right to determine the responsibilities of individuals to their communities)

Evidence to support:

10. Demonstrated support of Aboriginal and Torres Strait Islander communities and people

impacted by the partnership/program: Evidence to support:

References

Past Projects

Stakeholders

Research & Evidence

Other

Other Comments:

11. What impact will there be on the problem/issue from the partnership/program?

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A) What is the estimated timeframe for the partnership/program?

B) What do we estimate to be the length of time of ATSIPP’s involvement?

C) How does Oxfam intend on reviewing the partnership/program?

Details (include timeline):

12. Are there other services/programs already existing to address this need?

Yes No

Details:

13. What resources are required?

What resources currently exist?

What resources are required? If funding how much and who will auspice?

14. Does Oxfam currently fund services in the state/community to address this need?

Yes No

If yes – What?

15. What is the capacity of the partner to deliver the program?

16. Are there any other sources of resources or funding available?

Yes No

If yes – What?

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17. How much Oxfam staff time do we estimate to be involved in this partnership/program/issue?

18. Cross reference of community members and stakeholders:

Details (include who, role, organisation and contact details):

19. Oxfam Staff Recommendation of participation and type of partnership:

Funding

Training

Advocacy/Campaign

Other ___________________________

Comments:

APPENDIX 1: Articles from UNDRIP relating to ATSIPP work

Article 3 Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development.

Article 5 Indigenous peoples have the right to maintain and strengthen their distinct political, legal, economic, social and cultural institutions, while retaining their right to participate fully, if they so choose, in the political, economic, social and cultural life of the State.

Article 18 Indigenous peoples have the right to participate in decision-making in matters which would affect their rights, through representatives chosen by themselves in accordance with their own procedures, as well as to maintain and develop their own indigenous decision making institutions.

Article 23 Indigenous peoples have the right to determine and develop priorities and strategies for exercising their right to development. In particular, indigenous peoples have the right to be actively involved in developing and determining health, housing and other economic and social programs affecting them and, as far as possible, to administer such programs through their own institutions.

Article 31 1. Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines,

Article 35 Indigenous peoples have the right to determine the responsibilities of individuals to their communities.

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knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.

2.4. Recommended links to useful resources

a. Central Land Council - Our Projects, Our Way COMMUNITY DEVELOPMENT PROGRAM brochure http://www.clc.org.au/files/pdf/CDU_Brochure_PDF.pdf

b. World Vision - The Guidance for Development Programmes toolkit

http://www.wvi.org/guidancefordevelopmentprogrammes

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3. RESOURCES

3.1. Aboriginal Peak Organisations Northern Territory (APO NT) – Partnership Principles

In 2013 a range of peak Northern Territory Aboriginal organisations25 collaborated with local, national and international NGOs’s to develop a set of Partnership Principles entitled Principles for a partnership-centred approach for NGOs working in Aboriginal organisations and communities in the Northern Territory. Prior to its official launch in October 2013, the finalised principles were circulated to mainstream NGOs, including INGOs, for endorsement. To date, 17 mainstream NGOs, including INGOs have endorsed the principles. APONT are encouraging mainstream NGOs, including INGOs operating in the Northern Territory to endorse the Partnership Principles if they have not already done so. The next stage of work on the Partnership Principles will provide examples of good partnership practice and allow for a more detailed understanding of the practical application of the NGO Partnership Principles.

25

Including APONT, itself an alliance of peak A&TSI organisations in the NT, Strong Aboriginal Families, Together (SAF,T) and National Congress of Australia’s First Peoples

46

47

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4. LITERATURE

There are a number of useful documents which can guide INGOs and other interested organisations, working in Indigenous Development within Australia. Some of the key documents are suggested below. APONT, 2012. Principles for a Partnership Centred Approach for NGOs Working with Aboriginal Organisations and Communities in the Northern Territory at http://apont.org.au/attachments/article/72/210313%20-20Principles%20for%20NGOs%20-%20Final.pdf (viewed 4 November, 2013) Australian Government and World Vision, Memorandum of Understanding on Indigenous Development Effectiveness, 2102-2017 at http://www.dss.gov.au/memorandum-of-understanding-on-indigenous-development-effectiveness-2012-17 (viewed 7 October, 2013) Australian Human Rights Commission, 2010 Community Guide to the UN Declaration on the Rights of Indigenous Peoples http://www.humanrights.gov.au/publications/community-guide-un-declaration-rights-indigenous-peoples Web (viewed 10.2.14) Australian Human Rights Commission, 2011. Social Justice Report 2011. Ch 4. at http://www.humanrights.gov.au/publications/social-justice-report-2011 (Viewed 20 January, 2014) Australian Indigenous Doctors Association & The Royal Australasian College of Physicians, 2004. An Introduction to Cultural Competency. Web. (Viewed 31 January, 2014) Burchill, M. Higgins, D. Ramsamy, L. and Taylor, S. 2006 Workin’ Together. Indigenous Perspective in Community Development. Available at: http://www.aifs.gov.au/institute/pubs/fm2006/fm75/mb.pdf Burton J 2012. Opening doors through partnerships: practical approaches to developing genuine partnerships that address Aboriginal and Torres Strait Islander community needs. Melbourne: Secretariat of National Aboriginal and Islander Child Care. (Viewed 15 November, 2013), http://www.snaicc.org.au/policy-advocacy/dsp-default-e.cfm?loadref=117&txnid=1246&txnctype=resource&txncstype=document Campbell, D. and Hunt, J. 2012. Achieving broad benefit from Indigenous land use agreements: Community development in Central Australia. Community Development Journal and http://www.clc.org.au/files/pdf/The_CLCs_Community_Development_framework.pdf Central Land Council 2009. The Central Land Council Community Development Framework . Available at: http://www.clc.org.au/files/pdf/The_CLCs_Community_Development_framework.pdf CGRIS 2011 (Coordinator General for Remote Indigenous Services). Six monthly report: September 2010–March 2011. Canberra: Office of the Coordinator General for Remote Indigenous Services. (Viewed 20 December 2013) at http://www.cgris.gov.au/site/CGRIS_Biannual_Report_March_2011.asp

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CGRIS 2012. Six monthly report: April 2012–September 2012. Canberra: Office of the Coordinator General for Remote Indigenous Services. (Viewed 20 December 2013) at http://www.cgris.gov.au/site/sep-2012.asp CGRIS, 2012. Roundtable on the Role of NGOs in Integrated Service Delivery hosted by the Coordinator General for Remote Indigenous Services in Adelaide on 27 July 2012. Proposed Draft Guiding Principles. At http://www.cgris.gov.au/site/ngo-workshop.asp (Viewed 20 December, 2013) Closing the Gap Clearinghouse (AIHW, AIFS) 2013. Closing the Gap Clearinghouse Annual Reports 2011-2012; 2012-2013. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies. At http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/16317.pdf (Viewed 12 November 2013) Corpus, G. and Moran, M. (2013) Adapting Development Practice to Indigenous Contexts, presented at the fourth ACFID University Network conference Hutchins, T. and Moran, M. 2010. Not Another Service Provider. Partnering for Sustainability. World Vision Annual Program Review 2010. Web at http://www.worldvision.com.au/resources/ReportsResearchPublications/AnnualProgramReview.aspx (Viewed 20 December, 2013) Hunt, J. 2010. Partnerships for Indigenous Development: International Development NGOs, Aboriginal Organisations and Communities” Working Paper No. 71/2010 Canberra: Centre for Aboriginal Economic Policy Research. Available at: http://caepr.anu.edu.au/sites/default/files/Publications/WP/WP71%20Hunt%20publication%20final.pdf Hunt, J. 2013. Engaging with Indigenous Australia—exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities Issues paper no. 5, Closing the Gap Clearinghouse at http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/ctgc-ip5.pdf (Viewed 15 November, 2013) Mahood, K. 2012. Kartiya are like Toyotas from Griffith Review Edition 36: What is Australia For? At https://griffithreview.com/edition-36-what-is-australia-for/kartiya-are-like-toyotas (Viewed 10 December, 2103) Queensland Council of Social Service VOICE Developing a Culturally Competent Organisation Queensland Council of Social Service at http://www.communitydoor.org.au/documents/VOICE/pplusingservice/topicguide/DevelCulturallyCompetentOrg.rtf (Viewed 20 January, 2014) Secretariat of National Aboriginal & Islander Child Care Inc. Opening Doors Through Partnerships - SNAICC Report April 2012 Available at: http://www.snaicc.org.au/tools-resources/dsp-default-e.cfm?loadref=150&txnid=1246&txnctype=resource&txncstype=document

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Snijder, M. 2013. Unpublished Master’s thesis Indigenous Community Development in Australia A systematic literature review Wageningen University – Department of Social Science Health and Society. Stewart, J. Lohoar S. and Higgins D. 2011. Effective practices for service delivery coordination in Indigenous communities Resource sheet no. 8 for the Closing the Gap Clearinghouse. Available at: http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2011/ctgc-rs-08.pdf