Engaging young people with complex educational support needs in distance education


  1. Introduction
  2. Who disengages from school?
  3. Engaging with education
  4. What do alternative educational programs look like? 
  5. Alternative education program structure 
  6. Developing an alternative education program 
  7. Governance
  8. Enrolments and funding
  9. Teaching and learning
  10. Risk assessment
  11. Program monitoring and evaluation
  12. External partnerships


With the 2009 amendment of the NSW Education Act (1990) and the subsequent raising of the school leaving age to 17 years there is an increase in the number of young people that are disengaged from mainstream school. Many of these young people have complex educational needs requiring a strategic, individualised program to support their engagement with learning, and achieve their educational potential.

Increasingly these young people are referred to Distance Education (DE) programs across NSW where individual learning can be accommodated; where possible, social and emotional needs are recognised and addressed in conjunction with academics skills. Alternative education programs are emerging across NSW DE in a variety of formats. It is important that alternative education programs maintain the school integrity as this is a deliberate response to a community issue.

This paper provides a framework, with sample programs and resources to inform future development of education programs that engage young people with complex support needs in Distance Education across NSW.

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Who disengages from school?

As stated by the NSW Education Act (1990) every child has the right to receive an education, this includes young people with complex support needs who have the potential to disengage from school.

There are four well identified groups of young people that disengage from school;

  • Young people in trouble with the police or have experienced relatively short term family issues
  • Young people with or from families with disabilities, health, mental health, social and/or emotional issues that prevent attendance at school
  • Young people that have transitioned into adulthood prematurely
  • Young people that are substantially delayed educationally and having significant difficulties.

The disengagement can emerge at any time, and is becoming increasingly prevalent in the early stages of education.

The published literature suggests that there are early indicators for students with the potential to disengage from school, where

  • Early childhood experiences that lay the foundation in cognitive and language skills, and personal characteristics on which academic success is built are limited.
  • Milestones in schooling are not achieved.
  • Family socio-economic situation influences the opportunity for high quality, supported, consistent education.
  • Students ‘pushed out’ of school through single focus educational experiences and pedagogy, high stake testing and rigid discipline.

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Engaging with education

The Victorian framework Re-engaging our kids: A framework for education provision to children and young people at risk of disengaging or disengaged from school (2009) identifies principles to support the engagement of young people in education at all ages:

  • Inclusiveness: providing opportunities in a wide range of positive learning experiences, creating educational aspirations and outcomes
  • Developmentally responsive: providing developmentally appropriate learning experiences and environments
  • Comprehensive, wrap around support: providing a comprehensive range of flexible services that  are tailored to address  the young person’s needs
  • Flexibility: offering a range of adaptable learning environments, pedagogies and experiences to accommodate the young person’s needs, interests and skills
  • Timely and accessible: early identification and intervention providing proactive educational responses that are easy for young people and their family/carer’s to access and navigate
  • Engaging parents, families and support agencies: a collaborative approach to education involving family/carers and support networks that enhance the young person’s capacity to engage in their education
  • Mentoring relationships: building positive connections between teacher, student and community support services to guide a young person’s ability to engage and learn.

Engagement with school occurs at three definite levels:

  • Behavioural – participation in all aspects of school life; academic, social, and extracurricular
  • Emotional – to have a sense of belonging or connectedness to the school community
  • Cognitive – to have an interest in learning that is self-motivated and intrinsic.

At any time students will experience difficulties that challenge one or more of the levels of engagement, placing them at risk of disengaging from school. The intensity of the experience will influence the level of disengagement.

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What do alternative educational programs look like?

The literature generally agrees that there is no set definition for ‘Alternative Education programs’.  For the purpose of this framework ‘Alternative Educational Programs’ are programs that address the needs of young people requiring significant (individual) support to engage in education. These programs aim to change the provision of education; providing flexibility in curriculum, environment and pedagogical approaches to enhance learning to achieve positive educational outcomes.

These programs can be grouped into:

  • Full time programs for students requiring individualisation, needing a variation in curriculum  to achieve educational outcomes/qualifications
  • Short term programs with a behaviour focus
  • Programs with a therapeutic and voluntary approach (preferably short term)

Programs are characterised by:

  • The individual young person, transitioning to responsible adulthood.
  • Flexible, hands-on educational content and pedagogy connecting with the young person’s interests and needs
  • A caring, nurturing and flexible learning environment, accommodating all levels of learning
  • Access to individualised credential attainment and jobs
  • Flexible duration, attendance and access points
  • Building positive staff/student/family (carer) relationships
  • Stability in funding, staffing and student contact
  • Partnership work with the community and support agencies, including transitioning to employers.

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Alternative education program structure

The students enrolled in alternative education programs have often had negative education experiences; having difficulty with the routine and rules, the social and emotional responsibilities and/or expectations of mainstream schooling. Engaging these young people in education is often a challenging task which requires time, flexibility and a skilled team that have the ability to match the young person with an appropriate individual education program, supported by strong teacher connection and relevant external support services.

To support an alternative education program takes considerable commitment and resources. It is a commitment to flexibility in teaching practice and learning environment, with outcomes reflecting the ability and aspirations of the student rather than moulding the student to the school’s requirements and credentialing expectations.

Key components for the school to support an alternative education program include:

Maintaining high level, innovative  and committed teaching practice

  • passionate teachers with a belief in the program
  • innovative teachers skilled in ‘just in time’ teaching, capturing the opportunity for student learning
  • empathy and an ability to build relationships with young people
  • ongoing, high quality, appropriate professional development
  • supportive teaching team; a co-teaching environment is encouraged.

Commitment to self-directed, inquiry-based learning, with flexibility to cater for a range of learning styles

  • flexible learning plan for each student, eg. combining project learning and curriculum
  • variety in teaching media and pedagogies
  • recognition of learning needs; what needs to be learnt and recognition of prior learning
  • an ability to accommodate individual student attainment levels.

Promotion of a ‘sense of self’  and student ‘responsibility for their learning’ in their program

  • student set learning goals, assessment processes and attainment levels
  • student is involved in development and review of their learning plan
  • student input into the learning environment
  • predetermined, voluntary attendance.

Learning team structure where student/staff relationships are recognised, mentoring and shared learning are encouraged

  • supportive teaching team working on an individualised program for each student
  • small class size; from 1:1 student:teacher where necessary, but not greater than 17:1
  • recognition of curriculum content covered in ‘student interest’ and project based learning
  • opportunity for learning in the community; community member mentoring and work experience encouraged.

Recognition that learning and emotional development are inextricable

  • time given for social and emotional development
  • emotional intelligence training is a focus
  • reflective learning encouraged
  • respectful adult relationships are upheld by students and teachers
  • recognition and appreciation of the importance of a ’significant adult’ in a young person’s life
  • supportive relationships are encouraged between student, teacher/s and community members.

Provision of student health and wellbeing programs

  • recognition that each student has individual social and emotion needs influencing their ability to learn
  • individual student wellbeing is a primary focus for all, with teachers and students caring for each other
  • personal development  skills such as team work, communication (interpersonal and  intrapersonal) and organisational skills are built into educational activities
  • engagement of external community services, such as youth workers, drug and alcohol workers, early childhood nurses, mental health counsellors to provide education sessions and student support.

Engagement with family/carers

  • family/carer commitment to supporting their young person’s learning
  • student counsellors readily accessible to students and their families/carers
  • family/carers involved in program planning
  • school provides guidance to family/carers in supporting their young person’s learning and development at home.

Building partnerships with community agencies

  • developing a sense of connectedness to community for the student
  • commitment to education in the community such as regular work experience, community mentoring, and participation in senior pathways programs.
  • enhancing the role of the school as a community hub for community activities.

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Developing an alternative education program

When considering the development of an alternative education program for students with complex educational needs there are a number of key issues to be addressed and processes to be in place.

Key components of the program design are a partnership between the DE school and the student’s home school.

To commit DE to the delivery of an alternative education program necessitates that the key principles of DE are satisfied;

That distance education

  • provides for students living in NSW who are isolated or whose special circumstances prevent them from attending school
  • provides for those students unable to access an appropriate curriculum in their local school
  • provides for students whose special circumstances prevent them from attending a school or other appropriate local provision on a regular basis with equitable access to education

Program characteristics

What is the program aim (desired outcome)? for example

  • to improve education outcomes for the identified student/group of students, or
  • to reduce disruption in the community, or
  • to enhance employment prospects for each of the identified disengaged students?

What is the target audience; an individual young person or group of

  • disengaged 13 -16 year olds, or
  • students with significant health issues, or
  • disadvantaged groups, such as refugees and  Aboriginal or Torres Strait Islander background, or
  •  severe behavioural problems, or
  •  severe learning difficulties, or
  • significantly gifted and talented?

Will the program be offered on

  • an individual as needs basis, or
  • as an ongoing program for groups of students regardless of enrolment numbers; encouraging students to graduate to mainstream classes or employment, or
  • an ongoing program for groups of students only while enrolment numbers are at a sustainable level (>6 students), encouraging students to graduate to mainstream classes or employment, or
  • for a set period for either individuals or for a group of young people eg.  2 days/week for 2 terms

Will the program operate

  • as a DE program, shared-enrolment with home school, or
  • within a current DE centre, supported by DE, or
  • as a stand-alone program conducted by the local school, supported by DE for the flexible curriculum component, or
  • simultaneously with mainstream classes with an external supervisor and DE providing the flexible curriculum, or
  • with an individual student enrolled in the local school and supported by DE for the flexible  curriculum content, or
  • in the community by a community partner, funded by DEC with DE providing the flexible curriculum component?

Regardless of the structure adopted, the engagement of local support staff is paramount.

Resource allocation

Where will the funding for the program be sought

  • a configuration of current school global funding
  • by application for additional funding eg. through the Connected Communities program
  • through contribution from community partners?

What staff will be required

  • teaching and non-teaching staff are required
  • staff able to be made available for the program
  • map teacher skills to identify DE contribution
  • what ongoing professional development will be required; how to source and provide appropriate ongoing funding?

Where will the program be located

  • within the school grounds; separated venue and with discrete access, or
  • on the local TAFE campus, or
  • in a community location such as library, community centre, or
  • in a community service venue such as PCYC, community service office, youth training service, or
  • at a local business,

and what financial contribution will be required to support the selected venue?

What resources are required

  • are there teaching resources currently available
  • is there a need for additional teaching resources, e-learning requirements, cars etc
  • are there welfare support/counselling resources currently available, and will that be adequate for individual social and emotional development to be a vital component of the program?
  • Allocate appropriate time and funding for the development of teaching resources
    • Prepare a proposal and budget, including additional staff and expenses such as Information technology, purchase of external programs, teaching resources, e-learning facilities, teacher trainers, counsellors, community partner training
    • Ensure resources are available to enable risk assessments are completed; the environment is safe and all relevant policies and procedures such as Working with Children, Workplace Health and Safety, Responding and Prevention of Bullying, Cash Management policies are in place.
    • Would additional resource allocation to the home school supporting individual curriculum be beneficial, rather than the DE involvement?

What resources are required

  • are there teaching resources currently available
  • is there a need for additional teaching resources, e-learning requirements, cars etc
  • are there welfare support/counselling resources currently available, and will that be adequate for individual social and emotional development to be a vital component of the program?

Allocate appropriate time and funding for the development of teaching resources

  • Prepare a proposal and budget, including additional staff and expenses such as Information technology, purchase of external programs, teaching resources, e-learning facilities, teacher trainers, counsellors, community partner training
  • Ensure resources are available to enable risk assessments are completed; the environment is safe and all relevant policies and procedures such as Working with Children, Workplace Health and Safety, Responding and Prevention of Bullying, Cash Management policies are in place.
  • Would additional resource allocation to the home school supporting individual curriculum be beneficial, rather than the DE involvement?

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    • Governance structure is to be clearly identified and documented, including partner involvement.
    • Partnerships are to be documented by email or letter individually between the school and each member of the partnership
    1. school to school agreement requires  an email between principals outlining the program goals and any transfer of funds
    2. school to community service provider requires written agreement outlining roles and responsibilities of each entity as detailed under the Commercial Arrangement –School Based Activities Guidelines (Intranet only)
    3. school to community service provider/school P&C where funds are transferred for a specific purpose requires a written agreement outlining specific use of funds and responsibilities of each entity as detailed under the Commercial Arrangement –School Based Activities Guidelines (Intranet only)
    4. school to business provider agreement for vocational purposes requires written agreement as detailed under the Vocation Educational Guidelines
    5. where a Trustee gifts funds to the school, the school will need to contact the DEC Legal Branch for assistance with an agreement.
    • Partnership Group formed with agreed Terms of Reference
    • Operational structure and responsibilities, including student and their family/carers, and partner organisations are to be clearly documented
    • Relevant DEC policies and procedures are in place to ensure duty of care of students, teachers and partner providers
    • All relevant DEC policies and procedures implemented and documented prior to the program commencement, such as
      • roles and responsibilities, including staff duties and school expectations
      • staff entitlements and workplace claims
      • emergency and evacuation processes
      • lock-down/out procedures
      • recording student attendance
      • management of staff in a remote location; student absences, staff sign-on
      • communication with staff in remote sites
      • incident reports
      • safety procedures for item such as syringes and medicines at school, and emergencies such as anaphylaxis and injuries
      • Clearly defined processes with partners, including confidentiality/privacy, disclosure processes, and working with children checks are documented
    • Communication processes are identified and documented, with
      • school and teaching staff
      • student, and their family/carer
      • partner organisations
      • community
      • DEC partners – regional office, DE school, Rural and Distance Education
    • Teaching model to be identified, documented and approved, with consideration given to
      • links to the curriculum and levels of attainment
      • degree of flexibility that is able to be sustained
      • commitment to work experience, VET courses and other community provided learning experiences
      • partnerships and community commitment, including volunteers
    • Attendance and reporting process identified and clearly documented with procedures for non-attendance/exclusion agreed by each student and their family/carer.

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Enrolments and funding

Each community context is different, with differing needs, varying degrees of commitment and a range of resources available, thus each community requires a different response. In NSW enrolments can be shared between the DE and the local school, but must comply with all aspects of the DE enrolment policy.  Consideration needs to be given to;

  • enhanced DE enrolment shared with  the local school, under 2.8 and 2.9 of the Distance Education, Revised Enrolment Procedures (2013)
  • which will be the census school; where will the enrolments be nominated and how will funds be shared between the local school and DE school

The local school

  • undertakes the teacher skill audit to identify areas for DE curriculum support
  • provides the classroom teacher who fulfils a case management role
  • is responsible for building and maintaining relationships with each student, their family/carer and their support services
  • provides the classroom support staff
  • coordinates an a program environment that is safe and appropriate

The DE school is responsible for

  • learning materials and
  • curriculum support to create and maintain the flexibility necessary for the individual learning of each student in the program.

Learning and Support team is responsible for

  • ensuring appropriate referral
  • regular review process is undertaken
  • appropriate goals are developed with the student and their parent/carer for the transition to their home school, further education or employment

Enrolment must be in conjunction with all current departmental policies

  • Enrolment of students in NSW government schools: A summary and consolidation of policy
  • Enhanced enrolment procedures – Memorandum to school principals, regional directors and school education directors DN/06/00168
  • Implementation statement on enhanced enrolment procedures
  • Guidelines for exemption from school: School attendance policy PD20050259
  • Protecting and supporting children and young people policy and procedures (2010)
  • Aboriginal education and training policy

Program entrance

  • Criteria to be considered for each potential student prior to their entrance into the program;
    • educational background
    • NAPLAN results
    • Distance Education panel criteria applied
    • interests and passions
    • family support and commitment to education
    • personal ambitions
    • social and welfare needs
  • What welfare and family support agencies need to be involved, including the utilisation of current service providers and the case management plan in place for 2.9 enrolments


    • Level of agreement and responsibility taken by the young person for their education to be recorded on a standard rating scale; for example
    • Strategies to gather information for enrolment are developed; consider the use of
      • questionnaire completed by young person
      • questionnaire completed by their family/carer
      • interviews with the potential student and their family/carer
      • identify activities of interest to the potential student that may assist in the engagement process (ensuring appropriate level of risk assessment can be undertaken before considering these activities)
    • Identify and document program goals, expectations (student and school) and time frames with each student.

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Teaching and learning

  • How will the program be linked with the NSW Board of Studies, Teaching and Education Standards (BoSTES) curriculum
  • What flexible learning strategies will be utilised
  • What technology will be in place with the capability to
    • access internet and digital libraries
    • create, capture and manipulate content in open flexible file formats
    • publish and share content in open flexible file formats into online systems
  • Identify what will constitute attendance, for example
    • submission of work
    • student initiated contact eg. phone or e-contact
    • attendance at centre
    • attendance under partnership arrangements, for example, a  young mother’s attendance at an education session at the early childhood centre
    • attendance at work experience/training
  • How will the student’s interests and passions be integrated into curriculum learning?
  • Engage learning plan and goal setting processes that include the student and their family/carer, with regular reviews (at least once a term) that are documented
  • Will the program have work experience/training as a component for all students, if so
    • is the student’s employment a goal of the program
    • when will the work experience be introduced
    • what percentage of the curriculum will vocational education occupy, consider the frequency and duration of work experience
    • has the NSW DEC Workplace Learning Guide informed the development of vocational skills in the program
  • Develop Personalised Learning Plans (PLP) incorporating flexible learning strategies,  student input and appropriate work experience
  • Individualised assessment processes to evaluate student progress, considering the use of
    • portfolios and presentations
    • project based learning
    • grading of attendance and involvement
  • Individual exit strategy to be developed for each student; consider senior pathways to employment, referral to Youth Connections, or transition to local mainstream school by part-time subject return to home school
  • Document expected achievement levels within the program for each student, including areas of student interest, curriculum and employment  goals
  • Develop links with relevant teacher  networks, and share strategies on Equella
  • Develop and document partnerships with community education providers, such as early childhood nurses, local council, local businesses, drug and alcohol workers and non-government organisations (NGOs).

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Risk assessment

To support the sustainability of the alternative education program and to reduce the risk of any preventable incident occurring, it is critical that a risk assessment is carried and comprehensively documented.

All aspects of the program are to be involved in a thorough risk assessment with the risks estimated regarding

  • student mix of behaviours, skills and commitment
  • student interests targeted for engagement
  • student interaction skills and tolerances
  • potential learning activities
  • staff (teacher/support staff):student ratio
  • staff and student safety
  • staff skills
  • volunteer involvement; skills and training required
  • child protection risks
  • alternate venue; located away from mainstream school
  • appropriateness of venue, location and environment for student/s needs
    • access and traffic
    • classroom space, equipment, visibility
    • facilities provided (access to internet, bathrooms, kitchen facilities)
    • surrounding environment; missiles, hideouts and barriers, enclosed areas, terrain
    • proximity to others (availability of adults, noise to others, distractions)
  • sighting of relevant update-to-date
    • insurance policies
    • fire and emergency procedures for the building
    • valid smoke alarm and fire extinguisher checks
    • electrical equipment checks for the venue
  • community preparedness for the program
  • media commentary

Risk assessments should be conducted at regular intervals during the program, at least at the commencement of each term and when a new component (eg. a new student or new activity) is introduced to the program.

Processes and systems to enable these assessments, the relevant documentation and appropriate adjustments are to be in place prior to the commencement of a program.

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Program monitoring and evaluation

Program monitoring should be ongoing throughout the duration of the program

  • Develop objectives (goals) for the program that are Specific, Measurable, Achievable, Realistic and Timely (SMART) when planning the program
    • objectives are the specific targets that need to be met to achieve the desired outcome
    • select a limited number of objectives, usually no greater than 5 for reporting purposes
    • Are the objectives SMART?
Specific Is the objective clear and in a common language to all partners. Use decisive language eg.  ‘increase’ rather than ‘strengthen’
Measurable How will you know if the objective has been achieved? Quantitative measure or agreed qualitative measure eg. ‘rate of’ or  ‘to establish’
Achievable Can the objective realistically be achieved in the timeframe with the given resources? eg ‘by the end of the year’  or ‘each week’

For example: Each school term the rate of attendance will increase for each student in the program.

  • Monitor the objectives at predetermined intervals (eg once each term) of the program and report to the Partnership Group.
  • Modify the program in response to the regular reviews, and document
  • Internal evaluation
    • decide on at least two evaluation processes (surveys, attainment rates, student attendance data, staff satisfaction)and duration of evaluation; eg for short term programs evaluation is conducted at the completion of each program, and ongoing programs are to be evaluated (preferably)  annually but at least every three years
    • gather base data at commencement of the program
  • External evaluation
    • engage a research partner prior to program commencement
    • liaise with the external evaluator to develop the project aim and objectives, key performance indicators and data collection methods.
    • regularly review the evaluation progress and findings with the external evaluator
    • Provide the final report to the Partnership Group, relevant community agencies, and Rural and Distance Education.

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External Partnerships

To provide a comprehensive program that addresses the social and emotional issues associated with school disengagement and the development of life and employment skills, the commitment of community partners in the program is essential.

  • Identify components of the program unable to be provided by the local school or the DE school, consider
    • student/family support is in place, eg Drug and Alcohol support, family counselling, financial counselling
    • health and welfare support that appears to be required
    • financial contribution that could be requested from partners
    • provision of additional teaching and learning resources by partners
    • work experience/traineeships by partners
    • provision of complementary service such as food (eg. breakfast or lunch program)or transport to/from the centre

In the local community, have other services identified young people at risk of school disengagement; could these services be involved with the alternative education program?

  • Identify key stakeholders
    • have relevant community leaders, such as the Aboriginal elders and AECG been included in the planning?
    • are there stakeholders in the immediate community? (government and non-government funded programs, church organisations, service clubs, local businesses)
    • Identify potential partners,
      • are there potential partners in the community for example; in the school community, their families/carers, local businesses, police, health, family and community services, youth services (government, non-government, private organisations) service clubs and church groups, and consider how  these organisations could be partners?
      • what potential partner organisations are funded to operate in the local town or across the region; attend the local Interagency and Child and Family Network meetings, contact the local Neighbourhood Centre, Service Clubs, community health services to identify what services may be available and how these services may be able to assist the school program?
      • prepare information regarding the program for potential partners
      • where appropriate, identify and invite a parent representative into the partnership
      • What would the school partnership offer
        • access point for services to young person and their family/carers
        • assist their work with the young person and/or their family/carer
        • community expectation of service
        • contribution to the community to complement their core business/funded responsibilities
        • publicity in the community

The local Interagency meetings and Child and Family Network meetings are key groups of services and agencies that are closely connected with local community issues. Members of these groups can assist to

  • Identify other services in the community
  • Develop a plan and publicise the program to potential community/business partners, and their engagement
  • Develop strategies to share responsibility and ownership in achieving a common goal with each partner organisation
  • Determine the  level of training required for partners, and how to fund appropriately

Developing a Partnership Group

To engage potential partners

  • Determine the appropriate level of an organisation to contact (should it be Regional Manager, Manager, Team Leader, Chair of Board of Service clubs) and arrange a face: face meeting to discuss the alternative education program; identify areas for their potential involvement and provide a timeframe for the organisation to consider the school proposal
  • Invite potential partners to a meeting to map partner assets; what can each partner contribute to the partnership, time and resource commitment.
  • Use a matrix to assist with the selection of partners
Graph commitment  / level of influence
Graph commitment / level of influence
  • Be respectful when turning down offers to be involved in the program, and  consider the community implications of rejecting the organisation
  • Form a Partnership Group
    • clarify the program purpose and goal
    • clarify the purpose for  each partner’s involvement and what will constitute program success for each partner
    • document commitments; what partners will contribute (resources, funding, time, support services)
    • provide written confirmation to each partner organisation outlining their commitment and role in the partnership.
  • Partnership Group governance
    • develop Terms of Reference for the group
    • develop common goals for the partnership
    • develop a common language for the program across all partners (eg. what is meant by benchmarks, performance, assessment, attendance, curriculum)
    • develop the program operational processes for Partnership Group governance
    • develop an evaluation process and key indicators for the program, ensuring accountability for each partners’ purpose is addressed.
  • Program set up and launch
    • plan the program in line with the partnership agreements
    • ensure staff and volunteers of partner organisations have completed appropriate  training, Working with Children and criminal checks
    • partners to inform the local community regarding the program purpose
    • inform the local media of the potential program
    • gather support from community and respond appropriately to any community feedback
    • implement the program
    • organise the launch of the program, including media coverage
  • Develop a sense of belonging within the Partnership Group
    • value each member and their contribution; confirm mutual respect, trust, inclusiveness and understanding for all Partnership Group members
    • promote open communication across the  Partnership Group, encouraging involvement of relevant managers on partner organisations, and stakeholders
    • encouraged shared decision making across the Partnership Group, the students and their families/carers
    • address any issues of conflict or complaint promptly and fairly

Evaluate Partnerships

  • Select evaluation tool/s (eg Partnership Assessment ToolSatisfaction survey)
  • Conduct the evaluation within the Partnership Group
  • Analyse results and document results
  • Report findings to the Partnership Group, include in the final program evaluation report the analysis process, the documented findings and interpretations of the partnership evaluation.

Partnership Sustainability

  • Identify the budget for a new cycle(year/quadrennial)
  • Review goals and partnership purpose
    •  identify program achievements, recognising and acknowledging partner contributions
    • renew partner commitments
    • renew program processes eg program criteria and enrolment process
    • recognise and acknowledge contributions of partners no longer able to commit or where their purpose is no longer required
  • Develop Action Plan
    • identify areas of need evident from the evaluation, and engage potential partners to provide those components
    • identify individual partner operational responsibilities and provide written outline for agreement.
  • Re-establish Partnership Group governance
    • review key roles and responsibilities in the Partnership Group (eg Chair, admin support, communications, financial commitments)
    • review communication and transparency of Group process, including  meeting frequency,  agenda, minutes
    • encourage each partner to build their responsibilities into their standard operations.

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