ABOR6004 Community Development

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ABOR6004 Community Development

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ABOR6004 Community Development

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Course Code: ABOR6004
University: The University Of Newcastle

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Country: Australia

After the first stage is completed, each group must prepare and conduct a 20-minute presentation in class. Each member is expected to participate in the presentation. The following areas will be covered:

The process of developing the project/program
Any barriers in gathering of information
The application of the capacity model of Community Development 
The expected outcomes 

Individual Reflective Essay : 
Student are required to write a reflective essay on their program and/or project, including their experience of collaborative work, any challenges they encountered, and application of theory. Students should make use of at least (5) five peer reviewed articles. 
Community Development Project
Process of Project Development

Firstly, the group designed a survey questionnaire so as to get first hand information on the literacy levels of the indigenous youths. Using personal contributions, the group then printed the questionnaires to be given to the interviewees to fill. Any financial needs were met through the individual contributions of the group members
Secondly, the group got acquainted with the cultural setup of the indigenous community (Mutitjulu community) prior to the visitation in order to avoid committing any cultural offenses which could create hostility from the local community.
The group learnt that for the survey to be a success, permission had to be sought from Anangu, who do not allow the community to be visited by visitors without prior permission. The group representative made the appropriate introduction and explained the purpose and nature of the group project.
Thirdly, the group was able to conduct the survey by distributing the questionnaires to a cross section of the indigenous youths and compile all the data to establish a background in their education and literacy level patterns. A program of alleviating illiteracy was formulated from the collected data.
The program would entail creation of awareness of the importance of education to the youths and their guardians.
The  group planned to source for donations of school textbooks and learning materials and distribute them to the local learning institutions and the youths in schools.
The group came up with a biannual assessment plan for learning institutions to conduct on the students to assess the transition rate of learners through various levels. This would assist the relevant bodies seek ways of minimizing dropout rates.
The group also agreed to inform the students of both local and international scholarships opportunities via emails.
Barriers in Gathering of Information

Ignorance by some illiterate youths who could not answer the questions appropriately
language barrier from some members of the community who are not able to speak in English and only spoke in the native languages of Pitjantjatjara, Luritja and Yankunytjatjata. This forced the use of a translator where necessary.
lack of goodwill from the interviewees to give out all the necessary information required
Application of the Capacity Building Model

The plan to donate textbooks and learning materials was made successful by asking for donations from fellow students and well wishers from around the schools. They were delivered to school libraries and the students.
A list of scholarships from websites was sent via emails to interested students.
Data  from the transition rate assessment plan was useful for identifying transition patterns
Expected Outcomes

From the conducted program, the expectations are that more indigenous youths will be enrolled in schools and the dropouts will resume their studies.
The transition rate of the enrolling students will be a hundred percent.
Also more students will benefit from both local and international scholarships and guardians will be more supportive towards the education of their children

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