CAS101 Community Development Report 2 Sample

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CAS101 Community Development Report 2 Sample

Assignment Structure

It also allows you to demonstrate your ability to analyse community development programs and their impacts in the areas of culture, education, and employment amongst disadvantaged and marginalised groups

Introduction

Paragraph 1 – Introduce ideas

- Broad definition of capacity building

- Thesis statement: Capacity Building as a method to address systemic disadvantage when working with Aboriginal and Torres Strait Islander Peoples

- Roadmap of essay

Body

You can use subheadings to organise content or create a flow of argumentation along paragraphs

Paragraph 2 – Define Capacity Building

- Statement of what is capacity building
- Definitions from journal 2 journal articles
- Definitions according to required readings

Paragraph 3 – Importance of CB when working with First Nations

- Articulate why CB is important to facilitate self- determination and empowerment of Aboriginal and Torres Strait Islander Peoples

- Use 2 journal articles to anchor this argument

Paragraph 4 – Discuss impacts of colonisation

- Describe history of process colonisation in Australia

- Explain how Indigenous Peoples were affected by colonisation

- Discuss impacts using one journal article

- Bring statistics on Indigenous Disadvantage (use ABS)

Paragraph 5 – Outline CB Indigenous Project

- Name and describe project (what, where, who, where, why)

- Who is finding the project

- Provide overview of actions developed in project

Paragraph 6 – Evaluate how project is relevant for Indigenous Peoples

- Describe how project is beneficial for Indigenous Australians

- Address gaps that might need to be addressed

Conclusion

Paragraph 7 – Summarise Arguments

- Restate thesis
- Summarise ideas
- Bring your own thoughts

References - https://www.scribbr.com/citation/generator/ (you can use this tool to help you with referencing)

Ife, J. (2016). Community development in an uncertain world: Vision, analysis and practice. Cambridge University Press.

Kenny, S. (2011). Developing communities for the future (Chapter 5). South Melbourne, Vic.: Cengage Learning.

5 journal articles

Reference of project website

Reference of any other websites, including ABS

Solution

Introduction

Capacity building means giving groups and organisations the skills, tools, and knowledge they need to stay alive, change with the times, and do well in a world that is always shifting. This essay presents capacity building as a strategy for overcoming structural disadvantages experienced by Aboriginal and Torres Strait Islander peoples in the workplace. This essay aims to the importance of capacity building (CB) in tackling the systemic disadvantages that Torres Strait Islanders and Aboriginal peoples encounter. It explores the historical effects of colonisation and highlights the significance of CB programmes, like as the Indigenous STEM Education Project, in empowering Indigenous communities and encouraging self-determination.

Body

Capacity Building

In the contexts of community development and climate change, the terms "capacity" and "capacity building" are frequently used (Klinsky & Sagar, 2022). Everybody loves apple pie and motherhood, and global environmental agencies have always stressed the significance of capacity and its function. According to Kacou et al. (2022), the definition of building capacity is a person, group, organisation, institution, or society's capacity to do essential tasks, solve problems, and set and reach goals is enhanced through the process of learning. While also taking a holistic and long-term approach to meeting their development needs.

In discussions and actions related to development, capacity building has been given centrality. While the idea of capacity has been around since the 1960s, its emphasis has changed over the years. In the 1970s, it was on individual capabilities; in the 1980s and 1990s, it was on organisational skills; and finally, in recent years, it has switched to the proper functioning of institutions within communities, states, or societies (Kacou et al. 2022). Regardless of whether experts are making an endeavour, most limit building programs in the public area and common society don't accomplish their objectives or fulfil the assumptions for partners and recipients for university assignment help.

Importance of CB when working with First Nations

As Ewen et al. (2019) say, CB is important for promoting self-determination and empowering Torres Strait Islander and Aboriginal people because it gives them the information, tools, and support they need to take charge of their own lives. To give people and groups more power, reduce the stress and helplessness that Australia's Aboriginal people feel and give them the sense of control and purpose they need to use their political and personal power, CB components must be clearly stated. Core goals for protecting, meeting, and respecting the rights of Indigenous peoples would also be part of such an information base (Ewen et al. 2019). Right to health, right to full employment, right to self-determination, (e.g., gaining employment after the research training), and right to high-standard health services are among these rights.

According to Dudgeon et al. (2017), an integral part of self-determination and cultural revitalization, according to many Indigenous academics, is opposing dominant discourses and reclaiming Indigenous knowledge and ways of knowing. Developing, educating, supporting, and engaging community people as partners is an ongoing cycle of capacity building. It also entails mentoring, offering feedback, and support to communities when they gather data.

The impacts of Colonisation

The history of process colonisation in Australia started when British ships docked at Sydney Cove, Australia, in 1788 with a cargo of about 1,500 people. The British colonisation of the Americas began with that journey, known as the First Fleet (kids.britannica.com, 2024). Aboriginal and Torres Strait Islander peoples, their way of life, and their homelands were profoundly affected by this occupation.

Indigenous Peoples were affected by colonisation because that nearly wiped off indigenous people by ruthlessly displacing them from their homeland and ruining their way of life.

Colonialism had a significant negative impact on indigenous tribes' social and demographic structures, population decrease, social hierarchies, and displacement, causing traditional kinship systems and cultural trauma to collapse (Gani & Marshall, 2022). These effects have persisted and are still having an impact on indigenous communities today.

While the unemployment rates for non-Indigenous men and women were equal, there was a gender gap among Aboriginal and Torres Strait Islander men (18.2% vs. 16.1%), according to the Australian Bureau of Statistics (abs.gov.au, 2014).

 

Figure 1: Unemployment rate by Indigenous status
(Source: abs.gov.au, 2014)

Those with a high school diploma or more were slightly less likely to be unemployed (4.5%) than those with a lower level of education (9.1%) (abs.gov.au, 2014). Only 35.9% of Aboriginal and Torres Strait Islanders had finished high school or above, compared to 67.3% of non-Indigenous persons (abs.gov.au, 2014).

Outline CB Indigenous Project

In an effort to integrate the indigenous ecological knowledge of Australia's First Nations Peoples into the scientific curriculum, the CSIRO ran the Indigenous STEM Education Project from 2014 to 2021 with funding from the BHP Foundation (csiro.au, 2021). The programme centred on using inquiry-based learning strategies to highlight the real-world relevance of Indigenous knowledge in STEM classrooms (csiro.au, 2021). Primary, secondary, and university students from far-flung, regional, and urban locations were all served by the project's countrywide reach. One of the project's generous funders was the BHP Foundation (csiro.au, 2021).

Several measures were taken to accomplish the project's goals during its six-year duration. Indigenous people groups' points of view were incorporated into STEM curriculum resources, educators were prepared inquiry-based showing techniques, understudies were arrived at through workshops and outreach projects, and partnerships were encouraged with Indigenous people groups to ensure social pertinence and manageability (csiro.au, 2021). Because of these drives, the undertaking had the option to contact 2,768 educators, 603 schools, and more than 24,000 children from Aboriginal and/or Torres Strait Islander foundations, every one of whom had the option to partake in STEM training programs (csiro.au, 2021).

Importance of the project for Indigenous Peoples

Indigenous Australians stand to acquire an incredible arrangement from the STEM Education Project. In the first place, it gives Indigenous children a voice by incorporating their traditional ecological knowledge into STEM classes, which assists them with feeling more connected to their way of life (csiro.au, 2021). The project means to work on Indigenous understudies' association and performance in STEM fields by showing them how Indigenous knowledge might be applied in true logical settings (Velez et al. 2022). The project likewise looks to address primary disparities by advancing educational reasonableness and giving admittance to excellent STEM education by collaborating with Indigenous people groups in country, rural, and metropolitan locations.

On the other hand, filling up certain gaps could be important to ensure the project endures. Incorporating projects, experiments, and activities that students can interact with will help make STEM topics more interesting and relevant. To further ensure social importance and community ownership of the project, it is imperative to develop better partnerships with Indigenous people groups (Lyons et al. 2023). The Third Committee (Social, Humanitarian, and Cultural) heard about the rights of Indigenous Peoples. It said that there are still problems that need to be fixed before all of their rights can be realised. However, programmes that aim to give them more power can help with social and economic growth as well as healing from past wounds.

In addition, techniques for continuous appraisal and criticism are expected to assess the project's outcomes and change strategies to suit the changing demands of Indigenous individuals (Velez et al. 2022). The project's capacity to further its effect on Indigenous understudies' STEM education and strengthening relies upon filling these gaps.

Conclusion

In conclusion, the Indigenous STEM Education Project and other programs like it are trapped in the bigger conversation about capacity building (CB), as are issues of Indigenous strengthening and colonial legacies. The intersection of colonization's effects with CB, which is essential for Indigenous self-determination, shapes the socioeconomic inequalities that Indigenous Australians encounter. The goal of the Indigenous STEM Education Project was to get more Aboriginal and/or Torres Strait Islander students interested in and good at STEM topics and related jobs. As part of the Indigenous STEM Education Project, Australia's First Nations Peoples' traditional natural knowledge is linked to the science curriculum and shown how it can be taught through inquiry-based methods.

The project worked with elementary, secondary, and tertiary children across the country, in rural, regional, and urban areas. These initiatives are important for a bigger development of value, inclusion, and strengthening, yet they can only succeed on the off chance that Indigenous communities will adjust and stay focused on handling the mind boggling issues they confront.

References

Abs.gov.au (2014). 4102.0 - Australian Social Trends, 2014.Retrieved on 27 March 2024, from:https://www.abs.gov.au/ausstats/abs@.nsf/lookup/4102.0main+features72014
Csiro.au (2021).Indigenous STEM Education Project.Retrieved on 27 March 2024, from:https://www.csiro.au/en/education/programs/indigenous-stem-education-project

Dudgeon, P., Scrine, C., Cox, A., & Walker, R. (2017). Facilitating empowerment and self-determination through participatory action research: Findings from the National Empowerment Project. International Journal of Qualitative Methods, 16(1), 1609406917699515.https://doi.org/10.1177/1609406917699515

Ewen, S. C., Ryan, T., & Platania-Phung, C. (2019). Capacity building of the Australian Aboriginal and Torres Strait Islander health researcher workforce: a narrative review. Human Resources for Health, 17, 1-15.https://human-resources-health.biomedcentral.com/articles/10.1186/s12960-019-0344-x

Gani, J. K., & Marshall, J. (2022). The impact of colonialism on policy and knowledge production in International Relations. International Affairs, 98(1), 5-22. doi: 10.1093/ia/iiab226

Kacou, K. P., Ika, L. A., & Munro, L. T. (2022). Fifty years of capacity building: Taking stock and moving research forward 1. Public Administration and Development, 42(4), 215-232.http://dx.doi.org/10.1002/pad.1993

kids.britannica.com (2024).Indigenous and European Contact in Australia. Retrieved on 27 March 2024, from:https://kids.britannica.com/students/article/Indigenous-and-European-Contact-in-Australia/631556#:~:text=In%201788%20British%20ships%20carrying,British%20colonization%20of%20the%
20continent.

Klinsky, S., & Sagar, A. D. (2022). The why, what and how of capacity building: some explorations. Climate Policy, 22(5), 549-556.https://doi.org/10.1080/14693062.2022.2065059.

Lyons, P., Mynott, S., & Melbourne-Thomas, J. (2023). Enabling Indigenous innovations to re-centre social licence to operate in the Blue Economy. Marine Policy, 147, 105384.https://doi.org/10.1016/j.marpol.2022.105384

Velez, C., Nuechterlein, B., Connors, S., Tyon, G. R., Roane, T. M., & Mays, D. C. (2022). Application of the Indigenous evaluation framework to a university certificate program for building cultural awareness in science, technology, engineering, and mathematics. Evaluation and Program Planning, 92, 102066.https://doi.org/10.1016/j.evalprogplan.2022.102066

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