Research and Evaluation

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Ongoing evaluation of PaL in communities is essential to the maintenance of integrity and continuous improvement of the program.

Data collection and analysis is an important component of all PaL Programs. Feedback is collected in the form of anecdotes and formal feedback documents (qualitative data) as well as utilising evaluation tools such as beginning and end of year surveys and literacy progress scales (quantitative data). This information enables us to track children’s progress, parent perceptions and take up rates as well as determine the effectiveness of each program.

In addition to ongoing data collection, the PaL team has worked with a range of independent evaluators over a number of years. A continuing relationship with Griffith University enables us ensure rigour and independent analyses in evaluations.

Evaluations of both the Parents and Learning Program and the Napranum PaL Group include:

2015: Dr Helen Klieve and Associate Professor Bev Flückiger, School of
Education and Professional Studies

Griffith University; Towards an evidence base: Exploring the impact of community-based literacy programs in remote Indigenous communities. Published: Australasian Journal of Early Childhood – Volume 40 Number 2 May 2015

2014: Dr Helen Klieve and Associate Professor Bev Flückiger, School of Education and Professional Studies Griffith University; PaL Telstra Project: Evaluation Report

2012: Bev Flückiger, Pat Diamond (Griffith University), Will Jones (C & K Association Queensland) – Yarning Space: Leading Literacy Learning Through Family–School Partnerships

2012: Dr Helen Klieve & A/Professor Bev Flückiger School of Education and Professional Studies Griffith University; Application of a mixed methods approach – the development of an evidence base to assess the effectiveness of parent school partnerships in literacy development in Indigenous children in remote Australian communities

2011: Associate Professor Bev Flückiger and Dr Helen Klieve; Towards an evidence base: Determining the impact of community-based literacy programs in remote Indigenous communities

2009: Desert Knowledge CRC, Evaluation of the Parents and Learning (PaL) program in the Napranum Community

2008: Australian Research Alliance for Children and Youth – Engaging Indigenous Families in Preparing Children for School – Case Study 1 – Napranum Parents and Learning (PaL) program

2006: Cooperative Change Consultants; An Evaluation of the Echuca PaL Program

2005: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum, A Follow up Evaluation

2003: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum; A Process and Outcomes Evaluation

Early evaluations indicated strong benefits for PaL participants, with parents reporting:

Higher expectations of what they and their children can achieve
Increased belief in their ability to contribute effectively to the early education of their children
Increased self-confidence and self-esteem, especially for tutors
Increased awareness of early literacy and numeracy learning
Increased circulation of quality children’s literature in the community
Strengthening of family bond through spending ‘quality’ time with their children

Later evaluations confirmed these findings, summarising that:

Parents learnt that their children are clever and feel confident about them attending school
Parents feel more confident in parenting and supporting their children
Parents gained understanding of the language used in schools
PaL raised parents’ awareness of how to be involved in their child’s education
PaL tutors benefit from employment and grow increasingly competent in their roles

Preliminary findings from the most recent pilot study conducted by Associate Professor Bev Flückiger and Dr Helen Klieve (2011) indicated elevated progress in literacy by children in the PaL program when compared with those not in the program. Similarly parents involved in the program reported being more engaged in community leadership and in their children’s literacy learning than those who are not.

Download ‘Weekly Parent Feedback’ form here

Testimonial

"For the kids its giving them something extra to look forward to and something they look at as their own.....they feel as if they're a big child, y'know, a big kid themselves.... I got my homework too."
PaL Tutor

"He never used to sit and read books like this before.....he learns to read and sit,now he wants to write his name."
PaL Parent

"I like them because they are very good and I learn about stuffs. I read books for my little sister and make her go to sleep."
PaL Child Participant

"I began with this program when my youngest was 6 months old. I wasn't really sure what I was getting into and when I was shown the role of the coordinator; I wasn't sure that I could actually do this job. The support team convinced me that I could and the role did appeal to me because it suited my situation, as I had a little child and he could come along too."

"After a while the job just became second nature. Then things really started to take off. The PaL Group needed to grow bigger and that presented new challenges; we were starting up a not for profit business and that involved financial components as well. NPG sent me on a training course to Cairns to learn about QuickBooks. Once I did this course I was hooked, and from that point on, my role with the PaL Group evolved from that."

"From this point, I did a Certificate 3 in Business. I then started to have that feeling that I wanted to do more. I felt the need for more challenges. When we wrote up our first business plan, I listed that I wanted further career opportunities. I was fortunate to gain a part time position with Rio Tinto as a Contracts Receiving Officer. It suited what I was looking for and complimented my job with the PaL Group. More recently I took up another challenge with Rio and tried my hand at driving the big trucks. Now I juggle my Rio Tinto truck driving role with my role as Finance Officer for the PaL Group. I have been supported by the PaL board and team each step of the way. I feel my involvement with PaL has built my confidence to go the next step. It has made me realise that I can try new challenges and succeed. My next challenge is to complete my Certificate 4 in financial services."

Corine, NPG Director

“I reckon it’s good because sometimes you can get people who can’t read, which can be a hindrance on the family because they don’t want people to know. I think having the PaL thing in the house, it can have the rest of the family interacting in that and it can help them. Even though you’re doing it with the child, there will always be other kids who will probably interact. The other kids go into it and so do the parents, the parents are learning as well. You never stop learning. I think that if you have older children in the house who are having problems with reading or writing, PaL would be good for them too.”

Community Member

"I think most importantly it helped me to get more involved with education and how I can support my kids." PaL Parent

"I talk to their (her children's) teachers, ask them questions and get more involved with their school work....I never used to do that before...I didn't feel confident." PaL Parent

"If we didn't have PaL I wouldn't have had any books to read to her at home. She didn't really have much interest in books or reading before...now she likes books and she likes to look through magazines."
PaL Parent,
"When I started with PaL I was looking for a job and I had worked at the Preschool before with children and families so I thought PaL might be good. I had watched the others putting the PaL program together and thought it looked pretty good."

"I really enjoy putting the kits together as it gives you a sense of accomplishment. The delivery is pretty easy for me because I know a lot of the families and they know me. I have worked in quite a few jobs before but I reckon if you were new to finding a job, working for this program would build your confidence, it would be a good start for another job, it would make you job ready. I think being a tutor gets you motivated, because it has many parts to it, training people, compiling kits, organising, collecting data, record keeping etc."

"My role has changed in that I now coordinate PaL in Napranum and Mapoon. I work with people in other communities, training tutors and compiling kits as we roll out the program in new communities across Cape York. We do a lot of driving to get the resources to the communities but it is a good feeling when you leave knowing that PaL is going to be happening in those communities. I really believe in this program and when you go to homes and work with the families you can see that PaL makes a difference."

Lucy, Tutor and Coordinator

“Me as a parent I love it. The stories I read to her are interesting to me also. My daughter really enjoys doing the activities that come in the kit. She always gets everyone in the house to play the games with her and they enjoy it too, especially her grandmother. Now she teaches her younger cousins how to play the games when they are over. I am very surprised at how much she reads now, and I know that PaL is the reason.”
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“I thought with him going there (school), I know he was going to come home with homework, its going to be hard for him, how am I going to help him…..I know that I can help him now”
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"I feel good. I reckon it's more help for me to help her. You know, to teach her and to benefit her more”

PaL Parents

“The best thing about being involved in PaL is feeling good about the fact that we are doing something for the community which in turn benefits the whole family, the kids and parents alike...and I’m sure we must have a little bit of impact on how the parents feel about themselves, feeling confident about their ability to get involved, to stand up for what they believe in”
PaL Coordinator/Parent

"I have 3 children of my own; that’s how I came to know about PaL, by taking part with all three of my children. They really loved the time I spent with them reading books and playing games and they still love to read books now that the older ones are at big school"
PaL Parent/Tutor

"If it’s a group activity, we all get involved… it's good fun with families, with both parents involved”
Pal Parent

“My life has really changed since my early beginnings with PaL. It all started when I enrolled my daughter in PaL and was asked to be a Tutor. I started to deliver to a few families and eventually became more confident. After a few years of being a tutor my position changed and I moved into the Coordinator’s role in Napranum. At first I thought I couldn’t do the coordinator’s job but eventually I just grew into it. I had to deliver the program, help train tutors and also became involved in some office work. I helped roll out the program in another community and learnt to co-present our ideas and information about PaL to groups of people. I didn’t want to do that at first but after a while I became more comfortable and began presenting to larger groups.

Now I am the Regional Coordinator for PaL on Cape York and I have worked all over Australia with many different people, promoting our ideas and sharing the PaL story. I have been involved in implementing the program in many communities on Cape York and some in Western Australia. Training and supporting tutors to work within their communities is now my focus. I have developed a greater understanding of office administration as well computer technology. I really believe I have grown as a person, developing so many new skills and learning all the time.”

Relena, Cape York Coordinator

Parents and Learning

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