Assignment Task:

Introduction
The question has been written in a format similar to that issued by NGOs or government in requesting tender responses. Such responses are typically judged by a number of criteria. One is experience in dealing with the issue, which will not be judged here, but others are relevant as to how your responses will be assessed:
how complete they are (responding to all points);
their responsiveness (ie answer demonstrating understanding of the point of each question and the issues that underlie it); and 
quality of solutions to questions posed (with few ‘right’ answers in this field, this will be judged on the quality of thinking demonstrated in each response, identifying issues and citing relevant sources in order to put up a well-reasoned answer).
Those reading the responses are busy people, and want to read answers that are thoughtful and detailed, but that do not waste words. In the real world, answers from different respondents are compared to each other, and only the best one has a chance at securing the contract. That is obviously not the case here, but it may be a useful thought exercise for you to get into that frame of mind. 
Note that in each question, it is made clear that the answers should be in academic style, so adequate citations are required.  

The question
We are a large NGO; we are based in Australia, but have a number of international links. A new and relatively large philanthropic bequest has enabled us to consider the development of an evidence-based advocacy branch that focuses on sourcing (and where necessary, building) evidence that we can use to develop and advocate for desired policy developments related to Indigenous people. 
This will require us to take a number of steps, and we are looking for advice on the best ways to proceed with them.
Please note: The answers should be focused on BILINGUAL education. You could choose bilingual education and answer the question in perspective of an NGO trying to build evidence for a case to present to government about the bilingual education in Australia.
 Please answer A-F below with your chosen focus in mind. 

One of the issues we face is that our aim - to build evidence we can use to identify where policy change is required to better address the needs and aspirations of Indigenous peoples and then advocate for it - involves many disparate stakeholders. Please set out your understanding of the different stakeholder groups we would need to work with in order to achieve our goals. What different views and ways of communicating would you predict we will have to deal with? What strategies might assist with this? (Please cite evidence, preferably peer-reviewed, in support of your answer). 
We want to ensure that we build on existing evidence as much as possible, but understand from a presentation by Benoit Gauthier that it may be more useful for policy purposes to categorise existing information not just by whether it exists, but also for its quality, accessibility and congruency as well as its quantity. Could you please note what major data sources already exist relevant to policy analysis and planning for Bilingual education, and note the quantity, quality, accessibility and congruency of information they provide? For this question, we are particularly interested in how policy makers (ie middle to senior bureaucrats and politicians) would be likely to view this information, but we would also be interested if you have a view on whether your categorisation would change if we wanted to focus primarily on the information needs of Indigenous peoples. Also, what sorts of questions are NOT covered in existing data? Can you identify two or three questions that you believe require new evidence to be developed in order to answer them? 
Our aim is to address the issues of the full range of Indigenous people, but we appreciate that this is a diverse group and we would be interested in your views on whether we can fashion an approach that will work across all groups, or what sub-groups we should identify and work with in different ways. For example, we have looked at a number of research and evaluation models intended to align with either Indigenous values and practices, or with policy makers’ needs. We would appreciate your advice on what we should take into account in deciding what model might be best suit our needs, or alternatively which models to use in what contexts. (Please cite evidence, preferably peer-reviewed, in support of your answer). 
One of our Board members is insisting that we recognise the impact of the history of Indigenous people – including but not limited to their history of interaction with government policy – in how we operate. Not everyone agrees. We would appreciate your views on what aspects of Indigenous history might be relevant and how we could incorporate this knowledge into the way we operate. Alternatively, if you do not believe this is relevant, how should we respond to this Board member? (Please cite evidence, preferably peer-reviewed, in support of your answer). 
We would like to operate as much as possible with Indigenous staff, and we would like the staff to represent the diversity of Indigenous peoples we will be working with, although some staff will be non-Indigenous. We would appreciate your advice on what competencies we should look for in staff in working with existing data, and building new evidence through data collection, analysis and knowledge transfer, as well as advocating for policy change. We also have quite a substantial professional development budget, so suggestions for how to develop competencies in relevant areas would also be welcome. (Please cite evidence, preferably peer-reviewed, in support of your answer). 
Finally, we want to identify the ethical guidelines we will use, and understand that there are a number of these. Which one(s) do you think we should be using, and why? 

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  • Posted on : October 12th, 2018
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