Evaluation Report: Taonga Education Centre Trust - Te Puni Kokiri

APPENDIX 2
MACRO OUTCOMES FRAMEWORK
A SAFE AND JUST SOCIETY
Safer Communities
Impact of Crime Reduced
Reduced victimisation
Reduced repeat victimisation
Improved resilience of those at risk
Victims of crime supported
Reduced fear of crime
Offenders Held to Account
Compliance with sanctions
Crime Reduced
Reduced reoffending
Trusted Justice System
Agencies meet the needs of users
System adapts to changing needs of society
Agencies are accountable
Civil & Democ. Rights & Oblig.'s Enjoyed
Māori Potential Framework
Maori learners excel and successfully realise their cultural
TAONGA EDUCATION TRUST
distinctiveness and potential
Parenting support for teen mums
Maori learners successfully participating in and contributing to
TE IRA TANGATA
Specific skills, needs and aspirations are
te ao Maori
More inter-dependency and less dependency
identified and outlined in whanau plans;
Maori learners gaining the universal skills and knowledge
More active engagement in purposeful pursuits
aspirations outlined by students are
needed to successfully participate in and contribute to
Greater responsibility for the realisation of potential
achievable; students set goals that are
Aotearoa New Zealand and the world.
attainable; students' long term visions are
Greater vision, direction, emerging opportunities
assisted by the implementation of their
Rawa
whanau plans.
More tools to support informed decisionmaking Accessible Justice System Ka Hikitia (Maori Education Outcomes)
Greater awareness of resources
Services meet the needs of users
Better returns on existing resources
More proactive identification of development needs
Students are able to complement their base
level skills learnt in class with additional
life skills courses
MAORI ENJOYING EDUCATION SUCCESS
AS
MAORI
Maori learners working with others to determine successful
learning and education pathways
Mātauranga
Justice Sector Outcomes Framework
Better information for parents
Increasingly relevant learning opportunities
Students feel empowered to make informed
Better access to learning opportunities AN INCLUSIVE NEW ZEALAND HEALTHY NEW ZEALANDERS
decisions about how to improve their lives
More intergenerational transmission of knowledge Families and Whānau Better health
through having appropriate skills needed
Greater appreciation of traditional and new knowledge Have resources to support members to play functional role Life expectancy
Whakamana Are safe and secure environments Infant mortality
Collective realisation of aspirations Are strong and resilient Healthy life expectancy
Greater clarity in direction and collective contribution
Students are able to use skills learnt in the
Are active in work and community life Mental health status
class to enable them to have positive
Increased intergenerational leadership Are strong voices in decision making Reduced inequalities
relationships at home; whanau are
Greater practice of strong cultural values Have knowledge, capabilities, skills to look after members Life expectancy by ethnicity and deprivation
engaged in positive relationships with
Greater vision, innovation and creativity Communities, Hapū and Iwi Infant mortality by ethnicity and deprivation
student; students have positive
Are able to provide for their members
relationships with external support
Healthy life expectancy by ethnicity and deprivation
Get the services they need
agencies / whanau
WHANAU ORA
Māori Potential Framework
Have strong voices in decision making
Children and Young People
Whanau experience physical, spiritual, mental and
Free from abuse, neglect and offending
emotional health and have control over their own destinies
Have permanent and stable care
Whanau members live longer and enjoy a better quality of
Have a secure standard of living
life
Participate in decision making
Are in education, training etc.
Whanau members (including those with disabilities)
Have healthy social relationships
participate in te ao Maori and wider New Zealand society
MSD Outcomes Framework
MoH Outcomes Framework (incl. He Korowai Oranga)
Brief description of the intervention, including process
Who designed the initiative/came up with the idea?
Who 'owns' the initiative? Who governs it?
Why was the initiative developed?
Who delivers/delivered the initiative?
To whom are they accountable (apart from TPK) and how?
To what extent has the provider delivered the outcomes TPK contracted for? Learnings?
Describe any additional outcomes produced by this initiative, and the benefits of those outcomes (added value)
Elaborate the links between initiative outcomes (including those that were not contracted for) & this cross-agency outcomes framework
Which outputs/throughputs produced the contracted outcomes, and how?
To what extent did the provider deliver the outputs TPK contracted for?
Output costs (the sum of the actual outputs or throughputs divided by total contract cost)
To what extent has or will this initiative 'work(ed) for Maori'?
Has/will it work(ed) better than anything else?
Stipulate the methods used to elicit the answers to all of these questions