What is the Re-imagining Evaluation Framework?

The Re-imagining Evaluation Framework (the Framework) highlights the importance of centring Aboriginal students, their families, and their communities at the heart of evaluation methodology and processes. It is only by incorporation of culturally relevant principles and authentic consultation that we can truly understand what is and is not valued, and what is and is not working, for Aboriginal[1] students, their families, and their communities in public education across all settings. From early childhood to the tertiary and VET sectors, everyone has a role to play.

The Framework was commissioned in 2022 in partnership with the Centre for Education Statistics and Evaluation, and Aboriginal Education and Communities. In developing the Re-imagining Evaluation Framework, departmental staff have:

• partnered with a team of researchers from the Office of Indigenous Strategy and Leadership, the Wollotuka Institute, the College of Human and Social Futures, and the Centre of Excellence for Equity in Higher Education at the University of Newcastle; and
• brought together Senior Aboriginal staff from across the department and key stakeholders from the NSW Aboriginal Education Consultative Group Inc. (NSW AECG), NSW Teachers Federation, NSW Primary Principals Association, and NSW Secondary Principals Council.

The Framework is underpinned by six Guiding Principles. These Guiding Principles are designed to be accessible for everyone; for our early childhood, public school, and post-school pathways students, staff, families, and communities, as well as our education staff. The Guiding Principles are a call to find new ways of working together – sharing stories that provide important context and translating that into actions across the department.

These Principles are not new, they are good practice principles generally in evaluation. What we ask is that they are considered upfront, before we design, before we consult, before we consider our work to improve outcomes across education.

Embedding these Guiding Principles in evaluation and everyday practice will help to support and enrich the educational journey for Aboriginal students and non-Aboriginal learners and students and to improve our practice.

The Guiding Principles are:

[1] The term Aboriginal is used in the Re-imagining Evaluation Framework document to refer to both Aboriginal and/or Torres Strait Islander students and staff in NSW for brevity and readability. Where the terms ‘Indigenous’ and ‘Aboriginal and Torres Strait Islander’ are used instead, they reflect the terminology used in the cited documents and policies.'