CITRUS GARDEN COMMUNITY ACTION GROUP
Context of The Organisation
The organization shall determine the internal and external issues relevant to its purpose and affect its ability to achieve its asset management system’s intended outcomes.
Asset management objectives included in the strategic asset management plan shall be aligned to and consistent with the organization’s objectives.
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Interventions and client services for adequate housing
Adequate shelter means more than a roof over one’s head. It also means adequate privacy; adequate space; physical accessibility; adequate security; security of tenure; structural stability and durability; adequate lighting, heating and ventilation; adequate basic infrastructure, such as water supply, sanitation, and waste management facilities; suitable environmental quality and health-related factors; and adequate and accessible location concerning work and basic facilities: all of which should be available at an affordable cost. Adequacy should be determined together with the people concerned, bearing in mind the prospect for gradual development. Adequacy often varies from country to country, since it depends on specific cultural, social, environmental, and economic factors. Gender-specific and age-specific factors, such as the exposure of children and women to toxic substances, should be considered in this context.
Interventions and services to improve access to education and learning outcomes for children.
Child-level interventions: Child-level interventions are those interventions targeting children directly, focusing on improving their ability to benefit from schooling or their incentives and motivation for investing time and resources in their education. They include: School feeding programs, School-based health programs, Providing information to children about the potential future benefits of education in terms of income, employment, and social status is thought to increase school participation, enrolment and continuation, where students under-estimate the actual returns to education (Nguyen, 2008), Merit-based scholarships which aim to improve learning outcomes by rewarding high performing students with scholarships to continue their study.
School-level interventions: We define education interventions taking place at the school level as those initiatives aiming to improve the teaching and learning environment quality. They include interventions providing physical inputs or changes in how teaching is delivered.
Tailored reading programs introduce innovative methods and new materials in the classroom setting. Remedial classes or tutoring target those children seen to be most in need with additional tailored content.
New schools and infrastructure interventions typically include building a school in an area where there was no one previously or rehabilitated existing facilities.
Interventions for providing materials can assist teachers, facilitate learning, and improve educational quality. Such interventions include any intervention providing ‘traditional hardware’ material such as books, chalkboards, or other classroom equipment.
Teacher-level interventions: Teacher-level interventions as those interventions targeting teachers directly. These interventions include those designed to hire additional teachers and increase teacher-student ratios. Other interventions are designed to provide teachers with new skills, provide performance-related incentives, or increase accountability.
Providing teacher incentives and promoting accountability seeks to improve schools’ working conditions so that teachers are motivated to come to work and improve their performance. Such interventions take many forms, such as providing direct payments to teachers based on their attendance or the achievement of their students.
Interventions for Learning job skills for adults and services offered
Skills that are required by the community are diverse. One of the first skills that one would need in this situation is to establish one’s credibility. Many Indigenous communities have had numerous workers involved in their community, yet the overall condition of Indigenous communities is still very poor. It would be important to establish that the community’s needs will come first and that the worker has something to offer the community that will benefit it as a whole. Further to this, Kenny (2006) has established six necessary skills when working with communities. Facilitation skills are necessary as macro management will allow the community members to gain the skills to continue with the programs and change after the social worker has left.
Another set of macro-management skills that are required are organizational skills and strategy skills. Although some of the skills brought to the community by the worker contradict the idea of community work, as interventions are meant to focus on the strengths and knowledge of the community members, these skills are important as they will give the worker the ability to view the bigger picture and direct the ideas and change of the community members positively. Networking skills will allow the worker to establish connections with other indigenous communities with formal assistance and those who are achieving positive change. This will assist the community in feeling solidarity with groups outside their primary community and be exposed to continual experiences of pro-social behavior. Research skills are important as even though the focus of this work is to empower community members to identify their own issues and solutions, they may not have the ability to articulate their needs accurately, and therefore having empirical knowledge of similar situations, solutions and programs will assist in the brainstorming phase with the community and its leaders. Finally, communication skills are of utmost importance as it is not only important to listen, respond, and articulate ideas effectively, but this will be required to occur with language barriers, as this particular community’s primary language is not English.
REFERENCES
Kenny, S. (2011). Developing Communities for the Future, 4th Ed. Engage Learning, Melbourne, Victoria
Mendes, P. (2003) Community Development and Social Work: Are they compatible? New Community Quarterly, 1, 24-27
Mendes, P. (2006) Community Development and Social Work: Different but Complementary, in Alice, L, Barbara, J, Brown, K, Connors, P, Kelly, M, and Kenny, S. (eds), Community Development in a Global Risk Society: Proceedings of a conference held in Melbourne 20 – 22 April 2006, Deakin University, Geelong, Victoria, 204-215
Mendes, P. (2008) ‘Integrating social work and community development practice in Victoria, Australia’ Asia Pacific Journal of Social Work and Development, 18, 14-25