Abstract
This study reports on the evaluation of two Australian educational initiatives that involved a high degree of youth participation in the evaluation process. Both evaluations involved capturing youth perspectives through photographic portfolios as one of the data collection methods, in order to portray young people's understandings of the relationship between leadership and the potential to create change in their communities.
The article describes two initiatives: r.u.MAD?, a youth philanthropic program, and the Glenormiston Leadership Pilot Program for Year 9 students, and provides a brief overview of the evaluation findings in relation to each initiative.
The main findings of the r.u.MAD? evaluation were that students and their teachers believed that the r.u.MAD framework had enabled them to make significant differences in their school environments or local communities and that links with local communities were strengthened. Students also reported that their experiences in r.u.MAD? projects had given them increased organisational and leadership skills.
The main findings of the evaluation of the Glenormiston Leadership Pilot Program were that the rural setting and proximity to the sea provided a rich site for leadership program for Year 9 students, particularly those who had grown up in Melbourne. The evaluation also found that the program model was effective in terms of developing skills in leadership and independent learning.
The article also explores some of the issues and challenges that surround youth participation in the evaluation of educational programs that have a strong leadership and empowerment focus. In addition, some comments are made about the use of photographs as an evaluation strategy.
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