Solution
Soumi answered on
Sep 13 2020
Request for Quotation
INSTRUCTIONS FOR PART D – SUBMISSION FORM
PART D - SUBMISSION FORM
Submission Offe
NOTE: This funding submission is 437 words and will not to be counted in your word count.
1. Respondent Details
Name of Funding Body
VicHealth – Social Innovation Incubato
Address
Name of Contact Person
Title or Organisation Position for Contact Person
Phone
Email
2. Proposal
To expand and extend the SAKGP to implement the plan in a garden set-up involving the collaboration of the indigenous as well as the non-indigenous people of Australia.
3. Compliance with Specifications
It is assumed that the Respondent satisfies all parts of the Specification, other than the Clauses stipulated below.
Detail below any parts of the Specification which the Respondent is not, or is only partially, able to satisfy and indicate ;
where the specified outputs, characteristic or performance standard can only be met subject to certain conditions
where specified outputs, characteristic or performance standard is not met by the Response.
where the solution offered significantly exceeds the specified requirements. Respondents must state or describe in what way their offer exceeds the requirements
where the activities fully satisfies the RFS in a manner different to that specified
*indicate “N/A” if all parts of the specification can be satisfied by your organisation and the proposed solution
Issue
Description
4. Capability
4.1 Resources
Detail the nominated personnel that will undertake the Project, including the scope and extent of services that will/may be provided by contractors, sub-contractors and/or agents to the Respondent.
Project Manage
4.2 Quality Accreditations
Detail the Quality Management System(s), including all accreditation bodies and standards maintained by the Respondent. If no Quality Management System is in place, provide details of how the Respondent intends to ensure that the project meets VicHealth’s business requirements and industry standards.
By adhering to deadline and by maintaining the quality of each step
5. Capacity - Staff
Name
Title
Role and Responsibility
Linkedin profile link
Project Manage
Accountant
Care Professionals
6. Risk Management
1.1 Risk
Detail the risk management strategies and/or practices identified to manage the success of the project/ deliverable.
The most important strategy to be considered would be to prevent any cases of social discrimination against the aboriginals. The collaboration of the indigenous and non-indigenous people may lead to opportunities for increased racial discrimination against the aboriginals which should be prevented.
7. Social Responsibility
Provide details of any community focused cause your organisation engages in.
The community focussed cause would be to provide for food security for both the indigenous and non-indigenous people. The program would target to provide food to the aboriginals and reduce the junk food dependency of the non-indigenous people.
Table of Contents
51. Title
52. Abstract
53. Background
5SAGP
6Aim of SAGP
6Its Operations
7Its Present Target Groups
7Inequalities in SAGP
74. Needs Assessment Description (Using Photovoice)
9Analysing the Situation of SAGP using SHOWeD Questions
105. Aims
106. Objectives
117. Methodology
11a. Description of Photovoice as a Qualitative Methodology
11b. Health Behaviour Model
12c. Data Collection Models
138. Inputs
13Inputs needed for Expansion of SAGP
13Target Group of Expanded SAGP
13Their Involvement in Project
149. Intervention description
1410. Outcomes
1411. Implementation evaluation
1412. Reducing Inequality through this Intervention at Political, Socioeconomic or Cultural Level
1513. Staffing
1514. Budget
1515. Timelines
1716. References
1. Title
Expansion of Stephanie Alexander Garden Project (SAGP)
2. Abstract
The Stephanie Alexander Kitchen Garden Program, which has been widely adopted by Australian primary schools, as a part of their cu
iculum, has been suggested to be a multidimensional plan that has had an impact on the several aspects of the life of primary children. Not only does the program aim to inculcate in children a basic love for seasonal food, but also educates them about the value of good nutritional practices. Additionally, the plan also aims to instil the communication skills, values of caring, patience, perseverance, hard work, trust as well as teamwork in the pupils. These basic skills, if imparted to children at this most receptive stage would help them be better citizens and contribute significantly to the society.
This assignment attempts to extend and expand the SAKGP to a larger section of the society so that the benefits of this plan would reach a larger section of the society. In this assignment, an attempt has been made to apply this program to the Aboriginals and the non-indigenous segments of Australian society. The main purpose of this would be to overcome the problems of malnutrition and related disorders in the Aboriginals as well as the junk food induced diseases in the u
an Australian population.
3. Background
SAGP
The Stephanie Alexander Kitchen Garden Program (SAKGP) was founded by Stephanie Alexander. According to Block, Gi
s, Macfarlane and Townsend (2015), it is one of the foundation programs that have been implemented in the primary schools across Australia. As a part of the program, children are trained to grow, harvest, prepare and share seasonal fruits in small- scale gardens situated in their schools. This program not only aims to inculcate good and healthy food habits in children but also targets to
ing about the overall development of the children.
Aim of SAGP
The SAKGP is a multifaceted and multipurpose program. It fundamentally aims to inculcate in children the understanding and benefits of eating seasonal fruits. Besides this, the program also aims to instil in the children a sense of teamwork, caring and sharing with each other.
Its Operations
The SAKGP has gained increasing popularity and been widely accepted in schools across Australia. The program serves to build self-confidence and a sense of belonging to nature. Besides this, the children also gain the advantages of being exposed to increased amounts of fresh air and sunlight. As noted by Ramsden (2015), children usually learn to collaborate and work in teams through community. Therefore, at SAGP, they learn to care for plants and the environment. Cropping and harvesting entails a lot of trials and e
ors. This, in turn, helps children to imbibe the values of patience, perseverance as well as resilience.
Since, the entire process is that of teamwork, the values of trust, responsibility and faith is also instilled in the pupils. As suggested by Yeatman et al. (2014), the children develop more curiosity for their su
oundings, they learn to empathise with nature as well as learn recycling, reusing and composting. Most importantly, the children learn the values of sharing their meals over a table as well as communicating with each other. The children not only learn to value food, but also develop fine and gross motor skills.
Its Present Target Groups
The present target group of the program is primary school children. As stated by Ba
y (2016), the founders of the program believe young children to be most receptive and at the perfect age to learn and develop positive traits.
Inequalities in SAGP
The SAKGP has its set of inequities as well. Exhibiting its program is a relatively cost-intensive process. Hence, for small schools, with relatively less funds, the resources for cropping, harvesting and cooking may not be sufficient. As observed by Ohly et al. (2016), they may not have sufficient funds to recruit specialists for the program. Moreover, the...