At the completion of each program the student had:

• completed a range of literacy and numeracy tasks from the computer and the workbook

• received feedback on completed learning outcomes from the teacher in Cairns

• received a record of the learning outcomes and the date they were achieved signed by the teacher

• received a VETEC accredited module, LIT122, CNLO3 Certificate in Vocational Access

• A Certificate of Attendance detailing hours attended from the Tropical North QLD Institute of TAFE

• The Communication Program for Health Workers stored as a personal portfolio on the computer for future independent use

Formative evaluation was collected from the students during the delivery of the program. On site tutors provided valuable insight into the learning experiences by audiographic conferencing. For example in Wujal Wujal community members watched the students as they participated in the program unknown to the teacher in Cairns. The Wujal Wujal tutor then became a catalyst for the development of other training programs in the community thus enhancing the skills of the community as well as the students.

The project was evaluated for the Project stakeholders through Student Evaluation forms developed by the Workplace Communication Unit. Reports were delivered to QLD Training Services. Included in these reports were data on participants, delivery strategies and literacy competencies achieved. As the NRS became available the learning outcomes were mapped as follows:

Student evaluations of the program detailed a range of outcomes during the delivery of the programs:

• improved workplace literacy and numeracy skills

• improved computer skills

• improved telephone skills

• better health worker networking skills

• more confidence

Feedback from participants suggests that all learners found the program a fun way to learn. The flexible nature of the program with multiple tasks and learning outcome options contextualised within the workplace and community environment meant that the program coped with fluctuating attendances at programs and distinct cultural needs of the learner group. On site tutors played a critical role in managing and providing feedback on the progress of students.

Recent developments within QLD Health have resulted in the extension of the audiographic conferencing network to encompass Health Centres state wide with the North QLD Rural Health Training Unit as the lead center for the delivery of health worker programs: the Unit now manages the largest audiographic conferencing network in the world.

The provision of appropriate literacy and numeracy support remains a critical need for Indigenous Health Workers in all locations in Australia: literacy and numeracy competencies will feature strongly in the Indigenous Health Worker Training Package currently under development. For literacy practitioners and researchers, the use of the National Reporting System as a framework for the development of assessment, curriculum development and evaluation provides the opportunity for the development of innovation within the context of national best practice.