b'THE GO MODELEMPOWERING THROUGHEDUCATIONGO SCHOLARStrong AboriginalOUTCOMES DURINGCollaborative action leadership SCHOOL for systems-led and role LONGER Improved engagement withchangemodels TERM IMPACT school and aspiration to succeedImproved overall school experience Increased Indigenous and learning outcomesimpact across society FINANCIA Greater knowledge of, D L SU and increased pride in, Strong and effective Y AN TIES P Indigenous heritage networks andD NI POcommunities TU TU R T and Indigenous (Indigenous S R COREF Increased engagement achievementsK,PO Oand other) RR PO O EEmpowered andEPROGRAM D with work, life and W UFO L I CT A further study influential IndigenousSCOMPONENTS T opportunitiesIS Orole models andE NCCleadersA(strategies, activities)Culturally safe and Ainclusive studyN Gand workplaces D IN Connected to and actively AS IN LLPIRATI DIGENOU ULTURALMODE participating in O S C D Indigenous networks NAL MENTORING AN and communitiesSuccessful work, study, GO SCHOLARConfident in andlife outcomes and OUTCOMESproud of IndigenousachievementsSharing AFTERidentity and heritageSCHOOL IncreasedImproved overall and celebrating participation inhealth andCulturallyIndigenous further education wellbeing responsive and culture and heritage supportive relationshipsGO Program Conceptual FrameworkAs part of the Framework, Jumbunna Institute mapped out the GO Program Conceptual Model (above), which aims to clarify what the Program is intended to achieve. It portrays the core Program components, their causal links to GO student outcomes during school and after school, as well as the longer term impact of the Program. The conceptual model forms the basis for the design of evaluation questions, aligned indicators and data sources within the Impact Measurement Framework.2023 ANNUAL IMPACT REPORT 15'