The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing program.
Evidence indicates that Aboriginal people are underrepresented among driver licence holders in New South Wales, which has been attributed to licensing barriers for Aboriginal people. The Driving Change program was developed to provide culturally responsive licensing services that engage Aboriginal communities and build local capacity.



This paper outlines the formative evaluation of the program, including logic model construction and exploration of contextual factors.



Purposive sampling was used to identify key informants (n=12) from a consultative committee of key stakeholders and program staff. Semi-structured interviews were transcribed and thematically analysed. Data from interviews informed development of the logic model.



Participants demonstrated high level of support for the program and reported that it filled an important gap. The program context revealed systemic barriers to licensing that were correspondingly targeted by specific program outputs in the logic model. Addressing underlying assumptions of the program involved managing local capacity and support to strengthen implementation.



This formative evaluation highlights the importance of exploring program context as a crucial first step in logic model construction. The consultation process assisted in clarifying program goals and ensuring that the program was responding to underlying systemic factors that contribute to inequitable licensing access for Aboriginal people.
The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia; School of Public Health, Sydney Medical School, The University of Sydney, Australia.
Patricia
P
Cullen
Australian Health Services Research Institute, The University of Wollongong, Australia.
Kathleen
K
Clapham
The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia.
Jake
J
Byrne
The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia; School of Public Health, Sydney Medical School, The University of Sydney, Australia; The Poche Centre for Indigenous Health, the University of Sydney, Australia.
Kate
K
Hunter
Transport and Road Safety Research, The University of New South Wales, Australia.
Teresa
T
Senserrick
The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia; School of Public Health, Sydney Medical School, The University of Sydney, Australia.
Lisa
L
Keay
The George Institute for Global Health, Level 3, 50 Bridge Street, Sydney, NSW 2000, Australia; School of Public Health, Sydney Medical School, The University of Sydney, Australia. Electronic address: rivers@georgeinstitute.org.au.
Rebecca
R
Ivers
D001333:Automobile Driver Examination / Q000331:legislation & jurisprudence / Q000523:psychology* / Q000706:statistics & numerical data; D001334:Automobile Driving / Q000193:education* / Q000331:legislation & jurisprudence; D054521:Cultural Competency; D004282:Documentation / Q000592:standards; D006801:Humans; D007407:Interviews as Topic; D007603:Jurisprudence; D008004:Licensure / Q000331:legislation & jurisprudence; D000067010:Literacy / Q000208:ethnology; D008128:Logic; D009517:New South Wales; D010865:Pilot Projects; D015397:Program Evaluation; D036301:Qualitative Research; D012944:Social Support; D012959:Socioeconomic Factors
Aboriginal; Assumptions; Community; Context; Cultural; Evaluation; Formative; Licensing; Logic model; Social inclusion