Taking actions to get long-term unemployed — including Indigenous Australians — into the workforce makes business sense for organisations that are struggling to fill vacancies with good people. Within this pool of potential recruits are people who, given the right training and support, can excel in employment. This report looks at six case studies of successful programs that have attracted long-term unemployed Indigenous Australians back into the workforce.
It is intended to be detailed, grounded in practical reality and to personalise the experiences of the individuals involved so that others can learn from their experience. Understanding the paths to sustained employment is fundamental.
These masterclasses are two-day programs, dedicated to providing Indigenous entrepreneurs and aspiring angel investors with the connections, capabilities and access to capital that they need to become investor-ready, or ready to invest. Creating employment parity with and for Indigenous Australians. What we do. Why we act. Our Targets. Building the capability of Indigenous Australians to secure sustainable employment Supporting safe and healthy communities by reducing the levels of harm underpinned by alcohol consumption, illicit drug use and gambling by limiting access to cash and preventing the purchase of alcohol or gambling products Empower individuals through job-specific employer-directed training To partner the Commonwealth Government, industry and Indigenous leaders to drive change in Indigenous employment policy and programs to improve employment outcomes for Indigenous Australians Undertake timely and effective critique of the Australian Indigenous employment system, review international good practice and prepare a final Indigenous Employment Report with key recommendations for change.
Dream Venture Masterclasses. Research shows that children from low-income families hear an average of 8 million fewer words per year than children from high-income families.
This means that by the time these children are 4 years old, they will have heard 30 million fewer words than children coming from high-income families. This is commonly referred to as the 30 million word gap. Findings clearly indicate that the greatest gains occur when quality education is introduced as early as possible.
As a result, the Academy was redesigned to become an Early Childhood Intervention Program Pre-K to first grade in response to the findings which indicated the greatest achievement and behavioral gains had been made by the youngest children. All ages of students improved, but replacing the poor work habits and behavior of the older students was the most labor and time-intensive.
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