Year
Student Reach
Locations
Industry Partners and Supporting Businesses. (These partners paid the workshop expenses, to allow for the experience to be free for rural schools).
2018
2 Tours were hosted in 2018.
Term 1, 2018: 3246
Term 3, 2884: 6139
Yass, Gundagai, Albury, Wagga Wagga, Dubbo, Parkes, Cootamundra, Cowra, Young, Bowral, Goulburn, Orange, Bathurst, Lithgow, Muswellbrook, Cessnock, Scone, Tamworth, Armidale, Moree, Gunnedah, Narrabri, Byron Bay, Ballina, Grafton, Coffs Harbour, Bellingen, Taree
Charles Sturt University
Australian Defence Force Recruiting
TAFE NSW
Indeed Jobs
2019
9379
Albury, Wagga Wagga, Dubbo, Bathurst, Orange, Muswellbrook, Singleton, Tamworth, Armidale, Port Macquarie and Surrounds
Charles Sturt University
Australian Defence Force Recruiting
TAFE NSW
Indeed Jobs
2020
5789
Tour cancelled min-way due to COVID-19. Unable to complete northern NSW leg of tour.
Wagga Wagga, Griffith, Albury, South Coast, Batemans Bay, Illawarra & Surrounds, Mudgee, Dubbo, Orange, Bathurst & Surrounds
Charles Sturt University
Australian Defence Force Recruiting
TAFE NSW
2021
Tour cancelled due to COVID-19 risks
2022
Total: 6239 students
National – NT, WA, VIC, QLD locations: Darwin, Katherine, Alice Springs, Weipa, Melbourne, Pakenham, Shepparton, Bunbury, Denmark, Albany, Perth, Geraldton, Karratha, Cairns, Mossman, Mareeba, Dimbulah, Townsville, Ayr
Australian Defence Force Recruiting
Australian Dairy Association
Australian Retailers Association
Rio Tinto
Accor Group
Regional Insights.
Regional
Insights Map
This is your Welcome section paragraph. As the first text your readers encounter, this copy should clearly convey what your site is all about.
The Series
Outcome Report.
Helping people make future proof career decisions, The Careers Department is a digital program for students, parents, schools and individuals.
Filled with over 800 pieces of content, curriculum based modules, experiences and resources, TCD is created and updated by career practitioners and industry leaders.
Active Schools
Workshops
The School Overlap Between TCD Schools & EPP Workshops.
Testimonials.
Rural Workshops.
Project One
NSW Rural Schools Tour, and National School Tour Workshops:
What was the objective of the NSW Rural Schools Tour Workshop Series?
It is widely acknowledged that the career education challenges faced by schools and students in rural communities and regional centres are in no way homogenous; and so, each local challenge requires a local approach and a local solution. Simply, there is no ‘one fit all’ solution that can be ‘scaled up’ or applied across the whole state.
The Careers Department works with 682 high schools nationally; 42% of these schools identify as regional or rural. Rural and Regional NSW schools were early adopters of the program, and to support the demand The Careers Department ran in school workshops under the banner title, “NSW Rural Schools Tour.”
The tour workshops aimed to deliver:
-
Develop a student’s understanding of the role of skills, values and interests in careers decision making; and the interdependences of these.
-
Enhance student’s understanding about essential transferable skills, personal qualities and values that enable people to thrive in the workplace.
-
To build an awareness of the ‘7 Working Styles’ (Foundation for Young Australians framework) and enhancing a student’s understanding of how this framework can be used for careers planning.
-
Deliver interactive hands-on exercises for students to identify their own working style and its diverse application to industry.
-
Create awareness of and enhance access to vocational education and training (VET) career opportunities and emphasise the importance of further education and training.
-
Debunk common industry misconceptions and stereotype.
-
Widen a student’s understanding of employment opportunities, and pathways into these industries.
-
Inspire and motivate students to pursue a career pathway that will lead to personal and professional satisfaction.
The Careers Department NSW Rural Schools Tour was underpinned an understanding that while rural areas and regional centres experience specific barriers related to their characteristics (location, demographic, socio-economic conditions); challenges also differ greatly from location to location.
Specific challenges can be shaped by community size, proximity to major population centres, industry trends and local economies. As a result, efforts to improve career learning outcomes for students involved in the tour used ‘local context’ at the forefront of program design and delivery.
What was the scope?
1.2 What was the scope of the Rural Schools Tour Workshop Series?
The Careers Department successfully delivered the ‘NSW Rural Schools Tour’ in 2018, 2019 and January 2020 (before COVID 19 restrictions cut it short); and launched a ‘National Schools Tour’ in 2022, which is being continued in 2023.
The following table outlines the scope of each workshop series including; regions, schools, student numbers, format and supporting partners for each year of operation.
The Approach
1.3 What was the approach of the Rural Schools Tour Workshop Series?
The following section outlines the approach taken in both ‘designing’ the program and in ‘delivering’ the program.
1.3.1 Program 'design' approach:
The Careers Department took an evidence based and research driven approach to the design and delivery the NSW rural schools tour program, and the national schools tour program.
An advisory panel was asked to consider the critical challenges and barriers that contribute to the gap in education attainment (on a high school and tertiary level), skill attainment and employment between rural / regional students and their metropolitan peers. The 34 strong advisory panel included; careers advisors, parents, principals, local government, and local industry. This advisory panel was developed in 2018, and the findings were the catalyst for the workshop launch. The message from the advisory panel was clear: customisation is key in driving regional engagement to industry.
The format of each local workshop was developed by reviewing key data sets (national and local) and research evidence (developed via the advisory panel). This included:
-
Analysing data and evidence to identify issues in educational attainment, employment, and skill attainment in each community; comparatively to the state-based attainment and employment statistics. NOTE: This data was overlaid with local labour condition data pulled from local council publications, local Chamber of Commerce groups, Indeed Jobs and Job Outlook.
-
Examining the causes of the gap in educational and employment attainment, and barriers to overcoming that gap.
-
Analysing the efficacy and impact of past careers programs.
-
Identifying evidence-based examples of innovative initiatives and local solutions.
For example, 2020 TCD owned data revealed that in Muswellbrook and Singleton (NSW) there was a 11.8% shortfall in the ‘intention for school leavers to pursue higher education’ when benchmarked against other NSW regional or rural towns. However, the data also revealed that mining careers were 7.4% more popular in the student user group.
Anecdotally; the Careers Advisor at Singleton High School mentioned that “students are short sighted in their ambition to study after school. They look at what their parents are making in mines, which is usually a very competitive salary; and therefore aren’t motivated to consider further study.”
In a follow up interview used to better understand this student group [conducted on the 30th August 2021] the same careers advisor commented; “The students reflected in this data are short sighted, it’s a huge problem. They don’t understand that a career in the mines requires upskilling; I try to encourage these students to get their trade – widen their concept of a career in the mines [which is opportunistic for VET qualified electricians, mechanics and fitters] and what longevity in the industry looks like – or for those with the aptitude; to study science or engineering, and try apply for a scholarship. These students have an interest in the industry, and that’s great. But they need an introduction to the breath of opportunity in the industry, rather than just thinking they’ll apply after school and get a job straight away. It’s competitive.” – Published with permission.
The Careers Department used this information to shape the key messaging included in the workshops in this area. A contract electrician who worked in the mines was bought into the school to sit on a panel and ‘debunk’ misconceptions about careers in mining. He spoke about his career pathway via TAFE NSW, how he applied for the role post his residential apprenticeship and offered advice to students about the application of qualifications in the mining industry.
Program Delivery
The Program delivery approach aligns to these competency areas:
Workshop name: Work Ready and Program Rollout
Workshop format: 90 minutes
10 minutes | Different types of workplaces | Topics included:
Students were introduced to the concept how different roles have different work environments; including office (open plan formats vs. cubical), on-site (including portal on site offices), and work from home; and students were taught how working environments impact workplace behaviours. The Careers Department showed workplaces via interactive 360 tours; these were filmed by The Careers Departments. Students were able to observe the types of interactions that workers in this environment were having, as well as the attire they are wearing. [Where possible, students used Occulus VR Googles; 8 ‘workplace experiences’ were available at the time of these workshops].
20 minutes | Debunking industry misconceptions (video scavenger hunt activity)
*see explanation from the Rural Schools Tour Workshop program synopsis above. [Where possible, students used Occulus VR Googles]
12 minutes | Communications in the workplace.
Interactive scenarios where students were shown mock interaction scenarios and were taught about professionalism, communication. (verbal and non verbal)
8 minutes | Building relationship with your manager.
Students were taught how to effectively communicate with a manager via email, text and on the phone; as well as on shift and in the workforce.
BREAK
40 minutes | Setting up your account
-
The Careers Department demonstration.
-
Students use school devices to set up their accounts on The Careers Department. Students are shown through the profiling, exploration, virtual work experience and skills modules elements of the platform.
-
The students complete an ‘industry deep dive’ together; to show students how to effectively research using the tool.
-
Students populate their digital ‘Game Plan’ on the platform.
Locations
How did you manage disengaged participants
1.4 How did you manage disengaged participants
The Careers Department is a highly engaging digital resource, that is built by young people, for young people. The business ethos is that “if we aren’t interested in consuming the content, than why would a 16 year old be?” - Therefore, all content delivered in the school environment is contemporary, engaging and impactful. You can see teacher and student video testimonials attesting to the high level of engagement here:
Further, in data collected between 2018 – 2021 shows that 97% of schools that participated in the workshops said that The Careers Department was “highly effective in engaging and motivating students.”
Strategies for engaging disengaged students:
Strategy one | Branding, content, and collateral ‘look and feel’ | The program was built on the ethos that access to quality and relevant careers advice and skill training should be contemporary, motivating and; universally accessible. All content and collateral is developed in house and is designed and produced ‘by young people, for young people.’
Strategy two | Young and relatable facilitators and panellists | The Careers Department facilitators used in these workshops were all >30 years old. The relatability of the facilitators, panellists and the contemporary nature of the collateral given to students in the workshop is a strong determinant in school engagement. For example; a student from Dubbo NSW (16) commented that, “I like that they [the panellists and The Careers Department team] are young. They get what it’s like, and they remember what it’s like leaving school and getting a job. They are easier to talk to, ” – published with permission.
Case study that demonstrates the powerful impact of contemporary branding and facilitators on engagement:
Tess*, a 16 year old Indigenous student from Woy Woy in NSW created an account on The Careers Department in class on the 9th of March [1.56pm]. She populated her Game Plan [2.03pm] to reveal that she (a) planned to finish school at the end of year 10 (b) was not sure what she wanted to do (c) was not sure of which occupation she’d suit (d) was not considering a gap year. Tess completed her profiling in class [2.06 – 2.34pm]. Her results told us her most dominant working style was 'Protector' and industries of interest were 'Nursing & Midwifery', 'Social & Community' and 'Science'.
On the 10th of March 2020, via an email prompt, Tess clicked through to access a ‘Graduate Tour’ style video of an Indigenous year 10 student who is completing her Certificate III in Allied Health Assistance at TAFE NSW [10.28am]. Tess stayed on the page for 4 minutes and 17 seconds (the video is 3 minutes 20 seconds). Tess was prompted to forward the video onto a key influencer, and she emailed the video to a key influencer. Tess then engaged in 2 other nursing content pieces on the site, spending a further 14 minutes 04 seconds on the site.
On the 16th of March 2020, via an email prompt, Tess clicked to access a ‘virtual 360 video’ showing a recording form inside an enrolled nursing class at TAFE NSW. [6.10pm]. Tess spend 54 seconds on the site and ‘saved’ the content piece. Tess logged into the platform twice more between March 16th and May 3rd.
On May 3rd 2020 we received an email from Tess’ careers advisor to mention that she was enrolling in Certificate III in Allied Health Assistance at TAFE NSW.
For the purposes of this case study we asked for a quote from her Careers Advisor which is printed with permission, “Tess had not historically engaged in careers conversations and was, at the time, extremely disengaged from school. Her engagement in this program was sparked when the girls [Co-founders] came to our school to run a face-to-face session with my students. We don’t get opportunities like that normally. The students see young presenters on stage and then they get access to a modern platform, it really gets students involved. When Tess came into my office to ask for guidance on how to enrol in a Certificate III in Allied Health Assistance at TAFE NSW she actually referenced the video on your site. She could relate to the student in the video, and it sparked some motivation”.
Strategy three | Interactive activities | 50% of the sessions required student participation.
Strategy four | ‘Building ownership’ facilitator techniques | Unlike quiet students, who may be interested in the material but don't often share their thoughts in discussion, disengaged students rarely see any relevance or usefulness in whatever is being taught. To address this, The Careers Department would ensure that they included one-on-one conversations with disengaged students during the activity segments in the workshop. The facilitators would enhance student ownership in the learning exercise. Rather than giving students the answer, facilitators were taught to push the student to spark reflection and engagement from the student. For example, one of the activities asked students to write down a job or industry that they might like to explore. For students that had written nothing on their page when the facilitators were circling through the room, facilitators were given a set of questions to ask questions about what kinds of extra-curricular or work-based activities they liked, and what they liked about them. For example, if a student likes Saturday sport – they would be promoted to reflect if they like this because it is a ‘hands on’ activity, a ‘team based’ activity or an ‘outside’ activity for example. Next the facilitator would ask students to assess what kinds of industries or careers are relevant to those working styles (being hands on, outside and team based). The facilitator would encourage the student to frame career decision making through a sense of self reflection.
Outcomes
1.5 Outcomes: How did The Careers Department monitor, report and evaluate Rural Schools Tour Workshop Series?
NOTE: For ease of reading, this theory of change model and the related M&E outcome slides are attached as “Appendix, “Theory of Change Model_NSW Rural Schools Tour Workshops”
There were 18 key outcomes assessed within the M&E plan; however, two key outcomes that are relevant to this tender application are included below:
Short term outcome one | That teachers are able to have more engaged and informed conversations with students about their career plans post workshop.
Outcomes
1.5 Outcomes: How did The Careers Department monitor, report and evaluate Rural Schools Tour Workshop Series?
The following theory of change model of the Rural Schools Tour workshop series describes how the activity created its intended outcomes and impact, measured across a 5-year period.
How did you manage disengaged participants
Relevant data to confirm outcome deliverable:
-
83% of schools that participated in the workshops said that The Careers Department said that they saw an uplift in student engagement in wider careers conversations post the workshop.
-
96.5% of schools responded ‘yes’ the rebooking a workshop with The Careers Department. NOTE: 100% of the schools who responded ‘no’ said that they would rebook with a different format, for smaller student group.
-
100% of industry partners continued their investment support for three plus years. Each of these partners increased their financial contribution year on year. NOTE: It was a choice from The Careers Department to shift from NSW focused partnerships to National based partnerships in 2021, based on the growth of the tour.
Short term outcome two | Students broaden their understanding: of different industries, career pathways, and skills needed for the future
Relevant data to confirm outcome deliverable:
-
92% of participating students ‘strongly agree’ or ‘agree’ that they have broadened their understanding of the potential career pathways available to them as a result of participating in the program (Likert scale)
-
76% of students who ‘strongly agree’ or ‘agree’ that they have changed their mind about their career pathway as a result of participating in the program (Likert scale)
-
95% of teachers who ‘strongly agree’ or ‘agree’ that students have broadened their understanding of the potential career pathways available to them as a result of participating in the program (Likert scale)
A third outcome to note was that 100% of industry partners continued their investment support for three plus years. Each of these partners increased their financial contribution year on year. NOTE: It was a choice from The Careers Department to shift from NSW focused partnerships to National based partnerships in 2021, based on the growth of the tour.
Project Two
Work Ready and TCD Roll Out
What was the objective ?
Objective: The Careers Department ‘Work Ready’ workshops were built to educate students about modern workplace expectations for continued employment and success. The Work Ready program prioritised students from areas that experience multi generation welfare dependency and or other barriers to entry to employment; and aimed to build both student confidence and student capability.
This was a workshop allocated to 42 schools from low SES areas, who are subscribers to The Careers Department, and who TCD believed would require greater hand holding to see meaningful program rollout.
Canley Vale High School Career Transition Officer, Nivanthi Ratnayake, comments, “My students struggle with awareness. They aren’t having careers conversations at home with their parents. A lot of my students are from first generation Australian families; and this means that they often limited by network and industry insight. This program is made for students like mine; who need to hear real stories from students that aren’t that much older than them, in the tone of voice that they engage with. My students are impressionable, this program is delivered by me [their careers advisor] and for many of them, I am their key influencer. I use the program because I trust the resource; your content is real and it’s informative. It’s not telling them what to do, it is providing diverse perspectives and driving awareness.” The program shifts a student’s understanding of themselves, their skills and their passions; and then challenges them to test these learning with vocational relevance to built skill affinity.
However, research tells us that students from these groups can often lack confidence to adopt new digital programs. There, these workshops were run in 42 schools, to nurture students uptake.
The workshops aimed to deliver:
-
An increased student engagement and interest in learning about career pathways.
-
An understanding of the expectations at work, including communication (verbal, non verbal and online), professionalism and physical presentation.
-
An understanding how to search for employment opportunities effectively; using The Careers Department.
-
An increased understanding of different industries, career pathways, and skills needed for the future; using The Careers Department.
-
An understanding of the importance of education and training to your career.
-
An understanding that different kinds of work require different combinations of skill and knowledge; using tools on The Careers Department.
The workshops ran across 90 minutes (2 x 45 minute blocks) and included a blend of on stage demonstrations and interactive mentoring sessions with students. This workshop was run in seven schools nationally in 2022. This was a ‘request’ only workshop, and was only offered to schools on a case by case and needs basis.
The Approach
What was the approach of the 'Work Ready' Series?
The following section outlines the approach taken in both ‘designing’ the program and in ‘delivering’ the program.
1.3.1 Program 'design' approach:
The Careers Department took an evidence based and research driven approach to the design and delivery the Work Ready program.
A 2015 Report, ‘A New System for Better Employment and Social Outcomes’ explains that it is important for schools and industry to collaborate in creating better post-school transitions, especially for disadvantaged students; as students are often unaware of the demands of the workforce and can feel further marginalised. As a result; The Careers Department worked with local industry, bringing participants to schools, to both help tap into students’ aspirations for future careers, but to also present them with practical insights into how to represent themselves in these industries. Research suggests that work ready programs are more effective when students can ‘see’ a local network of employers. With this in mind – all ‘work ready’ concepts in the workshop were underpinned by local employer examples.
Too, the workshops were underpinned by the key competencies outlined in The Australian Blueprint for Career Development including;
Area A: Personal Management | Competency 2:
-
Discover the skills, knowledge and attitudes needed to work effectively with and for others.
-
Examine the nature of the contractual relationship between employees and employers and the nature of the contractual relationship between clients and contractors.
Area B: Locate and effectively use career information | Competency 4:
-
Understand the importance of education and training to your career.
-
Discover how different kinds of work require different combinations of skill and knowledge.
-
Explore how the skills, knowledge and attitudes acquired in one setting (e.g., at school, at home, in the workplace and in the community) can be used in other settings.
-
Discover the learning habits and study skills that help people to achieve good education and training outcomes.
Area C: Career Building | Competency 7:
-
Explore skills, knowledge and attitudes required to locate, interpret and use information about work opportunities.
Program Synopsis and Delivery Approach
1.3.2 Program synopsis and delivery approach
The NSW Rurals Schools Tour workshop name: Career Exploration and Future Planning.
Workshop format: 80 minutes
8 minutes | What the ‘Future of Work’ look like? | Topics included:
-
Emerging industries of the future.
-
The impact of automation.
-
Transferable skills.
12 minutes | Debunking industry misconceptions (via an video scavenger hunt activity) |
The Careers Department used pre collected student industry questionnaires to shape which eight misconceptions would be covered it the session. Sample ‘myth and misconception’ segments included;
-
Myth - “Agriculture is just farming.” | The workshops introduced students to agricultural business, logistics and supporting roles.
-
Myth - “University pathways will see you earn more money than VET pathways.” | The workshops introduced students to value of vocational pathways in tomorrow’s economy.
-
Myth - “Early Childhood is just babysitting.” | The workshops introduced students to play based learning theories.
12 minutes | Understanding pathways (explaining types of qualifications) | Topics included:
-
Students learnt the differences between and the relationship between Diplomas, Certificates, Graduate Diplomas, Apprenticeships and Bachelor Degrees. NOTE: Alarmingly; only 22% of students couldn’t correctly identify the differences in the pre collected student industry questionnaires.
8 minutes | Resilience, adaptability and remaining competitive | Topics included:
-
How to build a personal brand.
-
How to build relationship with local industry.
-
How to grow within a business.
20 minutes | Learning what transferable skills are and understanding how skills are linked to industry. | Topics included:
-
Transferable skills and their application to problem scenarios.
20 minutes | Panel on stage:
The Careers Department facilitated a panel to join the workshops at each school. The panel included local VET alumni, students, ambassadors, local employers and current university and TAFE students. The Careers Department facilitated a fast-paced conversation that covered the following topics:
-
Understanding employability options.
-
Understanding pathways.
-
What skills employers are looking for, and how to develop them.
How did you manage disengaged participants
The following strategies were used to manage disengaged participants in workshops:
-
Incorporate technology: Students are highly technically literate; and so the use of VR devices (exclusively in the 2022 workshops) drew high levels of engagement. NOTE: students stayed back at centre workshop break, and at the close of these workshops to continue using the VR equipment.
-
Explain “Why?”: Students were given the wider context and real world application of the workshop, before it began. Research suggests that when a disengaged student can ‘see’ personal, localised relevance to a task, they are more likely to engage. If students did not engage after the ‘why’ was explained to the whole group; building on from the learnings from Project examples 1 and 2 above; The Careers Department would ensure that they included one-on-one conversations with disengaged students during the activity segments in the workshop. The facilitators would enhance student ownership in understanding ‘why’. Rather than giving students the answer, facilitators were taught to push the student to spark reflection and engagement from the student.
-
Be brief: Students consume fast paced content via social media platforms. Therefore, a student can become disengaged when the video or content formats are too long. All workplace 360 content was designed to be fast paced and to appear in the format of a vlog.
-
Encourage participation: Students were required to stand up and practice key communications learnings with the person next to them. Other interactive segments that including setting up their account via individual devices and VR experiences.
Digital strategies for engagement:
Research based content development strategies were used to engage students that are at risk of disengaging online due to learning difficulties and / or their identification with a neuro diverse condition. While there are multiple examples of how TCD mitigates this risk; TCD will only include one example within this tender, as the EPP school workshops are cantered around on face-to-face outputs.
The Careers Department digital offering includes virtual environments. In 2020 the program was updated so that the content experience, UX and UI can be manipulated in ways that take advantage of the learning styles of people with neurodevelopmental disorders and / or learning difficulties. This means that features will be enhanced or diminished; objects will be isolated, highlighted or removed, and relationships and associations can be emphasised. The site update saw the team add tailored prompts and corrective feedback into the virtual training modules to reinforce teachings. Visual and auditory cues will be used to drive engagement in this student group.
Outcomes
How did The Careers Department monitor, report, evaluate on the Work Ready workshops?
The following theory of change model of the Rural Schools Tour workshop series describes how the activity created its intended outcomes and impact, measured across a 5-year period.
The following theory of change model of the workshops; and select segments from the extensive M&E and plan has been attached as the Appendix named, “Appendix_TCD, 3.1_Project Two Example, Work Ready M&E framework”.
How did the program perform against the key Short Term outcomes in 2022?
-
87% of students successfully created accounts in the workshops; [6723] in Term 4 2022. NOTE: The benchmark KPI for success was 75%.
-
74.3% of students completed more than 2 skills modules on TCD in Term 4 2022. NOTE: The benchmark KPI for success was 50% of students completing 2 modules.
-
The average time on site for students in this control group was 8 minutes and 12 seconds per log in. NOTE: The benchmark KPI for success was 5 minutes. [NOTE: Excitingly, 32% of these log ins were outside school hours, indicating a high level of engagement].
-
84% of students found TCD helpful in building an understanding of themselves. NOTE: The benchmark KPI for success was 70%.
-
78% of students found TCD helpful in understanding or identifying their passion and interests. NOTE: The benchmark KPI for success was 70%.
Quantitive student feedback:
“I didn’t know what I was interested in at all and the profiling quiz helped me understand that I want to work with my hands and work in a team.” Lightening Ridge, NSW, Year 11.
“I did the paramedic virtual work experience assignment and also the Royal Flying Doctor service one. After doing the Royal Flying Doctor activity I’ve decided to study to be a registered nurse and also get my midwifery qualification so that I can work for them.” Karratha, WA, Year 10.
“I wanted to be an architect originally because I knew I liked drawing, but I was never really interested in houses it was just all I could think of. Now that I have learnt about UX design I want to do that and be a website architect.” Weipa, QLD, Year 8.
NOTE: TCD has chosen to include key outcomes that demonstrate the assessable elements of the tender. The full M&E and findings report is 38 pages long; and is available to request.
Summary
What was the approach of the 'Work Ready' Series?
The Careers Department has extensive experience in running face to face programs that are directly relevant to the tender requirements. The Careers Department has worked with Nous Consultancy and Social Ventures Australia to build out industry leading M&E framework and data collection technology.
Project Experience
Project Experience
The Careers Department has extensive experience in running face to face programs that are directly relevant to the tender requirements. The Careers Department has worked with Nous Consultancy and Social Ventures Australia to build out industry leading M&E framework and data collection technology.
