Together we can make it happen

1. Together we can make it happen Connecting schools and employers ... Why it works sometimes • Learn Earn Legend! • Indigenous Employment Conference • Connecting Schools and Employers • 25 October 2011

2. Overview of presentation • Harris van Beek, ASTF / ECEF, West Arnhem, Western Cape York • Basic facts about Western Cape York and West Arnhem • Partnerships don’t just happen or stay alive by themselves • Rio Tinto Alcan – Western Cape College • Energy Resources of Australia (ERA) – West Arnhem • Key success factors • Outcomes • Future directions – deepening the relationships

3. Harris van Beek • CEO 1996-2001 of ASTF / ECEF a Commonwealth funded organisation which established, nurtured and supported 250 school-business partnerships across Australia • Lead ASTF programs of school-business partnerships for Indigenous people & remote locations • Reviewed 80 school-business partnerships to identify the success factors (the foundation for this talk) • Facilitate school-business partnerships for Rio Tinto Alcan (in Weipa since 2005) and for ERA (in Jabiru / Gunbalanya since 2009) • Developed Work Readiness programs for long term Indigenous people for JobFutures • Reviewed Aurukun CDEP to assess effectiveness as a school to work program • Study tours of school-employer connections in UK, Netherlands, Germany, Norway, Denmark

4. Award winning partnerships • Western Cape • Premiers Reconciliation Prize • Prime Minister’s Award for Community Partnerships • NAB Schools First • RTA Weipa was awarded the Minister’s award of • Excellence for Apprenticeship Services, • NAB- Queensland Local Category of the Schools First Impact Award • West Arnhem • NAB Schools First – Impact Award (NT) • NT Smart Schools Award – Excellence in Partnering (highly commended) • Chief Executive’s Award – NT Smart Schools Awards

5. Rio Tinto Alcan Weipa – Western Cape College • Basic facts • Western Cape College covers Weipa, Mapoon and Aurukun (till 2011). There are about 910 students at the Weipa (880) and Mapoon (30) campuses • Rio Tinto Alcan (RTA) has a large bauxite mine which operates in Weipa. RTA is the largest Weipa employer with a workforce of 970 people. The population of Weipa is about 3,500, Napranum is 900 and Mapoon is about 300. • RTA- WCC partnership began in 2006 • Rio Tinto Alcan Weipa operates under two individual land use agreements - the Western Cape Communities Coexistence Agreement (WCCCA) and the Ely Bauxite Mining Project Agreement (EBMPA). These agreements provide economic, education and employment benefits as well as cultural heritage support and formal consultation processes between the company and Traditional Owners.

6. Weipa

7. Energy Resources of Australia – West Arnhem College • Basic facts • Energy Resources of Australia Ltd (ERA) is one of the largest uranium producers in the world, providing around eight per cent of global primary uranium production from its Ranger mine. This is used to generate around one per cent of the world's electricity. • West Arnhem College (WAC) – two schools Gunbalanya (400 students) and Jabiru (300 students) each with students in homelands • The population of both places is 1200 • The ERA – WAC partnership began in August 2009 • ERA operates on Mirarr land. It is surrounded by, but separate, from the world heritage listed Kakadu National Park. The conditions for operating at Ranger and Jabiluka are set out in agreements entered into by the Northern Land Council on behalf of the Traditional Owners under the Commonwealth Aboriginal Land Rights (Northern Territory) Act 1976.

8. Jabiru Jabiru Township Ranger Mine

9. Gunbalanya

10. Partnerships have life cycles Bigger and better Giving it a go Trying new ways and new things Its starting to work Going OK Starting to talk Terminal decline

11. Second Mature Fledgling (a) Enterprise / Innovation Fledgling (b) First Mature Pre-partnership

12. Progression from one stage to the next is a sign of the health, maturation and value of a partnership to its stakeholders and to its community. Progression through the stages depends upon a number of factors which influence a partnership’s capacity to operate and fulfil its objectives. A partnership cannot be identified as functionally established until the completion of the Fledgling Stage when the first high risk period is over. The Enterprising Stage is the second period of high risk as shifts in partner membership demand a review and realignment of values, purpose and process similar to the consensus development activity of the Fledgling Stage.

13. Local Community Partnerships (LCPs) – Elements of success Leadership Purpose Need Management Vision Stakeholder Relationships

14. Each partner has clearly articulated needs • The so what: • It is important to know what each other’s needs are - it should not be a one sided affair • Western Cape York • Rio Tinto Alcan • Attract and retain staff • Recruit local staff • Improve Indigenous education and employment • Western Cape College • Schools graduates with life choices • Post school pathways for students • Diversified learning for students (classroom and on-the job) • West Arnhem • ERA • Attract and retain staff • Recruit local staff • Improve Indigenous education and employment • West Arnhem College • Schools graduates with life choices • Post school pathways for students • Diversified learning for students (classroom and on-the job)

15. Each partner requires the other for their needs to be addressed • There is a clear purposeand defined scope • The so what • The purpose should be to fulfil the partners respective needs – it shouldn’t be established for the sake of doing things together and there should be a clear scope • Clarity of purpose for working together • Disciplined about: • Partnership membership – its about the operations to meet the partners’ needs - only ERA & WAC, RTA & WCC • Focus and scope of joint activities • Agreed objectives and targets • Integrated program of activities to ensure cohesion and increase the likelihood of achieving targets and objectives • Partners know why they are cooperating – any change of focus is by mutual agreement • Clarity of purpose of each activity • Only do activities which will contribute to the overall strategy • Be clear about the purpose of each activity, its place on the overall strategy and the tasks required to ensure the effectiveness (e.g. curriculum preparation, selection of appropriate staff in the business to guide young people)

16. Integrated strategy based on clarity of purpose and activities

17. Leadership within each organisation and the partnership itself • The so what • Explicit and visible commitment by organisational leaders is essential to the partnership’s long-term viability • Strong sponsorship from organisational leadership • Northern Territory Government and ERA have an MoU signed by the Chief Minister and ERA’s CEO • mine GM and College Principal attend each quarterly meeting • Actions to reinforce importance of partnership in each organisation (articles in internal magazines, joint public events, school prize nights, CEO/GM talks to staff) • Leadership within the partnership – key people from each organisation pursue the actions, challenge the approaches

18. Vision– an ambitious sense of what is possible • The partners shared a dream that things could be better, they have discussed how things could be and believe that they can make it happen together • The so what • Partners have a strong sense of making a difference by working together • The vision has these elements: • Improved local education is the key to fulfilling the respective needs • Have a broader ambition than a remedial Indigenous program • There is a greater common good which will benefit them and their community • We can find solutions through willing and motivated collaboration

19. As with any partnership its all about stakeholder relationships • The so what • Successful partnerships require trusting relationships between the organisations and the people involved • The key individuals have developed quality relationships through regular contact and the relevant people working together closely on operational matters. • When we hit road-bumps leaders have made it clear the overall relationship is too important to let minor incidents bring it undone • Respectful relationships developed through transparency and integrity • Some social activities between the organisations to strengthen personal relationships • Visits to the each others locations to develop familiarity with circumstances and environments • Explain the partnership within each organisation to broaden the appreciation of its importance and role

20. There are many components that need to come together and managementis essential • The so what • The operations need to be resourced and agreed business processes implemented • School-business partnerships have many elements to be initiated, coordinated and sustained. Sustained success depends on the allocation of resources and attention. The two partnerships has addressed this through steps such as: • Agreed roles • Application resources (eg external facilitator) • Introduction of organisational tools – annual activities calendar and scorecard to review performance • Development of a handbook / roadmap for the program and its activities • Established accountability mechanisms • Quarterly Forum meetings with clear & limited role (plan, monitor and review) • Engagement of an independent facilitator who knows the area of partnerships • Agreed strategy and protocols for communications (internal and external)

21. Tools to manage to partnership and its activitiesscorecard – to monitor progress and performance

22. Tools to manage to partnership and its activitiesOutline of activity – purpose, activity operations and targets

23. The partnerships are achieving outcomes Western Cape York • All Apprentices are now recruited from school • Nearly 50% of apprentices have been Indigenous in recent years • Two Aurukun year 12 graduates commenced as trainees in 2010 • Seven Indigenous school-based trainees annually • Indigenous university students from Cape York participate in Rio Tinto Vacation Work Programme over University Summer breaks • 3 WCC students in 2010 granted automatic entrance to James Cook University based on WCC recommendation of their ability • Indigenous students pursuing pathways with multiple entry points into employment with RTA • Close WCC-RTA cooperation to develop potential engineers (an area of great skill shortage) including an Indigenous young person West Arnhem • Site visits for Gunbalanya students • 15 school – based Apprenticeships • Modification of curriculum to integrate workplace learning and activities • Integration of ERA HSE into school curriculum and procedures • High quality career advice and resources

24. Partnerships needs to keep improving • Research • Enhance tools – quarterly reports • Deeper engagement – shared culture / values

25. Local Community Partnerships – Success factors • Clear purpose based on need • One or more individuals taking up a leadership role, driving the program • Relationships built on trust and integrity linking all stakeholders • Effective management and operations

26. Working together to achieve education and employment outcomes

29. Looking to the future

30. For more information contact Harris van Beek Senior Consultant Nous Group e: harris.vanbeek@nousgroup.com.au t: 02 8182 8040 www.nousgroup.com.au