GOOD LIFE FOR OUR ELDERS DEEWR Innovation Fund Project

1. GOOD LIFE FOR OUR ELDERSDEEWR Innovation Fund Project

2. GOOD LIFE FOR OUR ELDERS A training and mentorship program in aged and disability care for members of remote Central Australian communities: Atitjere, Engawala and Mulga Bore

3. GOOD LIFE FOR OUR ELDERS The project is a partnership between the Desert Peoples Centre and WaltjaTjutangku Palyapayi. It has been funded by the Australian Government through the Innovation Fund 2010- 2012.

4. GOOD LIFE FOR OUR ELDERSDEEWR Innovation Fund Project DEEWR Innovation Fund objective: to address the needs of the most disadvantaged job seekers through funding projects that will foster innovative solutions to overcome employment barriers that job seekers face

5. DESERT PEOPLES CENTRE The DPC works to further education and economic aspirations of Aboriginal people throughout desert Australia. The DPC provides a systematic and coordinated approach to indigenous education and training, to foster a framework for the future cultural, social and economic development of indigenous peoples and communities.

6. Waltja TjutangkuPalyapayiis a not-for-profit community organisation governed by senior Aboriginal women from remote communities across Central Australia.

7. WALTJA TJUTANGKU PALYAPAYI Waltja’s core operating principles are: • The leadership of strong Aboriginal women • The family is the foundation of the Aboriginal community and Indigenous identity • Improved services need to be located within remote Aboriginal communities, with training and support for local Aboriginal people to manage the services • Partnership approach to support self-reliance and dignity, community development and self-determination

8. INDIGENOUS LEADERSHIP • Both Waltja and DPC are indigenous and remote focused organizations, indigenous leadership within each organisation • Waltja and DPC seek systemic and sustainable solutions to underlying problems, not ‘quick fix’ • Waltja Directors advised and supported staff and facilitated project consultation and events • Local Aboriginal casual community workers encouraged community participation

9. GOOD LIFE FOR OUR ELDERSTarget group Aboriginal people living in 3 remote communities in Central Australia who • are not employed • who have caring roles for aged and disabled people in their families • who would benefit from training in relation to their caring work or in relation to employment within community based services.

10. LOCATION The communities of Atitjere, Engawala and Mulga Bore are located between 180 and 260 km to the north east of Alice Springs

11. 3 COMMUNITIES 3 COMMUNITIES Atitjere: population 247; Eastern Arrerntelanguage. Services: clinic, school, community store, creche, Aged care meals on wheels service has 4 part-time CDEP positions. Engawala: population 165, Eastern Arrernte and Anmatjere language. Services: clinic, school, community store, creche. No aged/disability positions. Mulga Bore: population 30 - 60, Alywarre language. Services: school. No aged/disability positions.

12. CHALLENGES • Few sustainable employment pathways. • Vocational training opportunities limited • Little support for carers to understand their work in a professional capacity • Carers lack knowledge of services, obligations, rights • Communication: language, literacy, confidence • Limited services in remote communities • Deep disengagement from mainstream systems

13. STAKEHOLDER ENGAGEMENT • Community stakeholders (governance, services and leaders, employers) informed, consulted, actively engaged • Service providers (aged and disability and health, training providers, employment services) were supported to provide more effective outreach to the communities • 52 stakeholders actively engaged. • Stakeholder meetings, monthly email reports, evaluation workshops

15. TRAINING • 41 participants completed Individual Training Plans. • Training priorities identified through consultation with carers and community stakeholders • 15 different training workshops and courses • 127 community participants in training activities (28% of the population).

16. TRAINING FOCUS • Voluntary participation in training • Training based on learners needs, their current knowledge and skills, and community context • Relevance to carer responsibilities • Caring skills are valuable life skills; contribute to individual, family and community well-being • Recognition that the caring role is a whole of family responsibility in Aboriginal families, skills training and support are needed not just for the person receiving carer’s payment

17. TRAINING

18. TRAINING PRIORITIES

19. Training: Social Learning Learning activities that gave carers a space to: • sit and talk together • learn and share skills (eg art and craft workshops) • meet with project staff and service providers.

20. Training: Information and skills Workshops about: • Maintaining health and well-being, dealing with illness & disability • Home and hygiene skills • Services and support available to carers • Aged and disability services and support

21. Accredited Training Accredited training that gave participants qualifications toward employment (eg Certificate I CS, Applied First Aid)

22. INNOVATIVE APPROACH • Appreciation of strengths as well as problems of communities • Recognition that caring work is skilled work shared by families • Support for local leadership and local initiatives • Stakeholders actively engaged in project activities • Training activities: relevant, inclusive, applicable • Support carers to advocate for self and others • Support for social enterprise in context of few employment options

23. INNOVATION LESSONS: Community • Recognition of and respect for complexities of remote community life : carers have multiple obligations • Community-based rather than individual strategies • Family, gender and culture issues are critical • Collaboration with community services and employers • Community members need support to understand and access available services

24. INNOVATION LESSONS: Training • Vocational training alone cannot address the professional development needs for remote carers: need for information and social learning • Linking participants self-determined needs with industry requirements • Link training to applied work practices • Training needs to be accessible, inclusive and multigenerational • Training improves the standard of care and family living skills

25. INNOVATION LESSONS: Capacity • Strengths-based approach: Aboriginality and remoteness are indicators of social/ family inclusion and adaptability/ creativity • Social enterprise opportunities based on land, culture, language and family • Carers keen for social learning/accredited training to improve capacity to care. • Foster connections between service providers and community/clients • Community facilities accessible to all enable engagement and social learning

26. INNOVATION LESSONS: Employment • Value caring, voluntary and CDEP work as deserving professional development • Extended services could create employment opportunities (eg Aged care centre, therapeutic care) • Social enterprise can create learning opportunities and generate income • Traditional and craft skills (eg bush medicine, art, sewing) can lead to social enterprise

27. Towards a Model for Good Practicein remote community contexts • Recognition of caring work as valued challenging work requiring support and skills development • Social learning strategies support ongoing carer access to information, services, advocacy • Local facilitators support services and training providers to engage with carers and families • Self-determination and advocacy support enables carers to overcome disengagement and marginalisation • Social enterprise creates context for ongoing professional development