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The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

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You are reading: Work-integrated learning for career clarification: Lessons from an Indigenous pre-accounting enabling program

Guzyal Hill and Alison Reedy, Charles Darwin University, Darwin, Australia
Joanne Forrest, Batchelor Institute of Indigenous Tertiary Education, Darwin, Australia
Reuben Bolt, Charles Darwin University, Darwin, Australia

Abstract

This is a case study of the Indigenous Pre-Accounting Enabling Program. With less than 100 self-identified Indigenous registered accountants in Australia, the accounting profession has capacity to provide opportunities for more Indigenous people. Highlighting the critical nature of Work-Integrated Learning (WIL) in making visible the stories of professions for career clarification and introducing students to the bigger picture of the accounting profession, can add to the design knowledge of what works, for WIL programs, in other universities and professions.

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Work-integrated learning for career clarification: Lessons from an Indigenous pre-accounting enabling program
G Hill, A Reedy, J Forrest, R Bolt, 2022
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