Employees play a key role in our involvement in the community.
| Program | Description | Life Long Learning | Youth Leadership | At risk Youth | Financial Inclusion |
| Tier one– significant grants of up to three years' duration | |||||
| The Song Room | Provides music and performing arts programs to engage disadvantaged young people | ||||
| Beyond Empathy | Uses the arts to change the lives of young people experiencing hardship | ||||
| WorkVentures | Seeks to enhance social & economic prospects by bridging digital divide in indigenous communities | ||||
| Tier two – grants of one and up to two years' duration | |||||
| Jesuit Social Services | Multidisciplinary art space that is highly successful at engaging 'at risk' young people and developing interest and skills in art and new media | ||||
| Aboriginal Employment Strategy | Supporting indigenous communities through better employment outcomes, increased employment and retention | ||||
| Boystown | Small scale social enterprises to provide highly disadvantaged young people with employability skills, training and paid work opportunities | ||||
| Company B | Theatre production program for disadvantaged rural and remote secondary students | ||||
| Future Employment Opportunities (Tradestart) | Gives young people who've become disengaged a chance to build skills in a range of trades | ||||
| Glendyne Education and Training Centre | Alternate school program for youth excluded from mainstream schools | ||||
| Inspire Foundation | Programs to support early intervention, participation and skills development with potential suicide risk 16-25 year olds | ||||
| Mission Australia – No Limits | Youth led enterprise action program to provide alternative education/learning for young people at risk | ||||
| Odyssey House Victoria | Financial counselling project to change the way people recovering from drug problems approach financial issues | ||||
| Prison Fellowship Australia | Supportive and developmental programs to meet the needs of young people (who have or have had a parent in prison) and assist them toward their potential | ||||
| Reconciliation Australia | Online cultural awareness training program for financial institutions and other organisations | ||||
| The Salvation Army Youthlink – Café Horizons | Aims to provide disadvantaged young people aged 15-24 with qualifications, practical experience and life skills for personal development | ||||
| Tier three | |||||
| Artsupport Australia | Develop the functionality of their artsupport website to increase the services it provides to NFP arts organisations | ||||
| AGSM | Business management training specifically tailored to management and leadership in an Indigenous context which in turn will build the capacity of NTRB and other Indigenous organisations | ||||
| The Centre for Volunteering | Identifying core critical factors that make employee volunteering programs successful | ||||
| University of Western Sydney | Research into co-operation between community organisations and their corporate funders | ||||
| Past/Continued funding | |||||
| Daystar Foundation | Support for school children in disadvantaged communities | ||||
| Mission Australia – Pathways to Prevention | Brings existing support services together to identify and fill gaps in service provision for children between 0-13 | ||||
| YWCA | Engaging the collaboration between the various support organisations within the community | ||||
| Mayumarri | Safe, affordable healing program for survivors of childhood abuse and trauma | ||||
| Chutzpah | Innovative educational initiative designed to engage at risk youth in the world of business | ||||
| Wunan Foundation – Job Pathways | Provides pathways to employment for young people in the East Kimberly and beyond | ||||
| Charles Darwin University Foundation – Art Stories | Family focused, arts based approach to literacy and language learning for young people 3-8 years old in five Northern Territory communities | ||||
| BighART | Non-welfare, task focused, long term arts/media/culture driven project with marginalised people | ||||