CAREERS AT THE OUTDOOR EDUCATION GROUP 

When I'm out there with students, I impart my own passion and love for the outdoors and with that comes respect for the natural world. Passing on as much passion and knowledge as I can so hopefully, the students I lead can see the places we explore in the same way I see them. This includes the respecting and acknowledging that we share these spaces with others.

- Outdoor Educator, VIC

I have a passion for the outdoors stemming from childhood and teachers I had. I want to pass that on, and I have an educational background, so I do that through educating. I try my best to teach young people about animals and environments and their surrounds. I do a debrief at the end of program, which gives the students an opportunity to share with the group what they have learnt and how they feel about the outdoors.

- Outdoor Educator, VIC

In a nutshell, my role supports growth in business. For context, I design programs in consideration of three primary features: OEG, the client, and the student. My aims are to design programs that are a good fit for OEG’s internal resourcing and calendar, are within the budget and risk tolerance for the school, and are designed with the right content, physicality, and social opportunities for the students, with regard to season, and venue.

- Karrin Burroughs, National Resource and Design Co-ordinator

It's about one of two things – either giving those who don’t want to be there a one-off experience and making it the best it can be, being a doorway into the world they otherwise wouldn’t go into. And for those who have an interest in the outdoors it's about giving those young people the skills to take their friends out, their family. They learn how to camp, cook, pack a pack, so they can pass on their passion.

- Outdoor Educator, SA

Working with groups made up of different demographics it allows us to impart skills and inspire development, which can support them in adulthood and to fostering some form of love of the outdoors, maybe even eventually working in the outdoors themselves to continue passing on these skills.

- Outdoor Educator, NSW

I believe my current role supports the development and progression of our field team. With a focus upon creating more sustainable professional pathways, my recent work also supports smoother program design and planning through the review of more integrated, functional leader competency systems.

- Quality Assurance Coordinator

A large part of my role is to ensure that everything that should have been done in preparation for a program has been done. As a result, students have a positive and possibly life-changing experience on camp, and the school wants to come back again!

- Head of Operations, WA

I work with a process of storm-norm. If there is a conflict we talk it out and it allows young people to become closer and appreciate their time outdoors together.

- Outdoor Educator, NSW

By providing an effective corrective, routine, scheduled, preventive, and predictive maintenance program, we can ensure both our machinery and facilities run smoothly "behind the scenes". We aim for 100% productivity for OEG's program deliveries.

- Maintenance Coordinator Eildon-Wanggai

We chart new ground by placing the outcome at the centre.

We are rigorous in our preparation and execution.

We empower each other and our customers through our powerful connection to the outdoors.

Together we focus on the positive difference we make for the future.