What have this mob doing?

Sean and Cicero have now chosen to shelve Family Insights, the concept they spent millions on and  focused on Frugl an unproven retail app designed around a kitchen table.
Family Insights app should have been developed in conjunction with colleges, teachers, schools, parents, students, experts in the field.........what do we have after all this wasted money......one college in the whole of Australia now involved in a test case to run for 12 months.
They got involved, supposedly with a solution to the bullying,  student internet, issues and now its all too hard and they have dropped another bundle and got for the soft option.
Retail.
What in the hell are these guys up to!
Along with this giving the CEO a bonus for moving to QLD when all company correspondence and announcements continue to be delivered from Cicero's Headquarters in Subiaco, Western Australia.
Who is running this company Walker and Cicero or Sean and who?
Does anybody know!
Read this article for example
Australia a global standout for school bullies
Australia a global standout for school bullies


More than a third of Australia’s secondary principals claimed to receive reports of intimidation or bullying among students at least once a week.
Bullying, intimidation and cyber-harassment are rife in Australian schools, with the problem significantly worse than in most other countries
More than a third of Australia’s secondary principals claimed to receive reports of intimidation or bullying among students at least once a week, with 12 per cent claiming staff were intimidated or verbally abused with similar regularity. Across all OECD countries, 14 per cent of schools reported regular incidents related to intimidation or bullying among students, and 3 per cent reported that teachers were a regular target.
Bullying has increased over the past five years, sparking calls for further investigation into the state of Australia’s schools. The OECD’s Teaching and Learning International Survey, which is released every five years, also shined the spotlight on the impact of technology on student safety.
More than 10 per cent of Australian principals claimed to be dealing with a report of a student being subjected to the posting of harmful information online at least weekly, while 16 per cent claimed to receive a report about unwanted electronic contact, such as emails or text messages, between students, also on a weekly basis. The issue was substantially more prevalent in Australian schools than those in most other countries, with only England reporting a higher rate.
While the report cautions that the participation rate among Australia principals was low, making accurate comparability between nations difficult, it does not discount the potential for local ramifications.
“This is an issue of concern for policymakers, teachers, principals and parents, given the enduring impact of intimidation and bullying on the wellbeing, confidence and achievement of students who are victims of it, as well as its potentially dramatic consequences,” the report says. “According to principals’ reports, this problem is most prevalent in Belgium … This phenomenon might also be a significant issue in Australia.”
NSW Secondary Principals Council president Chris Presland said the findings echoed those of recent principal wellbeing surveys and seemed to mirror declining standards of civility in broader society.
“I’m not saying it needs a royal commission but it needs to be talked about, investigated and it requires a bipartisan approach,” Mr Presland said, adding that Australia, as a culture, did not typically place a high value on teaching, and had a history of lauding those who opposed authority.
“Kids model their parents’ behaviour and, with easy access to technology, the end result of that is what we’re now seeing in schools.”
The TALIS survey, which involved 260,000 staff from 48 countries, also revealed that Australian teachers feel less confident dealing with disruptive students in the classroom compared to their international counterparts, despite most having received formal training in classroom management while at university.
Close to half of all Australian teachers have felt ill-prepared to manage classroom behaviour, with a significant portion claiming to “lose quite a lot of time” due to students interrupting lessons.
Just 45 per cent reported that they felt “well prepared” or “very prepared” to manage classroom behaviour, below the OECD average of 53 per cent, while 29 per cent said they lost time to teaching due to disruptive students.