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| BROOKS HIGH SCHOOL: No Dole program |
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"It's
the combination of working with business to run [the] activities and
putting individual career plans in place for students that makes No
Dole such a success."
- Beacon Foundation |
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Origins
No Dole began in 1995, when Brooks High approached the Beacon Foundation,
a national not-for-profit group with aims to combat youth unemployment
and foster local autonomy. Brooks' concerns were the 20% of their
school leavers who went straight onto the dole. In 2004 40 Australian
schools ran 'No Dole'; about 75 schools will run it in 2005.
How 'No Dole' works
"…
the programs which underpin the 'No Dole' purposes are integrated into
everything we do, from literacy to work placements and everything in
between. All teachers deliver the No Dole Program."
- Warren Pill, Principal |
 'No Dole' is a set of programs which helps Grade 10 students take charge of their future. They are:
'No Dole' Charter. This is a public ceremony in which Grade 10 students
voluntarily pledge to be either working or enrolled in study by the
following March. Students undertake the charter in the presence of the
school community. The ceremony marks Grade 10 students' four years of
achievement and points the way to a self-directed future, while
creating positive attitudes to work and learning in younger students.
Speakers
in past ceremonies have included Prime Minister John Howard, Minister
Brendan Nelson and Kim Beazley, a Tasmanian Premier and Governor, as
well as footballer Dermott Brereton and racing driver Peter Brock. In
2005, the school is working to invite a high profile person from the
Arts.
'No Dole' Student commitment
I willingly commit myself to participate in the 'No Dole Project' which
aims to place every Grade 10 student in further education, training or
employment by 31st March [next year]. |
Choices workshops
There are two Choices workshops during the year, run along the lines of
small careers expos. Business and education people speak to students
about opportunities after Grade 10.
Adopt-a-class
Adoption is two way: each class adopts a local business and the
employer adopts and mentors the class for the year. Each relationship
takes its own path, but usually students visit the workplace as a class
or in small groups and gain a realistic understanding of the working
world. The employer may be invited to the class for day-to-day and
special visits, perhaps to support parts of the curriculum in which the
she or he is an expert or for a regular celebration occasion.
Staff report that this program has been responsible for a lot of
community and business interest in Brooks over the years. Some
employers come to the school looking for new employees; others give
advice, time and resources to the school and become an important
community support. Many spread a good word about Brooks' students to
other employers.
Work placements
These give students a taste of work and are planned individually to
give students an experience of the career area they are currently
interested in.
"Work
experience was different to my brother's school. He had to come up with
a boss who would take you for a week and if your parents didn't know
anyone you more or less got stuck with a shop or take-away. At Brooks
you have to think about it a lot and teachers help you plan it. Then
you have lots of time afterwards to talk about what happened and if it
made you change your mind."
- Student Grade 10, 2004 |
Boys' Day Out/ Girls' Day Out
All students are individually placed in a workplace for one day with a
mentor of the same sex. Ideally the mentor is already acquainted with
the student. The aim is to expand students' career options and add to
their experience of the workplace.
Classwork
In grades 8 and 9 students follow a self-contained study package about
work and choices. Grade 9 students also play the 'Real Game', a
computer simulation game in which they pretend to be adults. They
choose a job, then 'things happen' which force them to think and
react. |
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