8. Overview of Program

 Please give a brief description of the initiative, in one or two sentences.

The Real Game brings “real life” into the classroom by engaging students in role-playing, over several days to several weeks, adult characters with contemporary work and life roles. They declare their career and lifestyle dreams for the future, take on a realistic work role, purchase or rent homes and cars, balance budgets, set priorities for work, life and leisure activities, deal with job loss, plan group vacations, and much, much more. – all the while learning how school subjects and Essential Skills factor into their future.
9. Why Developed / Problems / Issues Targeted What are the main aims or objectives of the initiative? Is it designed to address any particular problems or issues? If so, please specify what these are. The program was created to help students learn for themselves how school is relevant to them (“why do I need to learn this?”), to become more motivated and engaged in school, to understand that choices they make now will impact their future, to increase their awareness of emerging career opportunities in all sectors, to explore and plan their career paths, and to learn career management skills, knowledge, attitudes and character they will need for success, lifelong.

10. Key Features /Content

  • Innovative
  • Effective
  • Promising
 Please describe the main features of the program, focusing in particular on those aspects that are particularly innovative, effective or promising. Teachers and parents report that students of all ability levels enjoy and become engaged in playing The Real Game because, they say, unlike much of their school experience, they perceive The Real Game to be directly related to “real life.” They know they are learning and practicing skills and making decisions that they will encounter in their adult lives, so a safe “dress rehearsal” is both fun and makes sense to students. Teachers and counsellors enjoy facilitating The Real Game because their students are engaged, positive and motivated.
11. Funding Mechanisms Please describe the type of funding mechanism used for this initiative (e.g. provider’s own budget, service contract, grant, co-funding etc.) Initial development and piloting was funded through contribution agreements (English 1996, French 1997) with HRDC ($6+ million over 8 years) and in-kind contributions by all provinces (departments of education and school districts). Once launched, costrecovery, not-for-profit pricing has been in effect. Schools pay a one-time fee of about $300 for a site license to use the program and reproduce the materials for an unlimited number of students indefinitely.
12. Organizational Dimensions Please describe any key organizational dimensions of this initiative, e.g. delivery mechanisms, number of trainers, reporting structure etc. This program was developed through a voluntary partnership model. Coordinators within departments of education coordinated development and initial implementation in their regions because the program was deemed a priority by local authorities. In some provinces coordinators within departments of education remain active and engaged 10 years later. In others, little if any leadership and coordination is provided to local users. NLWC has no funding support and insufficient revenues to pay local reps.