13. Partnerships Integral or Related

 Are there any partner organizations involved in the delivery of the initiative? If so, please provide brief details of the partnership arrangements.

HRDC was the key funding partner, and the Canada Career Information Partnership (CCIP) network engaged all provincial and territorial departments of education in initial development and implementation of The Real Game.
14. Stakeholder Involvement What mechanisms are used, if any, to involve key stakeholders involved in the development, delivery or evaluation of the initiative? Which groups of stakeholders are involved? NLWC provides training and promotional support to thousands of schools using The Real Game in schools and community agencies across Canada. NLWC’s Canadian operations are supported by modest royalties from 10 OECD countries that have adopted, adapted and promote their own editions of The Real Game in an estimated 50,000 schools and international agencies outside Canada.

15. Key Changes Over Time

 Have there been any major changes in the content or delivery of this initiative over time? If yes, please give brief details. The Canadian program has been revised and updated about every three years since it was initially launched. In fact, The Real Game – Next Generation, with many new enhancements (including: integration of Essential Skills and Character in all 20 learning units; inclusion of links from Real Game learning objectives to core academic curricula; new occupational Role Profiles from Sector Councils with increased emphasis on careers in the Trades and Technology; new web-based components; and more) is being piloted in 60 schools across Canada in 2007. Similar development and update (changes) cycles apply to all 6 programs in The Real Game Series.
16. Performance Indicators What indicators are used, if any, to measure the performance of this program? Over 100 Learning Objectives and Performance Indicators, linked to the Blueprint for Life/Work Designs, Essential Skills, Employability Skills, Character Education and core academic curricula are included in each of the 4 Units and each of the 20 Sessions (with comprehensive lesson plans) in the program. Teachers and counsellors have outstanding tools to measure students’ performance, thus the program’s performance.
17. Monitoring and Evaluation Mechanisms; Reporting What arrangements are there, if any, for the monitoring and evaluation of this program and for reporting on the results? Very few school districts, departments of education or community agencies make on-going monitoring, evaluation and reporting on the results in the career domain a priority, and a not-for-profit organization like NLWC does not have the resources to do so for them. However, NLWC makes monitoring, evaluation and reporting a high priority during national pilots of new editions. For example, we anticipate receiving over 5000 pages of structured feedback from teachers/counsellors, students, parents and administrators from the 60-school, three-month national pilot of The Real Game - Next Generation by mid-July 2007. Revisions based on pilot feedback will be incorporated in the new program that will be launched in September 2007, and a National Pilot Evaluation Report will be shared with stakeholders across Canada and internationally.