Why Young Australians need Beacon
The percentage of school leavers not “earning or learning” jumped substantially in 2009, with the unemployment rate for teenagers (15 – 19 year olds) rising sharply from 12.2 per cent to 18.5 per cent* - one of the largest annual increases for teenagers over the last two decades.
In many respects, high youth unemployment is not a surprising statistic for a country that has one of the highest rates of high school non-completion among OECD countries. Approximately one in six year 7/8 students go on to year 12 (or 75.9%)**, well below the Australian government’s target of 90 per cent by 2015.***
Based on current trends, this target appears very ambitious, unless additional intervention strategies are implemented.
How Beacon Helps Young People
Beacon has a successful solution which primarily increases the number of young people staying in school to finish Year 12, while also reducing youth unemployment.
Starting with one low SES school in Launceston with its flagship “No Dole” program, in Tasmania in 1988, Beacon began to address the consequences of a community deprived of a skilled workforce and suffering the broader social issues associated with a disenfranchised, welfare dependent segment within its midst.
Beacon now operates in 118 schools across all Australian states and territories and the program continues to have tremendous success. In 2009, 87.9% of all Australians who reached Year 10 continued on to Year 11****. In contrast, in Beacon schools, 95% of students continued from Year 10 to Year 11 and are enrolled in Year 11 on March 31 2009*****. This statistic is even more compelling when you consider that Beacon schools often operate in Low SES communities, yet these low SES Beacon schools are still out-performing the national average.
In addition, the unemployment rate for all 15-19 year olds not in full-time education and looking for full-time work is 22.4%******. The unemployment rate for Beacon school students who left school at year 10 to look for full time work is nearly half this at 12%.
How Beacon Helps Schools
When compared to other youth attainment and transition initiatives, a key distinguishing factor of the Beacon model is the provision of direct support and one-on-one resources for schools. A key resource is extensive in-school support to the Beacon coordinator in the participating school, supported by the website which contains tools, templates and best practice information for schools participating in Beacon programs.
As an active participant in the school environment, Beacon has the established credibility and connections to significantly leverage across clusters of schools in allotted regions. Cluster groups of participating Beacon schools are brought together to exchange ideas and experiences, leveraging off each other to expand and develop further programs under the Beacon umbrella, sharing resources as well as ideas in the process. Beacon Cluster Groups operate well in both metro and regional areas.
Beacon has a split of metro, regional and remote schools. Ongoing one-on-one support is provided by the Beacon staff Co- ordinator to each school Beacon Co-ordinator via personal visits, phone and/or email.
Beacon staff Co-ordinators assist with career education programs by demonstrating best practice techniques, providing resources, tools, established programs, industry and business linkages and strategic connections for a whole of community approach.
Beacon has a number of support programs including:
- Polish
- Industry tours
- Mock interviews
- Lunch with the Girls
- Charter Signing
- Buddy Up
- etc
A number of these activities are run by Beacon’s business sponsors.
* How Young People Are Faring (HYPAF) report, Foundation for Young Australians 2009
**The Schools Australia Report, March 2010
***How Young People Are Faring HYPAF report, Foundation for Young Australians 2009
****The Schools Australia Report, March 2010
*****Available school reported data from Beacon Student Transition Assessment, March 2009.
******Labour Force Survey, March 2010, Table 15