Entering the Job Market

When students leave the formal education system they fall into one of three groups; graduates who find employment, dropouts who find employment, and dropouts who become a burden on society.

1. Professionals who credit the education system for their success. - Formal education, where the system inspires a vision, helps students discover their natural talent, then gives them opportunity to develop it and then helps them find their first job. Interest usually relates to the white-collar world.
2. Professionals who credit their success by rejecting the education system. - Self-educated, where the education system labeled them failures. They were rebellious and their rebellion helped them find a vision that motivated them to discover their natural talent and they found ways to develop it. Interest is usually related to the blue-collar world. With no help from society, they found employment and advanced to highly respected positions.
3. Unemployable who rejected the education system. - Teenagers who are in conflict with classroom environments and NEVER find a vision or their natural talent. They do not know how to overcome negative classroom labels and are not aware of self-education skills that worked for other high school dropouts. They are confronted with barriers and then believed the negative labels placed on them. As a result they become a burden on society. Society uses these people as examples of what happens when students don't play by the formal education rules.

Society pressure group three to reenter group one. Group three's best chance for developing productive skills is to follow group two's example. This is the concept behind The Self-discovery School.

Teenagers who are in conflict with classroom environments, are repeatedly told they are FAILURES. This message is broadcast by the teacher's pressure to get students to comply. The message is then picked up by fellow students whose words are derogatory; dummy, stupid, idiot, which labels them as the classroom outcast. Their reaction is predictable.

1. The process starts with negative self-esteem.
2. They become intimidated in the presence of intellectuals.
3. Rebellion sets in.
4. Being a trouble maker gets recognition.
5. Drugs soften the misfit pressure.
6. Criminal behavior becomes their occupation.

Rebellion starts with inward conflicts of having to fight outward social pressure to be something they are not.

Teenagers need opportunity to develop non-academic skills such as apprentice programs. Starting at the age of 14, they should have opportunity to experience welding shop tools, machine shop tools, carpentry tools, etc. Experience with blue-collar skills can make them aware of their unique talent while inspiring a motivating vision.