The Scottish Government

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Footnotes for Appendix Fourteen Giving Recognition to the Outcomes of Part-Time Employment Undertaken by School Pupils - A Review of Practice in the UK and Internationally

1. The EUMemorandum on Lifelong Learning (2000, EU: Brussels) defines this as learning which takes place alongside the mainstream systems of education and training and does not typically lead to formalised certificates. Non-formal learning may be provided in the workplace and through the activities of civil society organisations and groups (such as in youth organisations, trades unions and political parties). It can also be provided through organisations or services that have been set up to complement formal systems (such as arts, music and sports classes or private tutoring to prepare for examinations).
2. Examples of systems links in other countries include dual systems (eg in Germany); production schools (eg in Turkey); Charter High Schools (in the USA); and a 'transition year' (in the Irish Republic). Many countries offer different learning tracks, including apprenticeships, technical and vocational schools or vocational routes in schools which also offer academic or general educational courses. Although Scotland does not include a systems link between education and employment, many schools offer some opportunity for pupils to undertake work experience or enterprise activities with a link to employment or the business sector.
3. However, pilots of new vocational curricula are being undertaken in a number of local authorities. See the final paragraph in section 4 below.
4. This research will be establishing the first ever baseline figures for Scotland.
5. Determined to Succeed - Section 12, p.40.
6. Keep (1999)
7. One study (Stern & Briggs 2001) did suggest - partly seriously - that if the work was very unpleasant it might serve as an object lesson in the value of formal schooling.
8. The most likely way to define these levels will be by using the levels of the SCQF and the descriptors which define them.

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