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Footnotes
- This example is adapted from the Case Studies element of this research. See Section G: Appendix 12: School Pupils Part-Time Employment: The Case Studies.
- We use the term 'parent(s)' to include carers, guardians, step-parents and any adult who fulfils a parental role for the child.
- Howieson, C., Semple, S. and Paris, M. (2002) Longitudinal Study of Young People: their career aspirations and decision-making, Edinburgh: Centre for Educational Sociology, University of Edinburgh ( ISBN 1 85764 016 0).
- The 'Not classified' category includes mainly those who did not give sufficient information to enable a classification to be made; it also includes very small numbers in statuses that are not given a classification: unemployed; looking after the home; pupil; retired; and no occupation. Where pupils gave no information at all about the occupation of their father and/or mother to enable a social class classification to be made, this was coded as 'missing'.
- The question asked was 'Do you have a disability which limits your daily activities or the work you can do now or after you leave school?'
- Defined as the number of SGs at Credit being studied by S3 and S4 pupils and the number of SGs at Credit gained by S5 and S6 pupils.
- As explained in chapter 2, pupils were asked in the survey to respond to a series of questions designed to assess their enterprising attitudes. From their responses, we calculated an overall score summarizing how enterprising they thought themselves to be. We have used this score in our analysis as a way of examining the relationship (if any) between pupils' perceived level of enterprise and their participation in part-time work.
- In calculating average pay rates, we excluded respondents who were 'outliers' ie those who gave answers at the extreme since their inclusion would unduly influence the average rates. We excluded 2% who stated earnings of between £157 and £900 per week.
- The standard deviation shows how much variation there is in a distribution; it is a measure of how much, on average, the scores deviate form the mean score. The more widely the scores are spread out, the higher the standard deviation is.
- We used a linear regression
- In the pupil survey, the sub-categories within the 'White' category were: 'Scottish'; 'Other British'; 'Irish' and 'Any Other White Background'.
- 95% significance level ( p-value of 0.05)
- We should of course note that this view needs to be considered in the light of the findings reported in chapter 5 detailing how pupils acquired their jobs.
- This enterprise test was under construction by its author at the time of this research and we included it in the focus group element of the research. See Section G Appendix 7 for a fuller outline of the test and discussion.
- Assisted services' are one element of Careers Scotland's current operating model, which is to provide differentiated services based on an individual client's need for support: the other two levels of service are intensive and self-help
- For more information on the Ever and Never Worked pupils, see chapter 3.
- This study was not primarily designed to address the traditional work-attainment debate. However, we did consider this, see Appendix 3 which outlines the findings and the limitations imposed by the nature of the present design.
- The Assessment Is for Learning programme aims to provide a streamlined and coherent system of assessment in schools. Key aspects are formative assessment, Personal Learning Planning and local moderation. Out of School Hours Learning is a collective term encompassing the wide variety of opportunities and activities offered to pupils through schools, with their partners, outwith the formal school day. This includes, for example, activities related to enterprise, and community events and volunteering opportunities.
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