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Chapter Ten Overview
As we indicated at the start of this report it should be viewed as a more detailed insight into the largely qualitative data gathered from the focus studies element of this research. The nature of this data means that there are no simple conclusions that can be drawn. Having read this report it will be evident that it is difficult to see how we could summarise the range of views and comments that the staff interviews and the pupil focus groups provided.
It is clear that schools have limited understanding of the nature and extent of employment amongst their pupils. Many of the views expressed by the staff reflect the typical common sense answers that are provided when individuals are asked about part-time work, for example, the potential costs and benefits of such employment. There are some issues where staff are clearly drawing on their own experiences. This was evident when they were highlighting concerns over the lack of regulation, and as such takes us beyond the common sense type of response.
It is clear that, based on this data, schools make limited use of part-time employment. This may reflect the rather negative view of part-time employment in education settings where part-time work and education are viewed as competing interests. When it comes to drawing upon this experience in class settings the data provides us with some examples where this may happen but it would be difficult to argue that there is any systematic use of this experience. This is evident from the evidence gathered from the pupil focus groups as well.
When considering the models it is important to remember that the focus groups and academic staff were giving us their views after a limited period of reflection. There are some variations in views between the different teaching staff. HTs tended to provide fairly balanced responses to discussions about the five models, drawing attention to positive and negative aspects. In contrast the PTs tended to focus on the practical implications of all of the models.
Discussion of the models showed the diversity of views that exist amongst pupils and academic staff. It would be difficult to argue that there was any consensus view; however, this was not the main aim of this aspect of the research. What the discussions do provide us with is an insight into the range of opinions and views that are likely to be found amongst key stakeholders.
What does emerge across all of the interviews is an awareness of the issues that would need to be addressed if there was a move to recognise part-time employment. For school staff the central concerns are time and space within the curriculum, resources, training, support and workload.
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