« Previous | Contents | Next »
Listen
Executive Summary
Background and methodology
The members of SCEIN were consulted about their views on, and experiences of, school pupils' part-time employment. Representatives of all 32 local authorities took part in these telephone interviews in summer 2004.
In the interviews respondents were asked to consider the current use and impact of part-time employment and whether pupils' paid work might be recognised in their schooling. Five possible models of recognition were presented for comment.
Findings: attitudes and impacts
Just over half of respondents felt their authority's view of pupils working part-time was positive; others were pragmatic or neutral; a minority were thought to be negative.
Rurality and social class were local issues that respondents expected would impact on the availability of work for school pupils.
Pupils were thought to gain positively from having a part-time job particularly with respect to: core/soft skills such as working with others; increased understanding of the workplace; and acquisition of work discipline and financial management skills. Confidence, self-esteem, independence and maturity were also thought to be developed in part-time work.
The negative impact of the amount of time that part-time work took up was the most commonly noted criticism of pupils having a part-time job. This included lack of time for study at home, less time for sport, and lack of access to supported study and study schools. Pupils could be too tired for school lessons, or encouraged to truant by having a part-time job. The quality of the experience was criticised in many cases, and health and safety issues were a strong concern for some.
Direct evidence of impact on study was less likely to be found at authority level as schools were thought to be dealing directly with this at the level of an individual pupil or employer.
Findings: current and possible use of part-time work in schooling
Just under two thirds of respondents said that they were not aware of part-time work being used in any way in schooling at that time. Others expected that there might be informal links at a school level. A small number of respondents had more clearly formed plans to make links between school provision and part-time work. Formal links to vocational pathways were not in evidence.
When asked how part-time work might be linked more closely with schooling respondents made a number of suggestions. These included: links to Scottish Progression Awards ( SPAs) through vocational pathways; links to existing school-based certification such as Social and Vocational Studies ( SVS) or a Work Experience unit; links to ASDAN or Duke of Edinburgh awards; use local certificates or recording systems to include part-time work.
Health and safety issues
Respondents were prompted to consider the health and safety issues involved in the use of part-time work in schooling. Slightly more than half had some or major concerns. The general picture was one of confusion about what the legal position actually was: the other noticeable feature was the wide disparity of views. A substantial number had few or no concerns, while a significant number of others identified major difficulties.
Work experience
The relationship between part-time employment and school work experience was being considered by a number of respondents. Although work experience was still being thought of as a universal ideal for school pupils in compulsory schooling in most areas, changes had taken place in identifying priority groups for this experience and in the extent of certification.
Other forms of work-related learning and experiences
Respondents were asked about: the use and recognition of voluntary work; the extent to which schools employed their own pupils in different roles; the extent of self-employment amongst pupils; and developments in offering vocational pathways. Respondents had varying levels of knowledge about these developments, which were covered in order to seek models of using and recognising other work-related experiences both within and outwith the control of schools.
Overall opinion on possible models of recognition of school pupils' part-time employment
Respondents were asked to rate the five models in order of preference. Model 4 (recording skills from part-time work in Progress Files and Personal Learning Plans) was the only one which stood out as being clearly preferred by a large number of respondents. It was seen to be easiest to implement, and less likely to raise challenges in trying to change the taught curriculum and to moderate assessment. Model 2 (using and recording the generic transferable skills from part-time work) was the second most popular. This was also seen as less invasive and demanding, and helpful to schools struggling to evidence core skills. The least well-regarded approach was Model 1 (full embedding in the curriculum) because of the difficulty in finding space in a full curriculum, the demands of organising and monitoring this across the curriculum and the lack of contribution to raising attainment. Beyond that there was not clear pattern. Fuller details of views on each of the models can be seen in the main body of this report.
Relevant issues
The most common issues raised during discussion were related to inclusion: if an authority took a strong stance on inclusion, how could an experience that not all young people encountered be used in their education? Secondly, the impact on work experience was important: work experience needed to be consolidated and secured before part-time work was recognised. Many thought that firmer direction was required from the Executive (particularly with respect to health and safety issues). And lastly there was some concern that assessment would not be good for, or wanted by, young people.
« Previous | Contents | Next »