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APPENDIX E: DETAILED SURVEY FINDINGS

PUPILS SURVEY

1. This section sets out details of the Index of Enterprising Attitudes and Behaviour ( IOEAB) scores for school pupils, plus additional perceptions of young people regarding the wider learning and skills arena. The analysis is based on classroom consultations with 3,700 pupils, conducted in the per IOEAB September-October 2005. The questionnaire used in the survey is reproduced in Appendix A. Details of the methodology and sampling strategy are discussed in Appendix D.

Index of Enterprising Attitudes and Behaviour Overview

An overview of pupil achievement against each of the seven IOEAB themes is shown in Figure 1.

Figure 1: Pupils Overview

2. Pupils scored themselves highest on Problem Solving (43.2), Confidence (43.0) and Life outside School (41.8). High scores on Problem Solving and Confidence are encouraging and present a strong platform to build upon. The lowest scores, by some way, were recorded on Communication (7.1) and Approach to Learning (17.1). The very low communication score is particularly concerning. This was influenced by negative scores on Influencing Others (-13.7) and Talking in front of the Class (-3.5).

Predictability of The Index

3. In the previous section we contrasted headline pupil IOEAB scores with teachers and parents. Here we present the IOEAB analysis in terms of pupil characteristics. This is, in a sense, a test of the stability and predictability of the IOEAB methodology. If the IOEAB tool is 'fit for purpose' it should generate results which are, by and large, predictable. Below we test it out against the following pupil socio-economic characteristic/themes:

• gender
• school year
• highers attainment
• free school meals
• reading group
• ethnicity
• disability
• single parents
• working parents
• deprivation
• local authority area

Gender

4. Figure 2 shows males (32.1) to have a slightly higher Index score than females (31.2); a difference of almost one point.

Figure 2: Pupil Gender

5. While we might have predicted that females would have had a higher score than males, Table 1 shows that there is significant variation between the two on individual IOEAB themes. Females are shown to outperform males on Working with Others, Personal Effectiveness and Problem Solving. Males score significant higher on confidence (44.7) and Life outside School (44.2). It is interesting that they scored identically on Communication.

Table 1: Pupil Gender by IOEAB Theme

School Year

6. Details of IOEAB scores by school year are shown in Figure 3. It contrasts the IOEAB score of Primary 7 pupils with those in S5. Primary 7 pupils are shown to record an IOEAB score of 37.3, compared to 31.3 for S5 pupils; a six point difference. This is a consistent finding across all of the surveys, showing Primary 7 children to be particularly determined; albeit on a relative basis.

Figure 3: School Year

7. The general trend observed, on school year, is that levels of relative enterprising behaviour decline with age. This presents an interesting perspective and has implications for developmental intervention.

8. There are variations across IOEAB themes by school year (see Table 2).

Table 2: School Year by IOEAB Theme

9. Primary 7 pupils score higher on all of the themes with the exception of Working with Others where, at 32.5, they fall one point below S5 pupils. The biggest gap between the two groups is on Life outside School (-24.9) and Problem Solving (-12.9).

10. It is important to bear in mind that the scores recorded are relative to each of the age groups. For example, by definition, the S5 pupils will have more advanced skills in all of the themes compared to Primary 7. The key point to note is that at Primary 7, pupils appear to have a much higher level of … not same pupils!

Highers Attainment

11. Details of the IOEAB score in relation to Highers Attainment in S5 is set out in Figure 4.

Figure 4: Highers Attainment

12. Highers attainment is split into two categories; classes where up to 15% of pupils in S5 gain three+ awards at higher level, and those where 31%+ of the class achieve this level. The IOEAB, at 29.7%, is slightly higher for the lower achieving classes; but essentially the same. This is not necessarily what one might have predicted. One might have anticipated a direct correlation between highers achievement and IOEAB.

13. Details of the variation across IOEAB themes for Highers Attainment is shown in Table 3. It shows the higher qualified group score higher on Working with Others (40.9), Problem Solving (39.3), Communication (8.1) and Confidence (43.2). The biggest single difference between the two groups is on Life outside School, with the lower performing classes out-performing the more qualified by seven points.

Table 3: Highers Attainment by IOEAB Theme

2.15 The analysis shows that, while at an aggregate level there is little difference between the two groups, analysis by IOEAB theme shows the higher performing group scoring better on more than half the analytical themes.

Free School Meals

14. IOEAB Scores by Free School Meals are set out in Figure 5. Free School Meals have been broken into two pupil classifications. Those classes where less than 10% of pupils have free school meals and those classes where more than 31% of pupils have free school meals. The expectation may be for the classes with the lower proportion of pupils receiving free school meals to out-perform the higher classification. This is indeed the case with those classes with 10% or less of pupils taking free school meals, recording an IOEAB score of 31.4; three points higher than the 31%+ classification.

Figure 5: School Meals

15. Analysis by IOEAB theme shows that the lower Free School Meal classes ( Table 4) score higher on all of the themes, with the exception of Life outside School. On the Life outside School category, the higher school meal group recorded an IOEAB of 43.9; three points higher than the lower free school meal group.

Table 4: Free School Meals by IOEAB Theme

16. The gap between the two groups is greatest on the Communication theme. The higher free school meal group scored 0.2, compared to 9.2 for lower free school meal groups.

Reading Group

17. Figure 6 shows a distribution of IOEAB scores by pupil reading groups.

Figure 6: Reading Group

18. The chart shows a clear, positive correlation between reading ability and IOEAB score. Pupils in the top reading group recorded an IOEAB score of 34.8, relative to… a score of 25.4 of pupils in foundation classes. A gap of almost 10 points. The scores for pupils in the middle and bottom reading groups fall neatly in-between the reading hierarchy.

19. Table 5 shows comparisons in IOEAB for the top and foundation reading groups by IOEAB theme. The top reading group out-performs the foundation reading group on all themes with the exception of Life outside School. On the Life outside School theme, the foundation reading group scores 41.8 which is three points higher than the top reading group score.

Table 5: Reading Group by IOEAB Theme

20. The biggest difference between the reading groups was recorded on the Communication theme, where the top reading group recorded a score of 14.4 and the foundation group a score of -8.

Ethnicity

21. Figure 7 shows that non-white pupils recorded a higher IOEAB score than white pupils; 34.4 compared to 31.6.

Figure 7: Ethnicity

22. Analysis of ethnicity by IOEAB theme ( Table 6) shows non-white pupils recording higher scores on all seven themes. The gap between the two was highest on Personal Effectiveness (-7.7) and Life outside School (-6.0).

Table 6: Ethnicity by IOEAB Theme

Disability

23. Pupils with a disability recorded a lower IOEAB score than able-bodied students. Figure 8 shows disabled students to have an IOEAB score of 29.1, which is three points below the able-bodied equivalent.

Figure 8: Disability

24. Table 7 indicates that able-bodied students scored higher on every theme, with the exception of Approach to Learning. On Approach to Learning disabled students scored marginally higher; 17.3 compared to 17.2. It should be noted, however, that disabled samples sizes are relatively small.

Table 7: Disability by IOEAB Theme

25. The themes with the biggest gaps between the IOEAB scores were Working with Others (-7.0) and Communication (-6.0). Disabled pupils recorded an IOEAB on Communication of 1.9.

Single Parent

26. Figure 9 shows that pupils with a single parent recorded a lower IOEAB score than those pupils with two parents. The single parent score was 29.3; three points lower than pupils with two parents.

Figure 9: Single Parent

27. Table 8 indicates that single parent pupil scores were lower for all seven IOEAB themes. The gap between the two was greatest for Communication (-5.0) and Working with Others (-4.0).

Table 8: Single Parent by IOEAB Theme

Working Parents

28. Figure 10 indicates that there is a positive correlation between IOEAB score and the number of working parents. Pupils with two working parents recorded a score of 33.4, compared to 30.4 for pupils with no working parents.

Figure 10: Working Parents

29. Table 9 compares the IOEAB scores for pupils with two working parents and those with no working parents by IOEAB theme.

Table 9: Working Parents by IOEAB Theme

30. Pupils with two working parents had a higher IOEAB score on every theme, with the exception of Life outside School. On Life outside School, pupils with no working parents recorded a score of 45.5; four points higher than pupils with two working parents.

31. The gap between the two groups was highest for Working with Others and Communication. On the Communication theme, pupils with no working parents recorded a score of -1.1.

Deprivation

32. There is a positive correlation between the level of pupil deprivation, as measured by postcode, and IOEAB score. Figure 11 shows that pupils from the least deprived postcodes recorded a score of 33.3 compared to 30.1 from pupils from the most deprived postcodes.

Figure 11: Deprivation based on? Give reference. How defined?

33. Table 10 indicates that pupils from the least deprived postcodes scored higher on all IOEAB themes, with the exception of Life outside School. The gaps between the two were highest on Communication and Problem Solving. Pupils from the most deprived postcodes recorded a particularly low Communication score (0.31) and those from the least deprived wards a particularly high one (13.7).

Table 10: Deprivation by IOEAB Theme

Local Authority Area

34. Table 11 presents the IOEAB score by local authority area. These figures need to be treated cautiously, as there are variations in both sample size and distribution of year groups across the local authority sample. Also, some local authorities were excluded from the survey on the basis of case study participation.

Table 11: IOEAB Score by Local Authority Area

35. The local authority areas with the highest IOEAB scores are Midlothian (41.2), Falkirk (41.1) and Angus (40.9). The local authorities with the lowest IOEAB scores were Eilean Siar (19.9), Scottish Borders (22.6) and Orkney Islands (23.8). Between these outliers, there is a fair amount of clustering, with the majority of local authority scores falling between 30 and 36.

Highs and Lows

36. Figure 12 shows details of the particular component activities within IOEAB themes which pupils scored both particularly high and particularly low.

Figure 12: High and Low Activity Scores

37. The specific activities in which pupils recorded the highest IOEAB scores were on Using IT, Achieving Things and Sharing Tasks. The activity areas where pupils recorded the lowest IOEAB scores were on Influencing People, Setting Personal Goals and Doing things to Help the Local Area.

Additional Perceptions of Young People

38. As part of the Pupils Survey, young people were asked a range of questions beyond the IOEAB framework. The areas addressed include:

• regular teaching methods
• class activities experienced
• future ambition
• barriers to ambition
• extra curricular activities.

39. The findings from each are discussed below.

Regular Teaching Methods

40. Figure 13 shows the extent to which pupils perceive that they receive particular teaching methods/approaches on a regular basis over the past few weeks prior to consultation. The methods include:

• using computers as part of a computing/technology lesson
• using computers as part of another lesson
• work as part of a team
• make suggestions in class that are used by the teacher
• ask the teacher for help
• encouraged to make suggestions for lessons.

Figure 13: Regular Teaching Methods

Regular use of computers at school as part of a computing/technology lesson

41. Approximately one-third (34%) of pupils indicated that they regularly use computers in an IT/technology context. Differences were apparent by year group; 13% in Primary 7, compared to 41% in S5. Usage was higher for lower qualified pupils; 39% compared to 34%. It was positively correlated with reading groups. 33% of the top reading group and 40% for foundation groups. It was also significantly higher for pupils drawn from the most disadvantaged postcodes; 41% compared to 25%.

Regularly using computers as part of another lesson

42. Less than one-fifth of young people (17%) indicated that they regularly use computers as part of another lesson. 19% of pupils indicated that they had never used computers in this context. The variations in usage by pupil characteristics was similar to the pattern indicated for computer use in an IT context.

Regularly work as part of a team on a Project

43. 19% of pupils indicated that they had regularly worked as part of a team on a school project. Almost half (48%) indicated that they had seldom or never done this. The most significant pupil characteristic variations relate to school year and reading groups. 30% of pupils in Primary 7 indicated that they regularly worked as part of a team, compared to 18% in S5. 13% of pupils drawn from the top reading groups indicated that they regularly worked as part of a team, compared to 19% in foundation groups.

Made a suggestion in class that the Teacher then used

44. 19% of young people indicated that they had regularly made a suggestion in class that had been used by the teacher. Over half (54%) indicated that this had seldom/never happened. Regular suggestion take-up was higher for males (22%), Primary 7 pupils (21%) and young people drawn from the most deprived postcodes (20%).

Asked a Teacher for Help

45. Almost half of pupils (46%) considered that, in the past few weeks, they had asked the teacher for help. A little over one-fifth (21%) indicated that they had rarely or never done this. Asking for help was higher among the lower qualification achievement groups (47%), those in foundation reading groups (52%). There was also a significant ethnicity variation. 47% of white pupils had asked for help, compared to 37% of non-white pupils.

Encouraged to suggest what might be done in a lesson

46. 17% of pupils considered that they had been regularly encouraged to suggest what to do in a lesson. Almost two-thirds (63%) indicated that they had rarely/never been asked to do this. Characteristic variations were higher for males (20%), Primary 7 (26%), and lower achievement groups (14%).

Class activities experienced

47. Table 12 sets out the way that best describes how the teachers in school run their classes. It also identifies the activities which pupils would like to see them do more of.

Table 12: Teaching Approaches

48. The most frequently cited activities were 'copying from the board or book' (88%), 'setting tests' (84%) and 'encouraging everyone to take part in class' (75%). The least cited activities were 'activities/games that help learning' (29%), 'making subjects lively and interesting' (33%) and 'trips/visits relevant to course work' (35%).

49. The class activities that most young people would like to do more often included trips and visits (74%), activities/play games (72%) and making subjects really interesting (72%). The least attractive areas included copying from the book or board (13%) and setting tests (17%)

Future Ambition

50. Pupils were invited to assess and reflect upon their future ambitions. Details of the activities they would really like to do, and their assessment of the likelihood of achieving them, is set out in Table 13.

Table 13: Future Ambition

51. Over three-quarters of pupils (78%) expressed the desire to go to university or college. This was slightly higher for females (82%) than males (74%). The proportion of pupils thinking that this was likely was 34 percentage points lower. The gap was wider for males than females.

52. 43% of pupils indicated that they would like to achieve a skilled trade. This was significantly higher for males (55%). The likelihood of achievement was 25 percentage points below ambition and, once again, the gap was higher for males.

53. A little over half (53%) of pupils had an ambition to run their own company. This was higher for males than females. The likelihood of achievement was 38 percentage points lower and greater for males than females.

54. 40% of pupils expressed a desire to leave Scotland, with the proportion slightly higher for females than males. The likelihood of achievement was 18 percentage points lower, with the gap greatest for females. Interestingly, the gap between desire and achievement was lowest on this theme than all the others in the table.

55. Overall, the most popular ambition was to earn a lot of money (84%), followed by going to university (78%) and being the best at what they choose to do (72%). This was similar for both males and females.

56. The activities with the greatest achievement gaps were earning a lot of money (-52pp), being the best at what they choose (-46pp) and running own company (-38pp).

Barriers to Future Ambition

57. The reasons cited by pupils for not achieving their ambitions are set out in Table 14.

Table 14: Barriers to Future Ambition

58. The most significant barriers to achieving ambitions were in knowing how to start (44%), not having the required qualifications (37%) and not having thought it through (34%).

59. The most significant differences between males and females were on not knowing where to start, with 47% of females regarding this as a barrier, compared to 41% of males, and lack of confidence, with almost a third of females citing this compared to one-fifth of males.

Extra-curricula Activities undertaken in the Past Six Months

60. Pupils were invited to identify extra curricular activities that they had undertaken in the past six months. The responses are set out in Table 15.

Table 15: Extra-curricula activities undertaken in the past six months

61. The most frequently mentioned activities were giving to charity (57%), a job earning money (43%) and helping a relative with job/business (43%). The least frequently cited activity, by some way, was school work-experience (21%).

62. The most significant differences between males and females were in giving to charity (61% female), helping a relative with a job/business (47% male) and involved in a job-related project (34% male).

Key Points to Note

63. The IOEAB analysis is based on classroom consultations with 3,700 pupils, conducted in the per IOEAB September-October 2005. Pupils recorded an aggregate IOEAB score of 31.7

64. Pupils scored themselves highest on Problem Solving (43.2), Confidence (43.0) and Life outside School (41.8).

65. The lowest scores, by some way, were recorded on Communication (7.1) and Approach to Learning (17.1).

66. Males (32.1) had a slightly higher Index score than females (31.2).

67. The relative level of enterprising behaviour appears to decline with age. Primary 7 pupils recording the highest score (37.3).

68. There is virtually no difference between recorded IOEAB scores on educational attainment.

69. Young people receiving free school meals are likely to record lower IOEAB scores.

70. Pupils in the lower reading groups generate lower IOEAB scores.

71. Levels of enterprising behaviour are shown to be slightly higher from pupils drawn from ethnic groups. This, however, is based on small sample sizes of ethnic groups.

72. IOEAB scores are slightly lower for young people with a disability.

73. IOEAB scores are slightly lower for pupils from single-parent families and from families with no working parents.

74. IOEAB scores are lower for pupils drawn from the most deprived postcodes.

75. The analysis shows that the IOEAB performs with a fair degree of stability. The majority of scores are as one would expect and consistent across themes.

76. In the IOEAB themes, where the aggregate score is perhaps not as one might have expected, for example on gender and highers attainment, the pattern is clearer when disaggregated to component areas.

77. Pupils with certain characteristics which might be associated with less 'enterprising behaviour' consistently score higher on 'Life outside School'. Particularly high scores on this theme have a very positive effect on their overall score. The Life outside School theme includes components such as past-times and hobbies, helping others, managing money and self-employment.

78. Perhaps the most interesting finding is the significant reduction in relative enterprising behaviour among pupils in the transition from primary to secondary education.

79. The confirmed stability and consistency of the IOEAB suggests that the results constitute a robust baseline against which to monitor future trends in enterprising behaviour.

TEACHERS SURVEY

1. In July 2005 a telephone survey was conducted with 500 teachers to assess their perceptions of Determined to Succeed and the enterprising characteristics of their pupils. Details of the sampling methodology are set out in Appendix D.

2. The results of the survey undertaken by MORI Scotland are presented here under the following headings:

• Sample characteristics
• Determined to Succeed perceptions
• Aggregate Index of Enterprising Attitudes and Behaviour
• Components of enterprising behaviour

• working with others
• personal effectiveness
• problem solving/creativity
• communication
• approach to learning
• confidence

• Key Points to Note.

3. This report sets out the main trends emerging from the analysis. It is designed to show how the 'enterprising behaviour' can be analysed using the Index of Enterprising Attitudes and Behaviour methodology based on teacher perceptions. Teacher perceptions are based on their average view of pupils within a specified year group.

4. A copy of the questionnaire used in the survey is set out in Appendix A.

5. In this section we describe the general characteristics of the teachers who have undertaken the behavioural assessment of the young people that they teach.

Teacher Gender

6. Figure 1 shows that over two thirds of the teachers in the sample were female (68%).

Figure 1: Teacher Characteristics - Gender

Years in Teaching

7. Figure 2 indicates that 60% of the sample had been teaching for more than 15 years. Almost one third for more than 25 years. The minority (13%) had been teaching for less than 14 years.

Figure 2: Teacher Characteristics - Years Teaching

Teacher Seniority

8. Figure 3 shows that almost three quarters of teachers in the sample were either classroom teachers or head of subjects. 14% were assistant or deputy heads. 7% were drawn from specialist grades.

Figure 3: Teacher Characteristics - Seniority

Type of School

9. Figure 4 shows that a little under three quarters of teachers (72%) were working in secondary schools, 15% primary and 13% special schools.

Figure 4: Teacher Characteristics - School Type

Teacher Subject Area

10. A little over one fifth of teachers were drawn from English/Arts, 19% from Social Science/Business and 17% from Maths/Science. 6% of the sample were Enterprise in Education coordinators ( Figure 5). Almost 10% were part of the management team within the school.

Figure 5: Teacher Characteristics - Subject Area (Secondary)

Perceptions of Determined To Succeed

11. In this section we set out teachers perceptions of Determined to Succeed and the understanding of the enterprise in education Agenda. Reference to 'pp' in the analysis denotes percentage points.

Understanding of how Determined to Succeed relates to Enterprise in Education

12. Figure 6 shows that 88% of teachers indicated that they had an understanding of how Determined to Succeed relates to enterprise in education. 50% indicated that they had strong understanding.

Figure 6: I understand how DtS relates to Enterprise in Education - (Teachers)

13. Levels of understanding were highest for female staff (+4pp), staff teaching over 25 years (+3pp), senior management (+9pp), primary staff (+9pp) and enterprise in education co-ordinators (+7pp).

Importance of Enterprise-Related Activity in Helping Pupils for Life After School

14. Figure 7 indicates that 94% of teachers agreed that enterprise-related activity taking place in their school was important in helping pupils for life after school. 71% of teachers strongly supported this view.

Figure 7: Enterprise-related activities taking place in my school are important in helping pupils for life after school

15. Levels of agreement were highest for female staff (+1pp), for teachers teaching 6-15 years (+3pp), for members of the senior management team (+3pp), for primary school staff (+2pp) and for members of the management team (+6pp).

Linkage of Enterprise in Education to all Areas of School Work

16. 83% of teachers felt that enterprise in education should be linked to all areas of school work ( Figure 8). 52% strongly agreed with the proposition.

17. Levels of disagreement were highest for male staff (+1pp), staff teaching over 25 years (+2pp), classroom teachers (+1pp), primary staff (+4pp) and English and Science staff (+2pp).

Figure 8: Enterprise in Education should be linked into all areas of school work

Aggregate Index of Enterprising Attitudes and Behaviour

18. The overall Index of Enterprising Attitudes and Behaviour ( IOEAB) as perceived by teachers is 16.7.

19. Figure 9 indicates that there is significant variation in the Index score by school type. Primary schools had a significantly more positive perception scoring at 40.4; more than double the overall average. Special schools recorded a negative score of -12.8%. Secondary schools scored just above the overall average.

Figure 9: Aggregate Index by School Type

20. Figure 10 shows that there were some minor variations in Index score by teacher gender. Female teachers tended to be a little more positive than males; a difference of three percentage points.

Figure 10: Average Male/Female Enterprising behaviour Index

21. Figure 11 indicates that the teachers with the most positive perceptions were those who had taught for the longest. Teachers who had taught for over 25 years recorded an Index score of 19.1. This was three percentage points higher than those who had been teaching for less than 5 years.

Figure 11: Number of Years Teaching Experience

22. Figure 12 shows that there is evidence of a variation in perception of Enterprising behaviour by subject area. Perhaps not surprisingly the most positive Enterprising behaviour scores were recorded by Enterprise in Education coordinators (23.8%) followed by members of the management team (22.8%). The lowest subject score was recorded in social science and business (14%).

Figure 12: Enterprising behaviour by Subject Area

Components of Enterprising Behaviour

23. In this section we review the IOEAB scores for each of the component behavioural themes.

Working with Others

24. The IOEAB for working with others at 30.5 was the highest of all the behavioural components ( Figure 13).

Figure 13: Working with Others

25. Primary schools scored highest at 43.3 and special schools lowest at 15.5. This along with confidence criteria were the only two traits which special schools recorded a positive score.

26. Female teachers scored higher than male; an increase of 6 percentage points.

27. The highest score was recorded for teachers who had been teaching for over 25 years and lowest for those teaching between 16 and 25 years.

Personal Effectiveness

28. Figure 14 shows that the Index score for personal effectiveness, at 13.8, was the third lowest of all the components.

Figure 14: Personal Effectiveness

29. Primary schools once again scored significantly higher than the rest (37.3%). Special schools recorded an Index of -30.3, there lowest score accorded to any of the components.

Problem Solving/Creativity

30. The Index score for this component at 9.1 was the second lowest of all the components ( Figure 15).

Figure 15: Problem Solving

31. Primary schools recorded an Index score of 35.6, secondary 10.1 and special -29.2.

Communication

32. The Index score for communication at 7.8 was the lowest ( Figure 16).

Figure 16: Communication

33. Primary schools recorded an Index score of 45.5, secondary 7.0 and special -29.3.

Approach to Learning

34. Figure 17 shows that the Index score for approach to learning, at 14.8, was the third highest.

Figure 17: Approach to Learning

35. The Index scores for primary schools were 39.3, secondary 18.5 and special -20.0.

Confidence

36. The Index score for this component, at 19.0 was the second highest ( Figure 18).

Figure 18: Confidence

Key Points to Note

37. Primary schools recorded a score of 43.6, secondary 18.3 and special 8.2.

38. Almost three quarters of the teachers participating in the survey were working in secondary schools. There was a fairly even distribution across curriculum areas and specialist roles.

39. Teachers indicated that they had a good to strong understanding of how Determined to Succeed relates to enterprise in education. This was positively correlated with the number of years in teaching and senior management positions. Primary school teachers revealed a relatively higher level of understanding.

40. Almost all teachers supported the view that enterprise related experiences helped pupils for life after school.

41. A significant majority (83%) of teachers felt that enterprise in education should be linked to all areas of school work.

42. The overall IOEAB as perceived by teachers is 16.7. Positioned in the fourth quartile of the positive range this suggests that there is some evidence of enterprising behaviour characteristics but at a relatively low level.

43. Primary school teachers generally scored their pupils higher, recording a primary school Index of 40.4. This was more than double that of secondary schools.

44. Special schools teachers recorded a negative score indicating that they did not believe that their pupils revealed 'enterprising' characteristics.

45. Teachers with the most positive perception of their pupils enterprising characteristics tended to be those that taught for the longest and those in specialist posts. Perhaps not surprisingly Enterprise in Education coordinators recorded the highest scores.

46. Teachers scored pupils highest on 'Working with Others' (30.5) and lowest on 'Problem Solving/Creativity' (9.1).

PARENTS SURVEY

1. In July 2005 a telephone survey was conducted with 500 parents to assess their perceptions of Determined to Succeed and the enterprising characteristics of their children. Details of the sampling methodology are set out in Appendix D.

2. The results of the survey undertaken by MORI Scotland are presented here under the following headings:

• Sample characteristics
• Determined to Succeed perceptions
• Aggregate Index of Enterprising Attitudes and Behaviour
• Components of Enterprising behaviour

• working with others
• personal effectiveness
• problem solving/creativity
• communication
• approach to learning
• confidence

• Key Points to Note.

3. This report sets out the main trends emerging from the analysis. It is designed to show how 'enterprising behaviour' can be analysed using the Index of Enterprising Attitudes and Behaviour methodology.

4. A copy of the questionnaire used in the survey is set out in Appendix A.

5. In this section we describe the general characteristics of the young people whose behavioural characteristics have been assessed and that of their parents who have undertaken the assessment. Parents were asked to undertake the assessment based on one of their children from a specified year group.

Pupil Gender

6. The gender split between the pupils assessed was fairly equally; 32% male and 48% female.

Pupil Year Group

7. Almost two thirds of the sample were in year groups S1 to S4. 25% of the sample were in Primary 7 and 13% in S5-S6 ( Figure 1).

Figure 1: Pupil Year Group

Regional Location

8. A little under half of the sample (47%) were drawn from the Strathclyde region. Of the remainder, 15% were from Fife/Tayside, 14% from Grampian, 14% from Lothian and 10% from Central and Dumfries/Galloway ( Figure 2).

Figure 2: Regional Location

Parent Qualifications

9. The parent sample was relatively well qualified with over one third (37%) possessing a further/higher qualification. One quarter of parents had standard grades and 22% had highers and/or vocational qualifications. 16% of the parent sample indicated that they had no qualifications ( Figure 3).

Figure 3: Parent Qualifications

Number of Children in the Family

10. The vast majority of parents participating in the survey (70%) were within single child families. A little over a quarter (27%) had two children and 3% had three or more children.

Parent Gender

11. The vast majority of the parents participating in the survey were female; 76% female and 24% male ( Figure 4).

Figure 4: Parent Gender

Age of Parents

12. Over half (58%) of parents were aged between 31 and 40. 26% were aged between 41 and 44 and 26% were aged between 45 and 50. 8% were aged under 34 and a further 8% aged over 50.

Parent Employment Status

13. A little over half of the parents (52%) were working full time with almost a quarter (24%) working part time. 5% of parents were unemployed and 12% not working/looking after house/children. 3% of parents were invalids/disabled, 3% were students and 1% retired.

Home Ownership

14. 70% of parents were homeowners and 30% in rented accommodation. 59% of homeowners had outstanding mortgages.

Position of Children in English Sets

15. More than half of parents (55%) indicated that their children were in the top English set; 36% indicated middle and 9% lower ( Figure 5).

Figure 5: Ability Grade of Child (English Sets)

Perceptions of Determined To Succeed

16. In this section we set out parents perceptions of Determined to Succeed and the understanding of the enterprise in education Agenda. In the analysis the notation 'pp' refers to percentage points.

Understanding of the Determined to Succeed Link to Enterprise in Education

17. The vast majority of parents (80%) indicated that they understand how Determined to Succeed links to enterprise in education. 41% strongly agreed with the statement. Only 9% disagreed.

18. Levels of understanding were highest among parents with female children (+2pp), in the year group S1-S2 (+5 PP), in the Fife/Tayside region (+4pp) and among those with further/higher qualifications (+2pp).

Understanding of Children's Enterprise in Education Schoolwork

19. Figure 6 shows that more than three-quarters of parents (78%) indicated that they had a good understanding of the range of work that their children are undertaking in relation to Enterprise in Education at school. 37% strongly agreed with this statement. A little under one fifth (17%) indicated that they had a poor understanding.

20. Levels of understanding were higher among parents with female children (+2pp), in the year group S1-S2 (+5pp), in the Strathclyde region (+2pp) and among parents with no formal qualifications (+5pp).

Figure 6: I have a good understanding of the range of work that my child is doing at school in relation to Enterprise in Education

The Importance of Enterprise Related Activities through Life after School

21. Figure 7 indicates that a very significant 91% of parents agreed that Enterprise related activities taking place in their children's school were important in helping them for life after school. More than half (55%) strongly agreed with this statement. Only 5% of parents disagreed.

22. Levels of agreement were higher for S3-S4 year groups (+3pp), in the Central and Dumfries/Galloway region (+5pp) and among parents with highers/vocational qualifications (+3pp).

Figure 7: Enterprise-related activities taking place in my child's school are important in helping them for life after school

Linkage of Enterprise in Education to All Areas of Schoolwork

23. 87% of parents agreed that enterprise in education should be linked into all areas of schoolwork. Almost half (49%) strongly agreed with this statement. Only 8% of parents disagreed ( Figure 8).

24. Levels of agreement were higher among parents with children in S1-S2 (+4pp), in the Fife/Tayside region (+2pp) and among parents with no formal qualifications (+7pp).

Figure 8: Enterprise in Education should be linked into all areas of schoolwork

Awareness of Determined to Succeed

25. Just over half of parents (53%) were aware of Scotland's strategy called 'Determined to Succeed'. A little under a quarter (23%) were strongly aware. 39% of parents were not aware of the strategy.

26. Levels of awareness were higher among parents with children in P7 and S5-S6 (+2pp), in the Lothian region (+6pp) and among parents with no formal qualifications (+8pp).

Figure 9: I am aware of Scotland's strategy called Determined to Succeed

Awareness of Determined to Succeed Advertisements

27. Figure 10 that 41% of parents indicated that they had seen or heard advertisements for Determined to Succeed on TV and radio or in the press. 16% strongly agreed. Little over half (54%) indicated that they had not seen advertisements.

28. Awareness of advertisements was higher among parents with female children (+3pp), in Primary 7 year group (+2pp), in the Strathclyde region (+6pp) and among parents with no formal qualifications (+11pp).

Figure 10: I have heard/seen advertisements for Determined to Succeed on TV/Radio/Press

Frequency of Talking to Children about School

29. More than three quarters of parents (78%) indicated that they spoke to their children daily about what they are doing at school; 12% almost every day, 9% once or twice a week.

30. The proportion of parents speaking to their children daily about schoolwork was higher among parents with female children (+2pp), for those in Primary 7 (+3pp), for those in the Strathclyde region (+2pp), for those parents with highers/vocational qualifications (+4pp).

Aggregate Index of Enterprising Attitudes and Behaviour

31. The Index of Enterprising Attitudes and Behaviour ( IOEAB), as perceived by parents, is 40.9 ( Figure 11). .

Figure 11: Average Male and Female Pupils' Enterprising behaviour as perceived by parents

32. The female Index at 47 is 12.2 pp higher than the male.

33. The Index is highest for the Primary 7 year group (45.6) and lowest for S3-S4 (37.5).

34. The Index was calculated highest among parents with no formal qualifications (42) and lowest among parents possessing standard grades (36.2).

35. On the behavioural components young people scored highest on working with others (47.7) and lowest on communication (30.5).

36. In terms of the individual questions the highest scores were recorded on:

• your child works well with people in a team (80);
• when working with others your child is happy to share tasks so people do the parts they are best at (75);
• your child is happy to work on his/her own (66.5).

37. The lowest scores were recorded on the following questions:

• your child doesn't like asking for help even when he/she needs it (6.5);
• your child doesn't like it when people who are in charge tell him/her what to do (9);
• your child finds it difficult to concentrate and is easily distracted (10).

Components Of Enterprising behaviour

38. In this section we review the IOEAB scores for each of the component behavioural themes.

Working with Others

39. The IOEAB for working with others at 48.2 was the highest of the behavioural traits ( Figure 12).

Figure 12: Working with Others

40. Index scores were highest for Primary 7 (50.5) and lowest for S3-S4 (47.2).

41. Index scores were highest in Central and Dumfries/Galloway (53.2) and lowest in Fife/Tayside.

42. Scores were highest for parents with FE/ HE qualifications (50.5) and lowest for parents with no qualifications (42.5)

Personal Effectiveness

43. The Index score for personal effectiveness was 32.7, the second lowest of all the components ( Figure 13).

Figure 13: Personal Effectiveness

44. Index scores were highest for S5-S6 (37.2) and lowest for S3-S4 (29.9).

45. Index scores were highest in Strathclyde (36) and lowest in Fife/Tayside (27.9).

46. Scores were highest for parents with no formal qualifications (35.6) and lowest for those with standard grades (28.7).

Problem Solving/Creativity

47. The Index score for this component at 46.5 was the second highest ( Figure 14).

Figure 5.14: Problem Solving

48. Index scores were highest for young people in Primary 7 (52.9) and lowest for S3-S4 (40.9).

49. Index scores were highest in Central and Dumfries/Galloway (53.1) and lowest in Grampian (42.1).

50. Index scores were highest for parents with no qualifications (52.3) and lowest for those with standard grades (42.2).

Communication

51. The Index score for communication at 30.3 was the lowest ( Figure 15).

Figure 15: Communication

52. Children in year group P7 scored highest (39.8) and lowest in S3-S4 (27).

53. Parents with FE/ HE qualifications scored highest and parents with no qualifications scored lowest (21).

Approach to Learning

54. The Index score for approach to learning at 38.9 was the third lowest ( Figure 16).

Figure 16: Approach to Learning

55. The highest Index scores were recorded among young children in S5-S6 (45.7) and the lowest in S3-S4 (33.3).

56. Parents with no qualifications scored highest (40.8) and those with standard grades scored lowest (32.0).

Confidence

57. The Index score in this component, at 45.6, was the third highest ( Figure 17).

Figure 17: Confidence

58. The year group P7 scored highest (52.1) and S3-S4 scored lowest (41.8).

59. Regional scores were highest in Strathclyde (49.5) and lowest in Fife/Tayside.

60. Parents with no formal qualifications scored highest (53.2) and those with Further/Higher Education qualifications scored lowest (43.1).

Key Points to Note

61. The majority of parents taking part in the survey were relatively well qualified had had children who occupied the higher English sets. This may have contributed to the very positive feedback recorded.

62. The aggregate IOEAB as perceived by parents is 40.9. It indicates moderate evidence of 'enterprising behaviour' characteristics.

63. Index scores were highest for the Primary 7 year group and lowest for S3-S4.

64. Parents with no formal qualifications were more likely to be positive about their children's characteristics.

65. Parents scored their children highest on the behavioural traits 'Working with Others' and lowest on 'Communication'.

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