Scottish Government

Andy Biggart, Fiona Dobbie, Andy Furlong, Lisa Given and Lyn Jones

The Scottish Centre for Social Research (formerly NatCen Scotland)
July 2005

ISBN 0 7559 2678 1 (Web only publication)

This document is also available in pdf format (684k)

The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Executive or any other organisation(s) by which the author(s) is/are employed.

The Scottish Executive is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Executive commissioned the research but has not exercised editorial control over the report.

The Executive has published this web only report to accompany 'Research Findings No.8: Findings from the Scottish School Leavers Survey: 22 in 2004'. These have been published along with 'Research Findings No 9: Findings from the Scottish School Leavers Survey: 24 in 2004' and its accompanying full report, as well as historical reports on 'Scotland's Young People in 1999: Findings from the Scottish School Leavers Survey' and '19 in 2001 - Scotland's Young People: Findings from the Scottish School Leavers Survey'

A limited print run of the two Research Findings is available from the Dissemination Officer, Information, Analysis & Communication Division, Scottish Executive Education Department, Victoria Quay, Edinburgh, EH6 6QQ (telephone 0131-244-0316). All documents are placed on the Scottish Executive website, and can be found in the education research area www.scotland.gov.uk/insight/

All reports were published in August 2005.

CONTENTS

Acknowledgements

Summary of Findings
1.1.1 Introduction
1.1.2 Method and Sample
1.1.3 Key findings
Main Activity
Domestic circumstances
The future
Qualifications
The Disadvantaged

1INTRODUCTION

1.2 The Scottish School Leavers Survey
1.3 The 2004 survey
1.4 This report

2Main activity at 21-22

2.1 Activity status
2.1.1 Comparison with 2001
2.2 Main activity by region
2.3 Main activity by stage of leaving school
2.4 Main activity by qualification
2.5 Main activity by parental social class
2.6 Education
2.6.1 Place of study and type of qualification
2.6.2 Full-time education
2.6.3 Part-time education
2.7 Jobs and training
2.7.1 Occupation and industry
2.7.2 Employment status
2.7.3 Hours and pay
2.7.4 Finding the job
2.7.5 Training
2.7.6 Part-time work
2.7.7 Attitudes to job
2.8 Career guidance
2.9 Student debt and overall income
2.10 Key points

3Domestic circumstances

3.1 Children
3.2 Living arrangements
3.3 Leaving the parental home
3.4 Key points

4The future

4.1 Expectations of main activity in two years' time
4.2 Feelings of control over life
4.3 Key points

5Qualifications of 21-22 year olds

5.1 Highest qualification obtained
5.1.1 Qualifications by stage of leaving school
5.1.2 Qualifications by parental social class
5.1.3 Level 3 qualification characteristics
5.1.4 Methods of study
5.1.5 Qualifications across sweeps
5.2 Continuing to study towards a qualification
5.3 Training and qualifications among those in full-time employment
5.4 Key points

6The disadvantaged

6.1 Introduction
6.2 Types of disadvantage
6.2.1 Characteristics of the sample
6.2.2 The labour market
6.2.3 Disadvantage and stage of leaving education
6.3 Unemployment
6.4 Out of labour force
6.5 Key points

7Key issues for further exploration

7.1 Continuation in full-time education/training
7.2 Outcomes in relation to highest qualification obtained
7.3 Part-time study
7.4 Employment
7.5 Student debt
7.6 Gender
7.7 The disadvantaged

8Bibliography

9APPENDIX A: TECHNICAL NOTES

9.1 Percentages
9.2 Bases
9.3 Estimating the precision of estimates
9.4 Combining columns of a table
9.5 School type
9.6 Social Class
9.7 Sample size
9.8 Survey non-response

List of tables

Table 1-1 Response figures for the 2004 survey

Table 2-1 Main activity by gender

Table 2-2 Change in main activity over three years

Table 2-3 Main activity by region

Table 2-4 Main activity by stage of leaving school

Table 2-5 Main activity by highest qualification achieved aged 21-22

Table 2-6 Main activity by parents' social class

Table 2-7 Qualification likely to result from current education

Table 2-8 Participation in full-time education by parents' social class

Table 2-9 Industry worked in ( SIC) by gender and type of employment

Table 2-10 Occupation by type of employment and gender

Table 2-11 Employment status by gender

Table 2-12 Hours by type of job

Table 2-13 Pay by type of job

Table 2-14 Method of finding job by gender

Table 2-15 Training received by job type and gender

Table 2-16 Attitudes towards job by gender

Table 2-17 Career guidance

Table 2-18 Amount of student debt

Table 2-19 Monthly income for all respondents

Table 3-1 Children by gender

Table 3-2 Children by main activity

Table 3-3 Children by social class of respondents' parents

Table 3-4 Living arrangements by gender

Table 3-5 Living arrangements by activity status

Table 3-6 When moved from parents' home by gender

Table 4-1 Expectations of the future by gender

Table 4-2 Expectations of the future: 2001 and 2004

Table 4-3 Expectations of the future by activty status

Table 4-4 Expectations of the future by social class of respondents' parents

Table 4-5 Expectations of the future by children

Table 4-6 Feelings of control over life by gender

Table 4-7 Feelings of control over life by activity status

Table 4-8 Feelings of control over life by social class of respondents' parents

Table 4-9 Feelings of control over life by children

Table 5-1 SCQF level and equivalent qualifications

Table 5-2 Highest qualification achieved at age 21/22 by gender

Table 5-3 Highest qualification at age 21-22 by stage of Leaving School

Table 5-4 Highest qualification at age 21-22 by parental social class

Table 5-5 Percentage with a qualification equivalent to SVQ Level 3 or above by age 21/22

Table 5-6 Qualification obtained through part-time study

Table 5-7 Qualification flows between age 16/17 and age 21/22

Table 5-8 Qualification currently being studied

Table 5-9 Qualification achieved or currently studying towards

Table 5-10 Receiving training leading to a recognised qualification among those currently in full-time work.

Table 6-1 Indicators of disadvantage by gender

Table 6-2 Indicators of disadvantage by stage of leaving education

Table 6-3 Indicators of disadvantage by current status

Table 6-4 Indicators of disadvantage by current status

Table 6-5 Employment status from May 2001 to November 2003: Selective outflows (Male)

Table 6-6 Employment status from May 2001 to November 2003: Selective outflows (Female)

Table 6-7 Reasons for current unemployment by gender

Table 6-8 What do you think you will probably be doing in two years time by gender?

Table 6-9 Reasons for currently being out of the labour force (%)

List of figures

Figure 5-1 Selected characteristics of those without a qualification equivalent to SVQ Level 3 or above

Figure 6-1 Severe multiple deprivation by region

Figure 6-2 Multiple deprivation rank by stage of leaving education

Figure 6-3 Stage at which young people from semi and unskilled social classes left education by gender

Figure 6-4 Experience of unemployment by region

Figure 6-5 Indicators of disadvantage: mother out of the labour force versus other females

Figure 6-6 Likely status in two years time: mothers currently out of the labour force

The views expressed in this report are those of the researcher and
do not necessarily represent those of the Department or Scottish Ministers.