Scottish Government

Footnotes

1. Organisations were asked to provide their views on the issues. This does not mean that the organisations listed in any way endorse or have been consulted on, or have any view on the report and its findings.
2. Enterprise and Lifelong Learning Committee ( ELLC) 9 ^th Report 2002 Final Report on Lifelong Learning.
3. Scottish School Leavers Survey
4. The characteristics outlined in this section are based on those young people who took part. In view of the limited sample size and lack of supporting background data (for example on qualifications), quantification has not been possible or practicable.
5. References to special needs such as dyslexia were self-reported by young people. The proportions of those who had been diagnosed and tested is not known.
6. Social Exclusion Unit. (1998). Rough Sleeping. The Stationary Office: London.
7. Allen, M. (2003). Into the Mainstream: care leavers entering work, education and training. Joseph Rowntree Foundation.
8. Scottish School Leavers Survey.
9. This table presents an overview of the key issues by the type of stakeholder consulted. The information presented in the table must be taken alongside the findings reported in the text. Where a particular stakeholder type is not represented - this may not necessarily mean that that the theme was not present for that participant group. Rather, the theme was not particularly prevalent amongst this group, or they did not comment about it specifically during interview i.e. the theme did not present itself as an emerging issue in the interview.
10. While this source of support was mentioned by a few young people, it should be noted that those who have formally discontinued their schooling would not be entitled to receive an EMA.
11. This service is based in Glasgow and operates as a partnership between Glasgow City Council Social Work Services and Careers Scotland, for young care leavers. Funding has also been received from the big step social inclusion partnership for young care leavers.
12. Rennison, J., Maguire, S., Middleton, S. and Ashworth, K. (2005). Young People not in Education, Employment or Training: Evidence from the Education Maintenance Allowance Pilots Database. DfES Research Report 628.
13. Rennison, J., Maguire, S., Middleton, S. and Ashworth, K. (2005). Young People not in Education, Employment or Training: Evidence from the Education Maintenance Allowance Pilots Database. DfES Research Report 628.
14. This table presents an overview of the key issues by the type of stakeholder consulted. The information presented in the table must be taken alongside the findings reported in the text. Where a particular stakeholder type is not represented - this may not necessarily mean that that the theme was not present for that participant group. Rather, the theme was not particularly prevalent amongst this group, or they did not comment about it specifically during interview i.e. the theme did not present itself as an emerging issue in the interview.
15. Allen, M. (2003). Into the Mainstream: care leavers entering work, education and training. Joseph Rowntree Foundation.
16. This table presents an overview of the key issues by the type of stakeholder consulted. The information presented in the table must be taken alongside the findings reported in the text. Where a particular stakeholder type is not represented - this may not necessarily mean that that the theme was not present for that participant group. Rather, the theme was not particularly prevalent amongst this group, or they did not comment about it specifically during interview i.e. the theme did not present itself as an emerging issue in the interview.
17. ELLC 9 ^th Report into Lifelong Learning, October 2002.
18. Allen, M. (2003). Into the Mainstream: care leavers entering work, education and training. Joseph Rowntree Foundation.
19. This table presents an overview of the key issues by the type of stakeholder consulted. The information presented in the table must be taken alongside the findings reported in the text. Where a particular stakeholder type is not represented - this may not necessarily mean that that the theme was not present for that participant group. Rather, the theme was not particularly prevalent amongst this group, or they did not comment about it specifically during interview i.e. the theme did not present itself as an emerging issue in the interview.
20. Harker, R., Dobel-Ober, D., Lawrence, J., Berridge, D, and Sinclair, R. (2003). Who Takes Care of Education? Looked after children's perceptions of support for educational progress. Child and Family Social Work, 8, pp 89-100.
21. Policy Research Institute (1995). Learning Pays: Individual Commitment, Learning and Economic Development.
22. York Consulting (2005). A literature Review of the NEET Group. Scottish Executive.
23. This table presents an overview of the key issues by the type of stakeholder consulted. The information presented in the table must be taken alongside the findings reported in the text. Where a particular stakeholder type is not represented - this may not necessarily mean that that the theme was not present for that participant group. Rather, the theme was not particularly prevalent amongst this group, or they did not comment about it specifically during interview i.e. the theme did not present itself as an emerging issue in the interview.
24. Careers Scotland is already an all-age service. However, it is not known how effective this is in terms of engaging them.