Scottish Government

Chapter Fourteen The principle and practice of recognition: the response of educational stakeholders

14.1 In this chapter we consider the response of educational stakeholders to the idea that the learning associated with pupils part-time work could be linked to their formal schooling to a greater extent than currently happens and whether it could be recognised in some way. We report on the views of Headteachers, Principal Teachers, enterprise in education staff, Scottish Councils Education Industry Network ( SCEIN) representatives, and careers advisers to the general idea and then go on to consider the response of Headteachers, Principal Teachers and SCEIN representatives to the more specific question of how recognition might be approached in practice. Further details of the responses from the educational stakeholders can be found in Appendices 4 and 8. It should be noted that they were commenting on the issue of recognition on the basis of their perceptions of the extent and nature of pupils' part-time work.

14.2 Before considering the response of the educational stakeholders, we first outline the approach to the recognition of part-time employment that we have adopted in the research and explain the models of recognition that we have developed (for a fuller discussion of the question of recognition and approaches to it, see the two working papers on recognition contained in Appendices 11 and 12).

The approach to recognition in the research

14.3 The starting point for work on linking pupils' part-time work to their formal schooling is the recommendation in Determined to Succeed that 'opportunities for certification of appropriate part-time work as part of the National Qualifications Framework must be investigated so that it is clearly recognised by employers' (Scottish Executive, 2002a, p.40). In considering how to take this recommendation forward in the research, we concluded that a focus only on certification would be unduly narrow. We therefore adopted the term 'recognition' to include formal recognition of achievement through certification but also other kinds of recognition of part-time work, for example:

• The contribution which the learning associated with part-time work could make to learning in a subject might be recognised by being mentioned in an SQA Course Arrangements document or a unit specification or a NAB (an assessment pack from the National Assessment Bank)
• The ways in which part-time work could be used to generate evidence for skills which are already part of units or courses could be recognised in guidelines on assessment
• Other skills developed in part-time work could be developed into new National Units
• The potential role of part-time work in personal development could be recognised in paper or IT support for Progress File or Personal Learning Planning
• The contribution which part-time work could make to an individual's personal development could be brought out in a range of new ways which a young person could draw on in seeking to progress in education, training or into work.

14.4 When we do use the term certification, we mean specifically inclusion in the catalogue of awards made by an awarding body (typically, the SQA). The term accreditation has a variety of meanings but where we use it in the research, it should be understood as giving formal recognition through discrete certification. More detail about the terminology we use in this research is given in chapter 2, p.19.

14.5 As described in chapter 1, we developed five possible models or approaches to recognition. The models are neither exhaustive nor mutually exclusive but were developed to reflect variations in approach to the issue of recognition. The models are differentiated in terms of:

• the level of school involvement;
• the extent to which the employer is involved;
• the nature of the link (if any) to the school's curriculum;
• the nature of the link (if any) to employability or other progression;
• whether or not certification is involved.

14.6 The five models are:

• recognition of part-time work through full embedding in the curriculum;
• recognition that part-time work can develop generic transferable skills;
• formal recognition of the distinctive outcomes of part-time work;
• recognition of the role of part-time work in personal planning;
• recognition of the potential of part-time work to contribute to progression.

14.7 Lastly it is important to note that it was not part of the brief of this research to conduct a feasibility study on the implementation of approaches to recognition, but our work does raise key issues that would inform such a study.

Responses to the principle of increased use of part-time employment in schooling

Headteachers

14.8 Headteachers gave a mixed range of responses when they were asked for their views on the principle of using part-time employment within education. At one end of the scale, one Headteacher felt that it was ' a wonderful principle, we want school to be part of the real world' while at the other end of the scale was the Headteacher who was not convinced that the school should be involved in this aspect of pupils' lives. The majority of views lay in between. Some thought that in principle it ought to be possible to increase the linkages between pupils' part-time work but also expressed reservations or caveats. On the one hand, some felt that putting the idea into practice would be problematic because there would be a 'reservation about one size fits all solutions.' On the other hand , several felt that while linking part-time employment to schooling was possible, it could not be compulsory since it was not a universal experience. The need for an individualised approach was also seen as a basic principle.

14.9 The question of recognition and possible models raised fundamental issues for Headteachers about the academic vocational divide:

'There is a dichotomy between the academic on the one hand and the vocational on the other. With the really academic youngsters we would say, 'You shouldn't be doing that!' and with some of the poorer ones we may say, 'Well, yes, that's a good idea' - and that's the way the system works. We need to get a system where there isn't this value judgment on the vocational versus the academic.'

14.10 Headteachers also highlighted the need for recognition to be based on an individualised approach but noted the resource implications of this:

'One model might apply to one person but may not apply to somebody else, the individualised approach to each young person is the thing most of all that has resource implications.'

Principal Teachers

14.11 Some Principal Teachers rejected the principle of recognition, expressing strong feelings about the place of work in young people's lives and that:

'The very thought scares me, we should be allowing kids to be kids and this is just a lot of…'

14.12 It was evident that Principal Teachers' response to the question of recognition was affected by their picture of part-time work:

'I'm trying to think, but most of the jobs around here, most of the jobs the kids are doing round here … they're mostly shelf stacking and working in the sinks.'

'It's tricky because the kids who have part-time jobs … tend to be the kids who have reached a stage where they are working towards specific qualifications which have a very rigid syllabus. We can't just put things into that, I'm thinking of my own subject and if kids are working towards, say, Higher English there's nothing, or very little you can put into that that's going to tie into their work.'

14.13 A number of Principal Teachers expressed positive views about the principle of using part-time work, but like some Headteachers qualified these by concerns about whether the process of recognition would be voluntary:

'I think it could be worthwhile definitely but I would be a wee bit wary about it being mandatory for all pupils because it might not be suited to them … it could be very useful but it could act negatively if it's not tailored to the individual or if it's seen as mandatory or the individual doesn't want to do it. I think there are a lot of advantages to be had for certain pupils.'

14.14 The view articulated in the last part of the quote above that recognition of part-time work might be particularly relevant for certain pupils, was a fairly common one among Principal Teachers:

'It's a bridge between education and work and it may be that for certain pupils for whom useful education in the school sense is finished at an earlier age, who previously may have left school at 15 or 14 who need a bridge to get them into employment … I think that could be of benefit to the pupils.'

14.15 A related theme concerned vocational routes in education. From some of the comments it appeared that the Principal Teachers associated discussion of part-time work with the more general debate on vocational education:

'If the Scottish Executive want to go down the vocational route then they should go down the vocational route and shouldn't be using this as another way of trying to do that, for kids that are not academic then bring more vocational stuff into the classroom, get them out on work placements, fund it properly….'

14.16 Others expressed a more positive view:

'Personally I think the curriculum is wrong and I think it needs to change and I am 100% behind something that involves the working environment much more in school and much more practical in terms of the curriculum for a lot of pupils.'

14.17 A concern that arose with some Principal Teachers was that recognition might encourage more part-time working by pupils:

'It could be a problem if employers are valuing certificated work placements of some sort and they don't have a work placement. That's encouraging more of them to do after school work.'

14.18 For many Principal Teachers it was impossible to separate out their response to the principle of recognition from the question of the practical demands that would result from it:

'I wouldn't like to see it being made more formal because the demands on teaching staff at the moment are such that this would create another monster to be managed by them and who would manage it? Who would be responsible for ensuring that whatever the pupils have to be given credit for they have actually done and how [do] you liaise with employers?'

14.19 An underlying concern of Principal Teachers was with the practical consequences of placing any new system on top of an existing curriculum, where space is already at a premium.

Enterprise in education staff

14.20 Those with a specialist role in implementing enterprise in education in their school were asked specifically about the principle of linking part-time employment to the enterprise in education provision within the school. While there was a spread of views the overall tone was positive. The majority of the enterprise in education staff, however, also added a variety of caveats to their comments:

'You've got to be sure of what you're doing with the recognition, why are you recognising this, is it going to be of benefit to potential employers or the kids themselves and if the answer to either of those questions is possibly yes then certainly recognition might be good.'

14.21 There were concerns about the overall principle of involving employers:

'I think big employers would find it easier [building bridges with education]. In an area like this where there is high unemployment, the shortage of small scale employment and plus the fact with the legislative restrictions on them offering work placements or necessary insurance cover all the legal restrictions and health and safety issues - all of those things make it difficult. One of the things that would be good would be to have a link between a secondary school and, say, a major employer, there could almost be a two way transfer.'

14.22 For some there were questions about whether pupils and their parents would value schools making use of their part-time employment.

'They (the pupils) just perceive it just as their pocket money so it might be a different target, so within certain areas it might be those who want to go into that (ie as a career) in the long term. How do you sell that?'

'Yes, without a doubt, I think it's potentially a very positive aspect, it has the potential of turning what we see as a negative into a positive but I think we would have to get parents on our side on that one and we have to take them with us.'

14.23 Like the Principal Teachers, enterprise in education staff were concerned about the practical implications of the idea of recognition:

'I think the principle would definitely be (good) … just the actual workings of it … half the class would be saying, 'We haven't got a part-time job!''

'Probably through PSE would be the best way… if you were doing guidance interviews, 'cause then you would get away from the problem of workers and non-workers and you wouldn't have timetabling problems with which ones did and didn't work.'

'Yes, but I think it would be a very, very hard job, to put something in place, especially if you look at the figures…you're talking about 400 to 500 kids there that you would be trying to organise something with and pick out which one was [employed in a part-time job] and which one wasn't.'

SCEIN representatives

14.24 Members of SCEIN made positive and negative comments on the principle of recognition in almost equal numbers.

14.25 Some made the point very strongly that it was time that such a formative and significant experience in pupils' lives as part-time work was 'brought out of the closet' and 'the authorities' (in the broadest sense) forced to put systems in place to deal with the reality of school pupils' contact with the workplace.

14.26 This latter comment related to concerns about health and safety and legislation on the employment of children and young people. The issue of the legality or otherwise of younger pupils part-time work was a common concern and some were cautious or strongly against the use of part-time work in schooling because they perceived this as ' for those under 16, accrediting an illegal activity.' (It might be noted that pupils under 16 can , in fact, work legally in certain types of jobs within specified limits.)

14.27 From a positive point of view, if school pupils' part-time work was more official employers would need to be more open about selection, and young people could be supported and helped to keep a proper balance in their lives. But others thought that in reality, employers have the power to make young people do what they wanted, and schools could not control the experience sufficiently to incorporate it into education.

Careers advisers

14.28 Careers advisers had a generally positive view about part-time employment being used in a more structured way which it was felt would help pupils to make more sense of the link between schooling and work, something that they were not necessarily able to do:

'I'm not convinced that pupils can contextualise their experience [of part-time work] in educational terms.'

14.29 Recognition of part-time work within education would also:

'…help young people articulate their skills, it's the West of Scotland syndrome, you can't boast about your achievements.'

The views of school and local authority staff on models of recognition

14.30 We now consider the five models using data drawn from two sources: Principal Teachers, enterprise in education school staff and Headteachers from the eight schools in the focus studies; and the SCEIN representatives from all 32 local authorities. (It should be noted that discussion of the models was not part of the interview schedule for enterprise in education staff, but time did allow this with some respondents, and details are included where appropriate.) The careers advisers who worked in the case study schools were also asked about the models, but generally felt unable to comment. In considering school and local authority staff's responses to the five different models presented to them, it is important to recognise the basis on which many were commenting:

• Their perceptions of the extent of part-time employment in their school and their locality;
• Their perceptions of the quality of the part-time employment pupils had, and the level of skill it involved;
• Their values about the relationship between schooling and the workplace; and
• Their values about the fairness of recognising an experience that was not universal

14.31 Each of these underpinning assumptions is open to challenge as other evidence from this research indicates.

Model 1: recognition of part-time work through full embedding in the curriculum

In this model part-time work would be recognised as a context for school learning and assessment. This could be achieved through syllabus inserts and/or by ensuring that there were opportunities for learners to draw on their experience of part-time work in assessments. There would be no discrete certification.

14.32 Headteachers had no common view on this model. Those who supported Model 1 did so because it was seen as making considerable impact, harnessing pupils' personal experiences and increasing relevance without too much work:

'The youngsters may be motivated by the fact that it's something they do voluntarily and they're able to talk about personal experience and their own views of things.'

14.33 SCEIN staff also noted the value of Model 1 in helping pupils have a greater realisation of the relevance of schooling, that it gave:

'… a tremendous opportunity to integrate elements of the curriculum and to help pupils see schooling's usefulness in everyday life.'

14.34 While a minority of Principal Teachers thought Model 1 could have some positive value in embedding core skills, their general view of this model was a negative one. The least negative comment from Principal Teachers was that there was nothing new in this: discussions with pupils in S3 and S4 about work already did take place.

14.35 Many of the SCEIN representatives also thought that discussion of part-time work was already happening informally, and was part of good teaching:

'Excellent, encourages participation in class, gives real-life contexts and let others not in part-time work see and share the benefits.'

14.36 Subjects in which SCEIN respondents thought part-time work could play a role included English, IT, computing, business education, maths, social subjects, science, vocational courses, SVS. This might be assisted by linking the learning into LTS guidelines for specialist subjects. The learning from part-time work was thought to have an obvious role as part of the guidance curriculum, although this was seen as already over-crowded.

14.37 However, the idea of formal embedding through syllabus inserts was generally received negatively, especially by Principal Teachers. This idea of syllabus inserts was seen as going against the current trend towards integration of the curriculum and as a distraction, taking time away from 'what we're trying to teach'. Some suggested that the inserts could only be included at the expense of some other aspect of the syllabus which would need to be ejected to create space in an already highly pressurised curriculum:

'Syllabus inserts are dreadful, what they do is they disturb what's going on by taking time out of this place or that place.'

and

'Too hard to achieve, syllabus inserts have fallen out of favour. The local authority don't want bolt-ons they want full integration.'

14.38 All three groups of staff pointed to various difficulties in respect of planning and implementing Model 1. Headteachers were aware of a number of practical issues relating to this model: it would require school staff to have more knowledge than they currently had about what pupils were doing outwith their schooling; there were concerns about the 'limited' experience' which part-time jobs were thought to give to school pupils; there was recognition of the need for support materials for teaching staff; and there were major issues about who would be responsible for ensuring this happened. For some Principal Teachers the administration and organisation of such a system would 'be a nightmare' and hence reduce any appeal the model had. The fact that not all pupils had part-time work was generally seen as problematic, both in terms of equality of treatment and also its practical planning implications:

'The biggest difficulty would be the lack of universality. Not everyone is involved in part-time work … so in terms of curriculum planning if it's not universal it makes it slightly more difficult to plan it in terms of the curriculum, timetable and curriculum inserts.'

14.39 SCEIN respondents were concerned that since Model 1 would not deliver discrete certification, it would not contribute to raising attainment, a key driver for schools and authorities. They were also concerned that teachers were generally considered to be reluctant to think of the work-related purposes of education.

Model 2: recognition that part-time work can develop generic transferable skills

In this model part-time work would be recognised as a context for the development and assessment of skills which complement the subject-based curriculum. These could either be skills which can already be assessed and certificated through national units (eg core skills) or skills which would require the development of new national units (eg other employability skills).

14.40 SCEIN respondents saw many positives about Model 2 in relation to core and transferable skills. On the one hand, schools had struggled to evidence 'working with others' as a core skill, and part-time work, they believed, could clearly deliver on this. On the other hand, Model 2 could help young people to became aware of, and describe, their transferable skills, something that is very important for their future. Headteachers thought that Model 2 would mean re-visiting the core skills agenda and 'revitalising' it. SQA was also thought to be still struggling with the certification of core skills.

14.41 An advantage of a broad generic approach identified by SCEIN respondents was that Model 2 which could harness transferable learning not only from part-time work but also from a range of other experiences such as work experience, voluntary work, drama, sport and enterprise activities. In this way it would be possible to extend Model 2 to cover the full pupil group, thus dealing with concerns about equality of opportunity.

14.42 On the other hand, this model was seen by some Headteachers to be a positive one only for …

'… certain youngsters … if we could get vocational pathways up and running for certain youngsters who wouldn't certificate maybe or particularly well under a very academic system ….'

14.43 Respondents in all three groups of staff questioned the value of Model 2 based on their perception that the work pupils did was limited and perhaps some part-time jobs might not have transferable skills

'Difficult to see the core skills you would extract from filling shelves in [named supermarket]…or scrubbing pots.'

and

'Are checkout skills transferable?!'

14.44 One Headteacher raised concerns about the extent of individual variation in the interpretation of the experience of the workplace. SCEIN representatives also raised this point, that jobs might not be comparable, for example, two young people, each employed in a newsagents' business, could have very different experiences and gain very different skills:

'We can't assume that different youngsters get the same thing out of the same opportunity.'

14.45 Model 2 was thought to require a considerable amount of tracking and monitoring by schools - would the gain be worth the extended staff time?

14.46 The nature and extent of the role of employers was a common issue raised in respect of Model 2: would employers need to assess their pupil employees and provide feedback to the school, in which case would other than large employers be willing to spend the necessary time; and would the evidence be trusted?

14.47 In respect to employers, SCEIN representatives thought that one advantage of Model 2 might be that if an employability unit were to be developed, it would force the development of better links with employers locally and might encourage employers to provide a better quality of experience for school pupils working with them part-time.

14.48 For some Principal Teachers, the 'stand alone' aspect of Model 2 was a positive feature of it compared to Model 1 since it would not have to be linked into the curriculum but there were still concerns expressed about the pressure on the curriculum. Other practical concerns were the perceived lack of materials or precedent for helping pupils to reflect on their learning from part-time work as existed for work experience.

Model 3: formal recognition of the distinctive outcomes of part-time work

In this model part-time work would become a focus for discrete certification in which either the school or the employer or both could be involved. This would result in the generation of a formal record of the outcomes.

14.49 This was the model which generated most discussion amongst respondents. Principal Teachers were more positive about Model 3 than were Headteachers. The most positive aspect of this model for SCEIN respondents was the necessity of employer involvement in a joint partnership.

14.50 Principal Teachers identified the advantage of Model 3 for pupils as being:

'… far more concrete. Pupils need to feel, 'This is where I'm heading and this is what I get if I achieve this'. There's some mileage in this, it's related to the curriculum and both school and employers would have an input to the structure and assessment of it.'

14.51 There might be support in principle for this, particularly if applied to S6 pupils.

14.52 Some Headteachers saw positive aspects to this model '… because you're consulting the employer', that it would meet parental expectations of certification, and that a certificate would help pupils ' get you through the door for an interview'. But others were not interested in a certification model: this could lead to 'bureaucratic centralism' and from the school's perspective would be a 'bureaucratic nightmare'. Where a Headteacher was negative about certificating part-time employment this was often expressed strongly:

'I've become deeply suspicious of certification... you run the risk of measuring only the things that can be measured. There is so much in life that cannot be measured and these are sometimes more important … I'm not sure about the quality of certification for something like part-time work … if it was just a blanket certificate to say that you had had this part-time work at some stage someone would say, 'Well, everyone's getting the same certificate so let's have an A, B or C grading' … you could predict that's the way things would go and then you're on that slippery slope of what makes an A and a B and someone's picking out characteristics or whatever….'

14.53 A related issue was the need to acknowledge the range of pupils within the school system and that certification could result in fail grades as well as pass grades. There were questions about pupils' enthusiasm for this model:

'I'm not sure kids would like it, I think they enjoy the separation of school and work, kids don't always want teachers to know everything about their lives.'

14.54 Principal Teachers also pointed out that pupils might well not want the school interfering in this aspect of their lives. Nevertheless, some SCEIN representatives thought that having an SQA certificate would be well-regarded and therefore useful to young people, employers, parents and the school alike. But others questioned whether assessment would be good for, or wanted by, young people? Maybe it was enough that the greater maturity caused by having a part-time job showed up in current assessed work rather than create new units? And perhaps young people were 'sick to death' of unit tests, and any formal certification would be just another one.

14.55 Model 3 was seen as raising issues around employers' involvement. Respondents were uncertain whether employers would or could make the level of commitment required. From a SCEIN perspective it was already proving difficult to engage and sustain the engagement of employers in working with schools.

14.56 The issue of how the activity would be recorded and assessed was highlighted as was quality assurance: the need for employer assessment would create issues of 'trust'. An independent assessor would also be needed, particularly for those young people who worked for family members where the assessment was most likely to be subjective.

14.57 Various resource-related concerns were highlighted by the three groups of respondents, for example, the extent of individualised planning, the amount of monitoring and tracking of pupils, employer liaison, and the workload involved in training school staff:

'… practically, the amount of tracking that that would take … you'd be talking about an individual curriculum just for every youngster.'

'Would require training of staff - fully versed in learning outcomes, criteria, standardisation, moderation procedures.'

14.58 Would the resource that would need to be devoted to Model 3 be justified or were there not more important priorities than pupils' part-time work?

14.59 Some respondents from rural areas, questioned the fairness in respect to Model 3. Their perception was that in their area there was a lack of part-time job opportunities compared to a 'city' and therefore it would be unfair to those that could not get jobs. (But see chapter 3 for survey results of the extent of part-time working in different localities). Others noted that some pupils might be disadvantaged since some jobs would be of a lower skill level and therefore impact on certification. Some Principal Teachers were concerned that the possibility of certification might increase pressure on children to get jobs (something that several would be concerned to discourage).

14.60 A further qualification was the impact that assessment for certification would have on the quality of the experience:

'I think there's a similar analogy that you've had with the practical subjects and that is that you've ruined them, you no longer cook in home economics you write about cooking … it's assessment, assessment, it's writing, they're losing the practical skills and the moment you do that with part-time work you'll lose the benefit of it.'

Model 4: recognition of the role of part-time work in personal planning

In this model, part-time work would be formally recognised as having a part to play in the learner's personal development planning. This would be captured in paper or IT-based support materials related to Progress File and/or Personal Learning Planning.

14.61 A response common to the three groups of respondents was that this model was already present in schools, partly through the informal support given by guidance/pastoral care staff when pupils were completing application forms and CVs and partly through classes:

'I think that's already happening in terms of social education in the school.'

'That's easier, that's done already informally when you have guidance staff speaking to pupils about their course choices and career aspirations … work comes into it … either neutrally or negatively. It comes in with lower achieving pupils. It fills the vacuum where youngsters aren't achieving in academic mainstream.'

14.62 One of the main advantages perceived for Model 4 was the opportunity it would give pupils to reflect on their experiences; to assess themselves and help them to become more aware of what they had learned and able to explain this:

'I think the idea that through PSE and Progress Filing they can in some way formalise core skills experience that they are gaining from having a job, I think that would be fair enough.'

'Agree with it in principle to get them thinking about it.'

14.63 To make this model work would require, it was suggested, that young people be given support and help to tease out their skills, especially employability skills. It could not be assumed they would be able to do this automatically. Some SCEIN staff wondered if the changed pastoral care/guidance system would be able to provide this support?

14.64 It was also suggested by Headteachers that this model might provide a useful strategy for pupils who were in need of counselling and support, or display challenging behaviour. In effect part-time employment could be viewed as a means of engaging such pupils.

14.65 However, it was important that there should be no compulsion in respect of Model 4 since not all young people would find this appropriate for them, nor had they all had a part-time job:

'…but it would need to be done in a way that didn't disadvantage those that didn't have a part-time job.'

14.66 Criticism of Model 4 tended to be based on a negative view of current and previous profiling and reviewing approaches. In the eyes of some Principal Teachers the model was 'airy-fairy' and would result in a paperchase. A minority of Headteachers opposed Model 4. They suggested there was an issue about the sustainability of such a model based on their prior experience of Personal Learning Plans, Progress Files, and the National Record of Achievement. SCEIN respondents noted that the extent of usage and development of Progress Files and Personal Learning Planning was variable across and within authorities.

14.67 For those respondents who had favoured formal recognition/accreditation (ie Model 3), Model 4 was unsatisfactory: it would not act as evidence for employers in a way Model 3 would; taking this approach was too easy, and missed the chance to provide more formal recognition through a certificate.

Model 5: recognition of the potential of part-time work to contribute to progression

This model focuses on the contribution which the experience of part-time work may make to the learner in future - ie to the next stages of education or to employment - rather than on possible links to concurrent school activities. Examples of the outputs envisaged here would include web-based self-assessment programmes for the learners, structured references for use by employers, or a combination of these.

14.68 This model required most explanation and discussion as it appeared almost the same as Model 4 to many respondents.

14.69 For some Headteachers and Principal Teachers this model was already in place, while others thought it had happened in the past:

'That's done to a certain extent already informally.'

''That one does look OK to me, kids already draw on their work experience in applications … they do write about what they've learnt from their part-time work.'

14.70 The majority of negative comments reflect the view of Principal Teachers that this model involved repetition of existing activity, and could not be differentiated from Model 4.

'I think in a sense we've already got Model 5.'

'It's done in Progress File already.'

' CV already shows all employment and educational experiences … already done by guidance.'

14.71 Several SCEIN respondents expressed negative views about Model 5 on the basis that this approach still kept part-time work separate from schooling, and allowed schools and their staff to avoid recognising this useful learning experience. Schools could, in theory, make more use of part-time work using this approach, but only if the guidance/ pastoral care system was able to support it, and, it was suggested, that this was very questionable.

14.72 Assessment was an issue raised by Headteachers and Principal Teachers: who would be assessing pupils? Would they be assessing themselves? If so, some were concerned that this might end up being based purely on pupils' self-assessment as it was thought unlikely that employers would participate in Model 5. In the absence of formal certification, this approach would have no more credibility than any local initiative unless it became well used across Scotland.

14.73 SCEIN respondents had most to say on the option of web-based self-assessment programmes, possibly available on Careers Scotland's websites and/or through local library and community learning sites. This option made Model 5 attractive to several respondents by taking it out of the formal education context. Other possible locations, such as on employers' premises, with training providers and FE colleges, were also considered. A positive for SCEIN respondents was that young people, at the point of transition, or in preparation for a Careers Scotland input, would be able to access review materials that could be immediately used. If a pupil's self-assessment was then counter-signed by his/her part-time employer, then this would strengthen the credibility of the assessment and assist employers (particularly smaller ones) by providing a structure for a reference. This was seen as most useful for young people with few or no qualifications. If Careers Scotland staff were able to provide personal support as part of their assisted services, this would further improve this model. ¹⁵ It could also be an approach that applied to any 'out of school' experience. But while noting that web-based approaches might well catch the interest of young people, SCEIN staff also highlighted the existence of real challenges in designing packages that were truly appropriate: a lot of existing IT resources were thought to be at a reading age well above the average.

Overview

14.74 The overall principle of making more use of pupils' part-time employment was generally viewed positively but a variety of caveats were expressed by school and educational staff, some of which were serious in nature. The following are key issues of principle, and questions, which arose when considering the principle of increased use and recognition of part-time employment in schooling:

• Any system of recognition should be voluntary since not all pupils have a job and not all who do have one, would want to use it in this way.
• Many respondents were of the view that pupils' part-time work was often low-skilled and poorly regarded. As a result, they could not see how a part-time job could lend itself to recognition, nor did they think it would be desirable to try.
• It should take account of equality issues - some pupils did not have part-time jobs. In addition, some pupils were thought to have 'better' part-time jobs than others and therefore to be more able to receive recognition.
• The need for recognition to be based on an individualised approach with multiple models of recognition within the idea of the flexible curriculum.
• Recognition of part-time employment might best be targeted on certain pupils who were thought to be most likely to benefit from it.
• Recognition of part-time employment highlighted the need for a review of the role and purpose of vocational education in secondary schooling and a need to address the academic-vocational divide.
• Health and safety issues and legislation on the employment of children and young people would need to be clarified.
• Would recognition encourage more pupils to work? The implication behind this question was that outcome would be an undesirable one.

14.75 The views of school and local authority staff on the different models of recognition were varied and it is difficult to see a clear pattern. There were, nevertheless, some common themes and questions:

• What would be an appropriate role for employers to play and would their co-operation be forthcoming?
• Assessment and quality assurance: who would be responsible for the assessment of the knowledge, skills and understanding that pupils had gained, or had reported they had gained? Who would moderate the assessment?
• Illegalities: these concerns were raised both with respect to the employment of pupils under 16, and with respect to the school recognising any experience, no matter the age of the pupil, for which a risk assessment had not been done.
• The difficulty of adding another element into an already crowded curriculum.
• The resource implications of implementing any of the models (with the partial exception of Model 5) were a major concern.

14.76 Considering the responses, there was no consensus in favour of an approach to the recognition of part-time work which includes formal discrete certification. This can be seen in the responses to those models which describe such accreditation: Model 3 and to a lesser extent Model 2 (which suggests discrete accreditation of employability skills, but also a more integrated accreditation through core skills).

14.77 Some suggested strongly that formal certification (Model 3) or full embedding (Model 1) would be required if a proposal to make use of the learning from part-time work was to be taken seriously, but they were very much in the minority, and both these Models had equally vociferous critics.

14.78 The use of part-time work in personal planning (Model 4) or to contribute to progression (Model 5) constitute the least formal approaches to recognition and are also the ones which would require least change from schools. These were the models most likely to be positively favoured, or at least, received the least critical comment by school and local authority staff.

14.79 It is evident, however, that the educationalists in this study, particularly at the level of Principal Teachers, still have to be convinced that recognition of pupils' part-time employment (especially involving formal accreditation or embedding) is feasible. This was expressed succinctly by one enterprise in education specialist teacher who noted that there was a 'hearts and minds' campaign to be fought first:

'I think raising the profile of it (part-time work) is important for teachers in terms of raising the status as a possible contributory factor to a profile or a reference … I think we suffer from a lot of baggage about part-time work because of what it's been previously associated with, and the type of pupils it's been associated with and that's where the negative aspect comes in.'