Scottish Government

Chapter Fifteen The principle and practice of recognition: the response of pupils, parents and employers

Introduction

15.1 In this chapter we consider the response of pupils, parents and employers to the principle of the greater use and recognition of part-time work in pupils' schooling. As we saw in the previous chapter, school staff and other educationalists identified employers' willingness to participate in any system of recognition as critical and in this chapter we also report on employers' response when asked about this.

15.2 In respect of the five different models of recognition that were put to school staff and other educationalists, we had to adopt a somewhat different approach with pupils, parents and employers. It became clear when we were piloting the questionnaires that it was not possible to use the full five models. It proved too difficult to describe these models in a questionnaire to non-educationalists since these ideas required more understanding of educational approaches than most pupils, parents and employers would have. The pilot of group discussions with pupils showed that, even face-to-face, the five models were difficult to understand. Therefore, when consulting pupils, parents and employers about the ways in which recognition might happen, we adopted a different approach:

• in our group discussions with pupils we contracted the five models to three, and omitted any question on models in the national pupil survey;
• in the parent's questionnaire, we only asked about only one possible approach to recognition;
• employers were asked if they thought that it would be a good idea for pupils to receive formal recognition for their part-time work. A subsequent question asked them whether they would take account of whether applicants had a certificate for any previous part-time work.

15.3 More details of pupils', parents' and employers' responses can be found in Appendix 4; Appendix 8 and Appendix 10 respectively.

The Pupil Response

Pupils' attitudes to the principle of increased use of part-time employment in schooling

15.4 All pupils participating in the focus groups were asked on two occasions to respond to the principle of increased use of part-time work in schooling. The first occasion involved asking them to indicate their 'gut reaction' to this idea; the question was then repeated after pupils had discussed a simplified description of the different models that might be proposed for recognising part-time work.

15.5 Many pupils had difficulty in responding the first time they were asked whether there should be more use of part-time employment. In part this may be due to the novelty of the idea - it was apparent that this was something that they had never considered before - and the lack of concrete examples of how this might be done. We therefore report on pupils' more considered second responses to the principle of recognition after they had had the opportunity to discuss examples of possible approaches.

15.6 Table 15.1 presents a summary of the responses to the question ' Should more use be made of pupils' part-time work in their schooling?' Pupils could respond by ticking either a 'yes', 'no' or 'not sure' response box.

Table 15.1: Pupil responses to the principle of using part-time work in school*

* The full table with all base numbers included is in Appendix 4

15.7 As table 15.1 indicates, the pupil response to the principle of greater use of part-time employment within school was mixed. There was not a majority view either for or against the idea. Less than half were definitely in favour of the idea (42%) but only a minority (albeit a substantial minority) were definitely against it (31%). Another sizeable proportion of pupils were unsure whether greater use of part-time work would be a good idea or not (27%).

15.8 But pupils' responses varied depending both upon year group and their part-time work status. Just over a half of pupils in S4 and S5 in the Ever Worked ( EW) groups ¹⁶ were in favour of the principle of greater use of part-time employment within school (54% and 53%, table 15.1). For S6 this drops to 42%. The trend across all year groups is for pupils with experience of part-time work to be more positive about the idea of using part-time employment within school than those who had never worked.

15.9 It is important to note, however, that sizeable proportions of the Never Worked ( NW) groups, participants were in favour of the principle of recognition and this was especially true of the S4 NW group. 43% of pupils in S4 who had never had a part-time job were in favour of this idea. In S5 and S6 the proportion in favour dropped to 29% (S4: 43%, S5: 29%, S6; 29%, table 15.1).

15.10 It is notable that substantial minorities of pupils in both the EW and NW groups indicated that they were still unsure about the principle of recognition even after discussing the different ways this might be done. This could reflect the fact that pupils did not like any of the models presented, but it could also reflect the conditions or caveats that they had. In a number of cases where pupils responded 'not sure', they indicated in written comments that it would depend on the degree of choice open to pupils whether to participate in such a system; others thought it might be of use to some other pupils but not to them.

Pupils views on models of recognition

15.11 As noted above, the time constraints of the focus groups and complexity of these models led the research team to reduce the original five-model version down to a three model version for use in the pupil focus groups. The three models used for pupils reflect the general principles underlying the five-model version.

15.12 The three models used with pupils in the focus groups were:

1. Teachers might ask pupils to talk about their part-time jobs in subject classes…. Or encourage them to use their part-time work experiences in assignments…. Or use part-time work to give evidence of their core skills.

2. Pupils are able to get a new qualification or unit from their part-time work. This would be recorded on their SQA certificate like exam passes.

3. Pupils use their part-time work to review and record how their skills are developing, use it to set targets and plan for the future, and use this to help them get a job or course at college or university.

15.13 Each model was presented to the groups in the above order and pupils were asked about their views and comments on the idea. After discussing all three models the pupils were asked to indicate their individual view on each model by rating it on the following scale: very good, fairly good, not very good, not good at all and not sure. In addition they were asked to write any comments that they wished about each of the models. A high percentage of pupils did make a comment, most commonly a single comment.

15.14 In the section which follows we note the responses of pupils to the different models, and consider the extent to which these differ, depending on: whether pupils have ever had a part-time job (Ever Worked - EW) or never had a part-time job (Never Worked - NW) and by stage of schooling.

Model 1 (pupils' version)

Teachers might ask pupils to talk about their part-time jobs in subject classes … or encourage them to use their part-time work experiences in assignments … or use part-time work to give evidence of their core skills.

15.15 This model matches to Model 1 and part of Model 2 from the original five models.

15.16 Overall, taking the pupil group as a whole, just over a half of them were positive about the idea of using part-time work in teaching, assessments or core skills (51%).

15.17 Figure 15.1 provides a summary of the responses of the Ever Worked group of pupils and Figure 15.2 of the Never Worked group. A small minority of pupils were unsure but, as was the case for the other two models, most pupils were able to state a preference.

Figure 15.1: Ever worked pupils' responses to Model 1 (use in teaching/assessments/core skills)

Figure 15.2: Never worked pupils' response to Model 1 (use in teaching/assessments/core skills)

15.18 It is perhaps surprising that there were no significant differences of opinion about Model 1 when we compare the responses of pupils who had ever had a part-time job with those who had never worked (Figures 15.1 and 15.2). Within each of these groups, opinion varied by school stage in the same way: S4 and S5 pupils who had worked were more positive about this model than were S6 who had had a job (very or fairly good idea: S4 59%; S5 60%; S6 43%). This pattern of response across school stage was similar for the Never Worked group (S4 47%, S5 46% and S6 44%).

15.19 If we focus on pupils' overall response to Model 1 (linking part-time work to teaching, assessments or core skills), the majority were positive that this was a very or fairly good idea. But when we look behind this at the comments pupils made, a somewhat different picture emerges. Most pupils did make a comment and around two thirds of them raised a difficulty or made a negative comment. It is possible that asking pupils whether a particular model was a good idea was interpreted as a 'vote' on the principle of such an approach while the chance to comment noted some of the complexities in practice and the implications of practical implementation.

15.20 The most frequently noted negative responses to the use of part-time employment in teaching, assessment or core skills (starting with the most common) were:

• Lack of relevance
• Equality/unfairness issues
• Invades privacy
• Important to keep work and school separate
• Couldn't see the value

15.21 Some also noted that this might create pressure on pupils to get a part-time job.

15.22 Positive responses to using part-time work in teaching, assessment or core skills (starting with the most common) were:

• Generally positive statements (unclassifiable)
• Would link work and school
• Would allow the sharing of experiences
• Would raise awareness of work

15.23 A small number also noted that this model would draw on real experiences and help in lessons.

15.24 There were a few differences in the comments depending on whether pupils had worked or not. Those who had had a job were the only ones to note that part-time employment might be helpful in lessons but also to point out that there was a danger of repetition of material across classes. But those who had had a job were also more likely to see part-time work as irrelevant to school work. Those who had never worked were more concerned about the fairness of using an experience not available to all.

15.25 In the written comments a higher percentage of S4 and S5 pupils highlighted the value of linking work and school, with S4 more likely to emphasise the value of sharing experiences. S6 pupils were the most likely to highlight a concern that part-time work was not relevant to their schooling, or that using it as suggested in this model was of no value. S4 and S5 pupils were most likely to be troubled by issues of equality of access.

Model 2 (pupils' version)

Pupils are able to get a new qualification or unit from their part-time work. This would be recorded on their SQA certificate like exam passes.

15.26 This model matches into Model 3 and part of Model 2 from our original grouping of five models.

15.27 Pupils were positive about the possibility of part-time work being certificated irrespective of whether or not they had had a part-time job (62% overall and see Figures 15.3 and 15.4). Across all year groups pupils who had worked thought that this was either a 'very good' or 'fairly good' idea (S4: 79%, S5: 76%, S6: 79%). This pattern was similar amongst those who had not worked, but with S5 being noticeably more negative (Never Worked: very or fairly good idea: S4 61%; S5 48%; S6 72%).

Figure 15.3: Ever worked pupils' response to Model 2 (certification)

Figure 15.4: Never worked pupils' response to Model 2 (certification)

15.28 There were some differences in the strength of support for this model. S4 pupils who had worked were more likely to indicate that they thought this was a 'very good' idea than S4 pupils who had not worked.

15.29 The comments that pupils made on the idea of certificating part-time employment were more positive in tone than those made about Model 1. More than two thirds of those who commented made positive remarks about the idea of a certificate from part-time work.

15.30 The most frequently noted positive responses to certificating part-time work (starting with the most common) were:

• It was relevant for employers
• It would help with CVs and careers
• It would provide recognition of an activity
• Positive non-specific

15.31 Some also noted that it would recognise skills and abilities and would encourage the work ethic.

15.32 Negative responses to certificating part-time work (starting with the most common) were:

• Equality/unfairness issues for those who didn't have a job
• Couldn't see a value
• Would put pupils under pressure to get a job
• Important to keep school and work separate
• Part-time jobs are too low level to be certificated

15.33 A small minority were concerned that this might distract pupils from schooling, that it would be irrelevant to employers, and that some might fail this certificate.

15.34 A comparison of comments showed that those pupils who had had a part-time job were more likely to see this model of certification as useful for a CV and for a career than those who had not. Pupils in S5 and S6 were more likely to see the relevance of a certificate to CVs and career development than S4, while S4 were more likely to think that such a qualification would be relevant to employers: this may be because the S4 groups probably included higher numbers of those likely to enter the labour market straight from school, while this was likely to be a more long term prospect for S5 and S6. S5 were more likely to see the certification approach as putting pressure on them to get a job while S4 were more concerned about equality issues.

Model 3 (pupils' version)

Pupils use their part-time work to review and record how their skills are developing, use it to set targets and plan for the future, and use this to help them get a job or course at college or university.

15.35 This model matches with Models 4 and 5 of the original five models presented to school and local authority staff.

15.36 The idea of using part-time work within an ongoing review of skill attainment and development resulted in a more mixed response than did the idea of certificating part-time employment. Nevertheless, 55% of pupils were in favour of this model.

15.37 Figures 15.5 and 15.6 show the responses of the ever worked and never worked groups to Model 3. Pupils' part-time work status was significantly associated with response patterns only in the case of S5 pupils; among S5s, pupils who had not worked were more likely to be positive about using part-time work in review and personal planning than those who had had experience of part-time work.

Figure 15.5: Ever worked pupils' response to Model 3 (personal planning)

Figure 15.6: Never worked pupils' response to Model 3 (personal planning)

15.38 Just over half of the pupils who commented about Model 3 were positive about its approach of linking part-time work with review and planning activities. A large number of these comments fell into the non-specific positive category (eg 'this is a good idea', 'I think this would be useful'). Amongst those pupils who provided more specific comments a large number indicated that the value of this model lay in the fact that there would be something to show a future employer.

15.39 The most frequently noted positive responses to linking part-time work to personal review and planning (starting with the most common) were:

• Something to show an employer
• Would let you assess improvements
• Positive non-specific
• Would provide a personal record
• Would raise awareness of your own achievements

15.40 Negative responses to links between part-time work and personal review and planning (starting with the most common) were:

• Couldn't see the value
• Waste of time/too demanding
• Too much repetition

15.41 The most common negative comment about linking part-time work to review and planning activities was the general comment about the lack of value, a comment more likely to be made by those who had had a job than by those who had not.

Pupils' overall opinion on the models of using part-time work

15.42 Pupils were most positive about Pupil Model 2, the idea of certificating part-time work, and this was the case no matter whether they had had a part-time job or not. Approximately two thirds thought this was a very or fairly good idea, and just over two thirds made positive comments, mainly about the potential relevance of a certificate and its value in CVs and careers. For others the recognition of part-time work was part of a more general principle of getting recognition for something you had done.

15.43 Pupil Model 3, linking part-time work to personal review and planning, also received a positive (but less strong) response. Just over half (55%) noted that this was a very or fairly good idea, and the same percentage made positive comments, based on having something to show an employer and raising awareness of one's own achievements and progress.

15.44 Using part-time work in teaching, assessment and core skills (Pupil Model 1) was also thought to be a very or fairly good idea by just over half the pupil group (51%). But around two thirds also made negative comments or mentioned concerns, a much higher percentage than for either Model 2 or 3. Concerns were mostly related to lack of relevance; the importance of keeping school and work separate; and possible problems for pupils who had not had a job.

Parents' response

Parents' views on the principle of increased use of part-time employment in schooling

15.45 Parents of the pupils in the focus group discussions were sent a postal questionnaire which included questions about their views on pupils' part-time work. We include here their answers to two particular questions about the educational value of part-time employment and whether schools should make use of it.

Table 15.2: School pupils' part-time work has educational value

15.46 The majority of parents did think that school pupils' part-time work has educational value (77% agree or strongly agree). There were no significant differences depending on whether or not their child had had a part-time job.

Table 15.3: Schools should make use of pupils' experience of part-time work

15.47 This was, again, a positive response from parents, but not as strong as in the previous question. Two thirds (65% agree or strongly agree) thought that schools should make use of pupils' experience of part-time work. It is important to recognise that this was a questionnaire administered by post or by telephone: unlike school pupils, who were given explanations and practical examples of how schools might make use of pupils' part-time employment prior to their final answer, their parents were given no further information than is contained in the question above, hence, perhaps, the higher numbers unsure. There is, however, a generally positive response by parents to the idea of increased use of part-time employment in pupils' schooling.

15.48 Again, there were no significant differences depending on whether their child had had a part-time job.

Parents' views on the formal recognition of part-time employment in schooling

15.49 Given the difficulties in describing the five models noted at the beginning of this chapter, parents were asked only one question about recognition. The wording of this question is similar to that for the second model described to pupils and relates most closely to the Model 3 (certification) and partly to Model 2 of the five models developed for the research and used with school and local authority staff.

15.50 In contrast to more positive responses to earlier questions about the educational value of part-time work (75% of parents strongly/agreed) and that schools should make more use of it (65%), there was somewhat less support from parents to the idea of certificating pupils' part-time work. Almost equal percentages of parents were for or against the idea (45% strongly/agree; 40% strongly/disagree). There were no significant differences depending on whether their child had had a part-time job.

Table 15.4: Parents' opinion of formal recognition of part-time work

Employers' response

Employers' views on the principle of recognition

15.51 Employers were asked to indicate their views on the desirability of formally recognising pupils' part-time employment. (For more information on the employer study from which this is drawn, see chapter 2 and the full employer study report contained in Appendix 10.)

Table 15.5: Employers' views on the desirability of recognising part-time employment (number of responses)

15.52 Table 15.5 summarises the responses to this question and shows that in all job sectors the majority of employers responded positively to this suggestion. The employers participating in this study were overwhelmingly in favour of the idea of recognising part-time employment (35 of 42 saying 'yes').

15.53 When asked to explain why they were in favour of this idea, employers gave a number of different reasons:

• Gives pupils a bonus for working
• Lets them be praised for effort
• Will look good on their CV
• Would help them get jobs in the future
• Shows the skills they have acquired

15.54 In addition some employers were of the opinion that some recognition was justified because not all young people work and some recognition of this fact was merited. Implicit in this argument was the view that those who did gain work were reflecting a higher level of motivation. For one employer the justification for recognising part-time work was that 'it's enhancing and doesn't have to be academic'.

15.55 One employer was not in favour of recognising part-time employment suggesting that having the experience was enough and that certification would not add anything to this. Six could not decide and among them it was apparent that some felt that recognition would need to be dependent on the type of job that was being done.

Would employers take notice of part-time work certificates in their employment practices?

15.56 Employers were asked whether they would take account of such certificates in their recruitment processes. To help clarify their response, we asked employers to distinguish between pupils who were still attending school but were applying to them for part-time work and other applicants who had completed their secondary education and were applying for work.

15.57 The responses suggest that the majority of employers across all sectors would take notice of individuals' part-time employment certification when recruiting (Table 15.6). This was true for the recruitment of applicants who were still at school and also for those who had left.

Table 15.6: Employer willingness to take account of part-time work recognition (numbers)*

* there was one non-respondent, and one who was not asked the question because of time constraints.

15.58 When asked to explain why they would take notice of a part-time work certificate, many employers indicated that it would be of value since it demonstrated that the 'work ethic was already there' while others felt that it would show the extent of previous experience and allow them to establish existing levels of training and identify skills.

15.59 A number of employers, while positive in their response, added some caveats in their replies. To what extent would any certificate identify skills? Any potential employee would have to be able to demonstrate these skills as well as having a certificate. For others, the certificate would be used to shortlist during the selection process.

15.60 Three employers indicated that they would not take account of any formal recognition in their recruitment: a reference from a previous employer would carry more weight; and performance at interview was the crucial factor.

Would employers participate in the recognition of school pupils' part-time employment?

15.61 Of the 42 employers interviewed, 37 stated that they would be willing to participate in any recognition process. This is a very positive response. Their willingness to participate was not necessarily conditional on their likely use of any certificate - some employers who had stated that they would not take account of evidence of recognition in selection nevertheless, stated that they would be willing to get involved in a system of recognition.

15.62 All employers, however, were concerned about the time commitment that involvement would involve. Other concerns included the need to train staff. One employer suggested that any formal recognition should be carried out by an independent body without involving employers.

Overview

15.63 Pupils were divided in their views on the principle of schools making more use of part-time work; while those in favour outweighed those against, the difference was not large (11%) and a substantial minority were unsure about the idea. Pupils' views varied according to their school stage and also depending on whether or not they had had part-time work. Pupils who had experience of part-time employment were more likely to be in favour of greater use being made of it by school than those who had never worked. Nevertheless, a sizeable minority of pupils who had not had a part-time job supported the idea.

15.64 Of the three approaches presented to them, pupils' were most positive about the approach of certificating part-time work. Linking part-time work to personal review and planning was viewed positively by just over a half of them. While a similar percentage responded positively to using part-time work in teaching, assessment and core skills, pupils attached more caveats to this approach.

15.65 Parents were generally positive about both the educational value and the idea that schools should draw on pupils' part-time employment. Parents, however, were almost equally divided in their views on the desirability of part-time work being formally recognised, through certification.

15.66 The great majority of employers were positive about recognition and the availability of certificates for pupils' part-time jobs. School and local authority staff have highlighted the need for employer involvement in some of the models of recognition, so it is encouraging that most employers were also prepared to be involved in supporting a recognition process, though with considerable concerns about the resource demands involved. It had also been suggested that small employers would be less likely than larger companies to participate in a recognition system so it is relevant to note that in our sample of employers, there was a bias towards smaller employers. It might also be noted that the view of some employers that recognition is justified because not all young people work and that those who do should have some recognition of their commitment contrasts with concern expressed by school staff and other educationalists about equity and the possible disadvantage that recognition would result in for pupils who do not have a part-time job.