Levels of suffering among young people have always been much higher than governments suggest. Indeed, policies aimed at young workers have often been framed in ways that help secure conformity to a new employment landscape in which traditional securities have been progressively removed. Increasingly punitive welfare regimes have resulted in new hardships, especially among young women and those living in depressed labour markets. Framed by the ideas of Norbert Elias, Young People in the Labour Market challenges the idea that changing economic landscapes have given birth to a ‘Precariat’ and argues that labour insecurity is more deep-rooted and complex than others have suggested. Focusing on young people and the ways in which their working lives have changed between the 1980s recession and the Great Recession of 2008/2009 and its immediate aftermath, the book begins by drawing attention to trends already emerging in the preceding two decades. Drawing on data originally collected during the 1980s recession and comparing it to contemporary data drawn from the UK Household Longitudinal Study, the book explores the ways in which young people have adjusted to the changes, arguing that life satisfaction and optimism are linked to labour market conditions. A timely volume, this book will be of interest to undergraduate and postgraduate students, as well as postdoctoral researchers who are interested in fields such as Sociology, Social Policy, Management and Youth Studies.
A study investigated what Scottish and English young people consider important life skills, how they believe they develop them, and how necessary they see them to their future lives. More than 200 16-21-year-olds examined photographs of events related to basic life tasks, family, close relationships, work or school and leisure activities and then identified skills involved. Life skills they identified as important largely agreed with those described by education authorities. They considered the most important, essential life skills to be communication and interpersonal skills. Young people believed these skills were also those that employers consider essential; valued and saw employment experience as the major influence in developing life skills; added creative and aesthetic skills and physical and coordination skills to the traditional list of key skills; described wide applications of problem solving and critical thinking skills; and saw family, work, friends, and school as the main influences on skill development. Future considerations were identified as school curriculum; work experience; creative and aesthetic skills and motor coordination skills; interagency cooperation; information and communication technology; socially disadvantaged young people; community education services; learning support; and promotion of a culture of learning. (Appendixes include 17 references and life skills matrixes for 16- and 21-year olds.) (YLB)
Levels of suffering among young people have always been much higher than governments suggest. Indeed, policies aimed at young workers have often been framed in ways that help secure conformity to a new employment landscape in which traditional securities have been progressively removed. Increasingly punitive welfare regimes have resulted in new hardships, especially among young women and those living in depressed labour markets. Framed by the ideas of Norbert Elias, Young People in the Labour Market challenges the idea that changing economic landscapes have given birth to a ‘Precariat’ and argues that labour insecurity is more deep-rooted and complex than others have suggested. Focusing on young people and the ways in which their working lives have changed between the 1980s recession and the Great Recession of 2008/2009 and its immediate aftermath, the book begins by drawing attention to trends already emerging in the preceding two decades. Drawing on data originally collected during the 1980s recession and comparing it to contemporary data drawn from the UK Household Longitudinal Study, the book explores the ways in which young people have adjusted to the changes, arguing that life satisfaction and optimism are linked to labour market conditions. A timely volume, this book will be of interest to undergraduate and postgraduate students, as well as postdoctoral researchers who are interested in fields such as Sociology, Social Policy, Management and Youth Studies.
This book is a guide to research methods for practitioner research. Written in friendly and accessible language, it includes numerous practical examples based on the authors′ own experiences in the field, to support readers. The authors provide information and guidance on developing research skills such as gathering and analysing information and data, reporting findings and research design. They offer critical perspectives to help users reflect on research approaches and to scrutinise key issues in devising research questions. This book is for undergraduate and postgraduate students, teachers and practitioners in practitioner research development and leadership programmes. The team of authors are all within the School of Education at the University of Glasgow and have significant experience of working with practitioner researchers in education.
Society for Educational Studies Annual Book Prize winner: 2nd Prize This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.
This document presents findings of a 9-month study conducted by the Scottish Council for Research in Education (SCRE) that explores: the statistical relationships among attendance, truancy, and student performance in examinations; the impact of truancy on students, teachers, and teaching; and factors of truancy in seven primary and seven secondary schools in two local authority areas. Data were gathered through interviews with 7 primary and 7 secondary headteachers, 14 primary teachers, and 28 secondary teachers; questionnaires administered to 299 primary students and 76 secondary students; followup interviews with 8 secondary students; telephone interviews with 18 parents; and analysis of attendance records and grade reports. In every school but one, pupil absences were more likely to be "explained" than "unexplained." During the first two terms of 1993-94 at least 89 percent of pupils in each school registered some explained absence. As the level of absence increased among fourth-year secondary students, the level of grade award decreased; however, there was considerable variation among schools. Explained absence and unexplained absence had comparable effects on attainment. Secondary-school truants reported that they skipped school because they were bored with school and would rather be earning money at work. A total of 17 tables, 2 figures, and the evaluation instruments are included. (LMI)
Commissioned by the Scottish Executive Education Department, this review focuses on research into the possible associations between health and pupils' school attainment. Looking particularly at recent research from the United Kingdom, Europe, Australia, New Zealand, and North America, the review covers research into the effects on attainment of physical health (including illnesses and physical exercise), nutrition, risk behaviors (such as substance misuse), and mental health (including behavioral problems). The review highlights the following conclusions: (1) the various findings about the relationship between educational attainment and health are confounded by other influential factors, such as school and community characteristics; (2) while schools cannot address all social problems, research suggests that there are areas in which school interventions may make a difference, especially those that increase probability of school attendance; and (3) there are no longitudinal studies of the nature required to clarify firm associations between health and school attainment in Scotland. Contains 160 references. (EV)
A case study approach was used to investigate what helped adults cope in science, mathematics, or engineering courses in higher education (HE) and further education (FE). The study involved semistructured interviews with 107 adult students and 20 staff in 4 HE and 4 FE institutions in Scotland. Science, engineering, and mathematics students believed it was an advantage to have previous background knowledge and felt that staff often wrongly assumed that students possessed this background knowledge. Five ways in which providers could help adults learn subject content were identified: tutor support, assessment, supplementary or remedial support, study skills, and student self-help. Underpinning the whole process of helping adults to learn was the concept of a good relationship between staff and students. The study found that two factors particularly affected students' ability to cope. High motivation of adults compensated sometimes for lack of background knowledge. Personal problems fell into three categories: finance, child care and family commitments, and other time commitments. Examination of students who withdrew did not reveal a clear profile of such students; reasons for withdrawal involved academic, personal, or employment circumstances. Suggestions were made for providers to consider to help students cope. (Appendixes include 13 references and descriptions of the courses involved in the study.) (YLB)
This report summarizes an evaluation of a 4-week sexual health education program in a disadvantaged, urban target school in Scotland, and the investigation of the longer term impact of a previous 10-week program involving sexual health education provided by health workers. In-depth interviews with 5 boys and 5 girls revealed that the 10-week program was still valued by the students several months later and that sexual health programs taught by people seen as credible by students had an impact on students' health behavior. The primary portion of the project focused on a revised sexual health program that used Personal and Social Education teachers and lasted 4 weeks instead of 10. Results of the study indicated that, given time, resources, and training, teachers could be empowered to deliver effective sexual health programs. Students were highly satisfied with the program, which raised their knowledge of sexual health facts and provided useful decision making skills. They indicated the program changed their perceptions that teachers should not be involved in teaching sexual health. Teachers reported gaining confidence as providers of sexual health education and identified benefits of co-teaching; health workers, however, were somewhat concerned about their lack of input in planning the program. Teachers and health workers agreed that the model had worked well and future programs could be taught just by teachers, with support from health workers. Principal findings of the study include: (1) planning is critical for collaborative sexual health programs; (2) the role of the Health Board in future sexual health programs at the school is essential; (3) Health Boards must be funded to be able to participate in these activities; (4) committed staff is crucial; and (5) the effectiveness of sexual health programs depends to a large extent on the school, its structure, and the commitment of senior school management. Data from the study are reported in the appendices. (ND)
A study of institutions of further education (FE) and higher education (HE) in Scotland evaluated the content and presentation of their current charters; assessed the reactions of students, employers and members of local communities to varying examples of local charters; identified the steps that institutions have taken to monitor the impact of their institutional charter and to review its style and content. The study surveyed 59 FE and HE institutions, made a content analysis of institutional charters, and conducted focus groups consisting of students, local community users, and employers who assessed examples of local charters. Findings indicated that there were differences of opinion about the value that a charter document can add to existing practices and procedures. Charters varied greatly in terms of their detailed contents, but many charters contained the same basic elements: a statement of what users can expect from the institution, what the institution expects of the user, and information about how a user should make a complaint. Focus groups indicated that the institution should be clear about the object of the charter; the charter should list the rights and responsibilities of students and information relating to the charter principles; and the charter should have a colorful and careful design and good organization. (CK)
The Stepping Stones board game has been developed as part of the Scotland Against Drugs School Program and is specifically intended for P1, P2 and P3 children and their parents. The game aims to promote discussion between parents and their children about early years drug education and health topics. Scotland Against Drugs (SAD) commissioned the Scottish Council for Research in Education to evaluate the pilot over the period July to November 2001. The evaluation used surveys to gather data from P1, P2 and P3 pupils (795 in total), their parents (487 in total) and relevant teachers in the pilot schools across the three local authorities. Group interviews were also used in three schools to further explore issues arising from the surveys. The main aim of the evaluation was to assess the suitability and effectiveness of the game, particularly in creating a forum for discussion between child and parent on the issue of early years drug education, and to make appropriate recommendations concerning any changes indicated by the findings. The evaluation findings strongly indicate that the Stepping Stones board game has met the aims and objectives set out for the pilot, particularly that of promoting discussion between P1-P3 children and their parents in early drug education. Three appendixes contain data on the sample and responses, an annotated pupil questionnaire, and an annotated parent questionnaire. (GCP)
Two programs on drug, alcohol, and sex education in two Glasgow (Scotland) high schools were evaluated to assess their effectiveness. One was a drugs and alcohol education program at City High School and the other a sexual health program at Clydeside High School. Both schools drew from a local population that included a significant number of poorer, less educated families. The drug and alcohol program included two formats, a standard 10-week course delivered by a Personal and Science Development teacher and an alternative program designed and delivered by project workers from the local Health Board and addiction project. Both were designed to help young people make informed decisions about any potential use of drugs. The evaluation compared participants' views on the two different courses. The sexual health program had a particular focus on pregnancies among local young women who were thought to be leaving school and becoming pregnant soon after. The evaluation compared the views of pupils, researchers, and health workers before and after the program. Among the many findings were the following: students found the alternative drug program very relevant; those in the sexual health program felt the course had provided information they needed and enhanced their ability to make decisions. Three appendixes contain information on research methodology, program content, and research team members. (JB)
A three-strand study examined the availability, provision, and effectiveness of educational guidance to adults in Scotland. A literature review, results of a 1988 study, and a commissioned update of that study were used to develop an overview of available educational guidance services. Case studies were conducted of six programs selected as representing a broad range of delivery systems and practices (including regional, employer-based, college, and distance learning guidance services). A user survey was administered to 200 adults identified as having used the case study services. The availability and effectiveness of educational guidance and factors affecting provision of guidance were analyzed. A wide variety of sources of educational guidance were identified, and it was found that users were generally satisfied with the guidance they received. Among the problems identified were the uneven availability of guidance services throughout the country, lack of systematic coordination among providers, and inadequate funding to meet identified guidance needs. (Eleven tables are included. Appended are a list of organizations and agencies contacted and advisory committee members, detailed survey completion data, an outline of activities and principles of quality guidance, a table showing client characteristics identified in the user survey, and a glossary of acronyms. Contains 27 references.) (MN)
Scotland Against Drugs, a privately funded partnership, launched a national staff development program known as the Primary School Initiative (PSI). The initiative provides an opportunity for schools and local authorities to evaluate their drug education efforts. The training encourages teachers to develop their own drug education policies and teaching approaches in line with established guidance on best practices. An evaluation of PSI from 1998 to 2001 included a survey of participants (1,133) and follow-up interviews, observations of training events, and interviews with trainers and local authorities involved. The evaluation determined that the PSI training has a positive impact on the knowledge, confidence, and abilities of participating teachers to plan and teach drug education in primary schools. It suggested that further research is needed on how to develop appropriate forms of drug education with related training for teachers, how to work with secondary schools, and how best to promote work with parents in the field of drug education. (JDM)
This report describes research carried out between 1996-99 which examined the extent and nature of drug education in Scottish schools. It explored young people's knowledge, attitudes, and behaviors about drugs and drug education and highlighted factors influencing the effectiveness of drug education. Research methodologies included a census of elementary and secondary schools, a student survey, interviews and focus groups with teachers and students in six schools, and an ongoing review of related literature. Results indicate that most schools had some form of drug education. There was a notable shift in provision of drug education for 6th and 7th graders. The main aims of school drug education were to provide information and promote decision making skills. Most students valued drug education. Students who used drugs believed drug education was beneficial to them. Most students were against illegal drug use and did not use illegal drugs. Interactive teaching methods showed promise for influencing students' health behaviors. Five appendixes include data on: samples, methods, and analyses; drug education context and approaches (a literature review); experiences and views of students using drugs; students' experimentation with and misuse of illegal drugs; and school drug education: main resources used. (SM)
A report arising from an evaluation, commissioned by the Greater Glasgow Health Board, of a school sexual health education programme carried out in 1995/96.
A project investigated the extent to which the current adult basic education (ABE) provision was meeting the needs of participants in Northern Ireland. Interviews were conducted with key individuals from 22 agencies providing adult literacy and numeracy support, selected tutors and managers of ABE (n=62), and 55 ABE students. Students had a variety of reasons for participation, often both vocational and personal. Barriers were mainly dispositional, including the fear of being seen to have ABE needs, of traveling to unsafe areas, and of not being able to cope with course content. Situational barriers included the costs incurred by participation. Child care considerations also affected students' participation and regular attendance. Students gave particular praise to course content, styles of teaching, and teachers' qualities. In contrast to initial assessment and induction guidance, pre-entry guidance was minimal. Participants considered guidance and support while on courses to be excellent. The majority of coordinators and managers of ABE provision felt that, overall, available funding for ABE in Northern Ireland was insufficient. Full-time staff were the best qualified, but most ABE teaching was done by part-time and volunteer tutors with lower levels of relevant qualifications. Benefits included helping improve skills needed at work and increasing promotion prospects, improving the quality of life, and increasing self-esteem. Contains eight references. (YLB)
The programme is aimed to facilitate systematic transformational change in 3 Edinburgh and 2 East Ayrshire schools and across each local authority to promote attainment and broader achievement, particularly amongst the lowest performing 20% and to reduce the number of young people going into negative destinations.
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