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ERIC Number: ED439223
Record Type: Non-Journal
Publication Date: 1999
Pages: 48
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1461-2712
Learning and Earning: The Impact of Paid Employment on Young People in Full-Time Education.
Davies, Peter
The first stage of research into the impact of part-time employment on young people in full-time education analyzed questionnaires from 555 young people aged 14-19 in 7 secondary schools and in 7 further education sector colleges in Britain. A literature review focused on issues involved in combining part-time employment and full-time education. Findings indicated the following: employment was common among 14-15 year-olds and almost universal for 16-19 year-olds; extent of engagement in employment and range of hours worked did not vary significantly by socioeconomic grouping or location; college students and students studying toward vocational qualifications were significantly more likely to take part-time jobs and work longer hours; and the motivation to mix work and study was to earn money, usually to maintain a preferred lifestyle. Larger numbers of young people perceived work as having some adverse impact on their academic performance, and on their home and social life. Part-time work appeared to be an insignificant factor in causing dropout. Teachers and institutional managers felt paid employment was beneficial in offering preparation for adult life. Evidence supported their belief that many students work longer hours than is good for them. Findings supported a combination of strategies designed to assist young people working excessive hours to voluntarily to reduce their commitment to part-time work, backed by some tightening of legislation and codes of practice. (Contains 22 references and the survey instruments.) (YLB)
FEDA Publications, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom (5 British pounds). Web site: http://www.feda.ac.uk.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Further Education Development Agency, London (England).
Identifiers - Location: United Kingdom (Great Britain)