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ERIC Number: ED465061
Record Type: RIE
Publication Date: 2001-Dec
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-904128-04-1
ISSN: N/A
Strategies for Balancing Learning and Earning: Student, Teacher and Employer Perspectives in the Context of Curriculum, 2000.
Fowler, Zoe; Hodgson, Ann; Spours, Ken
A study examined the role and significance of part-time (PT) work for 16-19-year-olds in advanced level, full-time education (FT) in South Gloucestershire in the context of the Curriculum 2000 advanced level qualification reforms. Data were from 466 completed student questionnaires, 6 in-depth face-to-face interviews with major local employers of 16-19-year-olds; telephone interviews with teachers responsible for the advanced level curriculum; group interviews with 42 students in their first year of advanced level courses. Findings indicated the proportion of FT students in PT work in 2001 was greater than in 1999; the proportion of FT students working over 10 hours per week in term-time in 2001 was greater; 78 percent of Year 12 and 91 percent of Year 13 FT students were involved in paid employment during term-time; most PT students were employed on the weekend and/or one evening during the week; the majority of students who work PT felt they derived benefits from their jobs; most felt able to balance studies and work; the majority did not feel their school/college helped them manage the balance between paid work and study; employers were keen to employ students and appeared sympathetic to ensuring students balanced commitments to work and study; and teachers were concerned about achievement levels and strategies to balance learning and earning. (The questionnaire and additional data are appended.) (YLB)
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: London Univ. (England). Inst. of Education.
Note: For a related study on "Learning and Earning," see ED 462 600. Study also involved the Kingswood Partnership Research and Development Project. Sponsored by the Connexions West of England and the Bristol and South Gloucestershire Learning Partnership.