Work or study? Gender and the transition from school to work

The research addressed three topics. 

1. the educational expectations and career orientation of young people.
2. the paths which young people take through education and into work. 
3. access to good jobs in early career. 

Comparisons were made by (a) gender and (b) academic versus vocational routes.

Methods

Quantitative data came from two cohorts of young people in England (the Longitudinal Survey of Youth People in England) born around 1990 and in 2000. Educational expectations were defined in terms of staying in academic education, studying at an FE college, or leaving education.  Pathways through education into work were grouped by activity states observed between ages 17 and 20.  To measure ‘good jobs’ a job quality index was constructed covering earnings, pension provision,  job security and work-life balance.  The job quality of respondents was analysed when they were in their early 30s.   

Findings

Educational Expectations

Parental socio-economic resources and expectations for their children were strong and consistent predictors of young people’s own educational expectations. 

Young people from poorer backgrounds were less likely to aim for academic education.

Girls were more likely to expect to remain in education than boys.

Young people in both age cohorts living in London were more likely to expect to stay in education than those in other regions.

Altruistic and entrepreneurial values (e.g. helping others, being one’s own boss) were also significant predictors of education expectations.

Pathways from Education to Work

The most frequently occurring pathway was A levels then higher education, accounting for about one-third of the sample.  Some 16% of the sample proceeded directly from secondary education to a job.  About 11% of young people experienced a problematic transition of being frequently unemployed or out of the labour force in their late teens.   

Young women were more likely than young men to be on the A levels to higher education pathway. But variation by some other background variables, notably social class and parental education, was much more substantial. 

Job Quality

Women had slightly lower job quality, on average, than men.  This was mainly because  women were much more likely to be working part-time at age 32.

Those who had followed the A levels to HE pathway had the highest average job quality at age 32, and it was lowest for those who had been in neither education nor work in their late teens.

While educational pathways in late teens helped to explain how well people were doing at work later on, they did not fully determine it.  Some young people who were not doing well in their late teens were nevertheless enjoying career success by age 32. 

Implications for Policy and Practice

• There is a need for clearer information, guidance and support on educational and  career pathways. 

• Post-16 students should be enabled to combine A Levels, applied general qualifications, and higher vocational qualifications to create tailored pathways to high-quality jobs.

• Flexible working options and initiatives to boost the quality of part-time employment are needed.