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

This project is investigating the drivers and outcomes of young people’s pathways from education to employment, focusing on gender differences.

The transition from education to work is crucial to long-term career success. This research is examining the factors behind choosing either a vocational or academic path, including the role of transferable skills. It explores gender inequality as men and women enter the labour market and by age 25. The study also examines the timing and sequencing of transitions from education to employment.

Background

The research addresses current policy concerns about:

• the promotion of vocational and technical training
• gender differences in early career outcomes
• and under-employment among young people.

Half of young people do not attend or complete university, but vocational and technical routes have received less policy attention than higher education. Skills shortages in key sectors have renewed interest in how vocational and technical education can address the challenge.

There are significant gender differences in education and employment pathways and outcomes:

• Women in the UK are now 35% more likely to attend university, but the gender pay gap persists.
• Women in full time work earn on average about 9% less than men.
• The pay gap widens to 15% for women with vocational qualifications.

This research investigates how pathway choices and skills development influence these outcomes.

Research questions

1. How do different factors and processes shape young people’s academic and vocational education choices?
2. What are the most common pathways for young men and women throughout the education system and into their early career?
3. To what extent have young women been able to convert their higher educational attainment into better jobs at entry level and in early career?

The researchers will use data from two recent cohort studies of young people: the Longitudinal Study of Young People in England I (‘Next Steps’) and II (‘Our Future‘), born in 1989/1990 and 1999/2000. These surveys include detailed information on family background, aspirations, subject choices, gender and ethnic minority status, and are matched to data on attainment.

Outcomes

The research will inform policy makers about gender differences in the returns to vocational versus academic qualifications. It will also provide critical input for careers guidance. The project findings and policy recommendations will be published in three reports, which will be free to download on this page.