Moving from lifelong learning to youth employment: higher education in Scotland's colleges

Abstract

The last few decades have seen changes in young people’s living arrangements and their patterns of participation in education, employment and training. This working paper explores aspects of the experience of higher education students through a detailed case study and a follow up survey of students in a Scottish college. The work locates within the context of widespread contemporary concern about youth unemployment. Analysis of published data reveals a marked shift in the demographic profile of higher education students in colleges in favour of young people. An unseen consequence of this change has been a decline in opportunities for older students, particularly women wishing to study part-time at an advanced level. Survey data from one college follows up an earlier case study and explores new dimensions of the work/life/study balance. In this study the experiences of school leavers, young adults and adults are compared. Over half of the students were in paid work, an increase compared with the previous survey. The relationship between work or family life and study was significant in influencing the quality of the students’ experience. Young part-time students, many of whom were following Modern Apprenticeships, achieved a more successful work/life/study balance compared with full-time students who were in paid work. It is recommended that colleges should devote attention to enabling students to maximise the benefits of combining work with study, to prepare them for transition into a difficult labour market. It is also argued that the different priorities of older lifelong learners should continue to be recognised as their numbers decline

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ORCID for Teresa McGowan: orcid.org/0009-0002-9231-3743

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